Derbyshire Schools and the Retention Challenge

Teacher and TA retention is one of Derbyshire’s biggest challenges. Discover insights and strategies schools are using to retain staff effectively.

Introduction

Across Derbyshire, from Buxton to Chesterfield, school leaders are asking the same question: how do we keep our staff? Recruitment has always been difficult in education, but in 2025, retention has become the real challenge.

Aspira Education works daily with Derbyshire schools, and what we’re seeing is clear: without intentional strategies, schools risk losing their most valuable asset — their people. This blog shares what’s happening on the ground and practical steps schools are taking to retain staff.

The Current Picture in Derbyshire

DfE data shows retention rates remain low nationally, but in Derbyshire the pressures are heightened by:

High demand for SEN provision, particularly in PRUs and special schools.
Budget constraints, making it harder to offer incentives.
Increased workloads, leading to staff burnout.

For headteachers and cover managers, this means that even when vacancies are filled, there’s no guarantee the staff will stay.

The Cost of Poor Retention

Staff turnover isn’t just a headache — it has direct consequences:

Financial strain: Recruitment costs, advertising, and agency fees pile up.
Lost continuity: Pupils — especially those with SEN — suffer when adults constantly change.
Lower morale: Teachers and TAs feel unsettled when colleagues come and go.

In one Derbyshire primary, a single year group had five different TAs in just two terms. Parents noticed, pupils regressed, and leadership was left firefighting.

What We’re Seeing Work Locally

The good news is that some Derbyshire schools are tackling retention head-on. A few key strategies are making the difference:

Investing in CPD for TAs and Teachers
One Swadlincote secondary launched SEN training for all new TAs, funded through CPD budgets. Result: staff felt more confident and were far less likely to leave within the first term.
Recognition and Value
A Chesterfield primary introduced “staff shout-outs” in weekly briefings — celebrating small wins like a TA successfully calming a child or a teacher introducing a new strategy. It boosted morale almost instantly.
Wellbeing Programmes
A Derby school piloted “wellbeing Wednesdays,” with protected non-contact time every fortnight. Staff surveys showed a direct drop in stress levels.
Creating Progression Pathways
TA retention improves when they see career growth. In one Derbyshire MAT, TAs were offered HLTA training and internal promotion routes. This reduced turnover significantly.

Case Study: A Derbyshire Special School

A special school in North Derbyshire struggled to retain staff due to challenging behaviour and high emotional demands.

The leadership team partnered with a recruitment agency to source staff from youth work and residential care backgrounds — people already used to resilience and safeguarding. At the same time, they introduced regular wellbeing sessions and mandatory debriefs for staff handling difficult incidents.

Within a year, TA turnover dropped by 30%, and pupils benefitted from consistent adults they could trust.

Why Retention Needs to Be a Priority

Recruitment will always be necessary, but without retention strategies, schools fall into a cycle of constant rehiring. Derbyshire schools that invest in wellbeing, recognition, and training are seeing stronger outcomes for pupils and reduced pressure on budgets.

Retention isn’t just about keeping staff happy. It’s about:

Building trust with families.
Providing consistency for vulnerable pupils.
Creating a sustainable workforce in the face of ongoing shortages.

Conclusion

The retention challenge in Derbyshire schools is real — but it’s not insurmountable. Schools that focus on CPD, recognition, wellbeing, and progression are already seeing results.

For SENCOs, headteachers, and cover managers, the message is clear: recruitment fills gaps, but retention builds stability. And in Derbyshire, stability is exactly what children, staff, and families need most.