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Non-contact days (once known as ‘Baker days’, after the Education Secretary who introduced them) are an established part of the calendar for schools at all phases, but what do these days look like? How far do they contribute to teachers’ continuing professional development and how far are they used as opportunities to deal with paperwork? Do primary and secondary schools use them identically? And what do teachers actually think of them? Information derived from a study of more than 300 non-contact days in 66 schools, including primary, middle, secondary and special schools, is discussed in this article. From writing mission statements, to packing up for a change of accommodation, practice varies greatly, and this exploration of a neglected topic makes some valuable points that should help schools to step back and review their own provision. |
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| pre conference resources |
 Video clips and presentation slides from our previous pre conferences, are now available online.
Click here to view. |
CERUKplus is the only free database of current education and children’s service research projects in the UK. CERUKplus would like to include practitioner research undertaken as part of masters degree courses or levels 3 + 4 of the Teacher Learning Academy in 2010, and would like to hear from practitioners interested in doing so. We are committed to supporting teachers and lecturers in their research work and building connections between communities of practice. |
| research engaged schools |
 The contribution of research to school improvement has been a matter of considerable debate. It is widely argued that educational practice should be more evidence based, but it is acknowledged that this is not easy to achieve. |
Click here to download free articles available on research engaged school theme  |
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