Case Study: How a Derbyshire Primary Stabilised SEN

Discover how one Derbyshire primary school overcame high SEN staff turnover by investing in the right TA training and placement.

Introduction

For many Derbyshire schools, the challenge isn’t just finding staff — it’s keeping them. Nowhere is this more evident than in Special Educational Needs (SEN) provision, where turnover rates are often the highest.

This case study explores how one Derbyshire primary school went from constant disruption in its SEN support team to stability and progress — simply by focusing on the right Teaching Assistant (TA) placement.

The Challenge: High Turnover and Low Progress

A primary school on the outskirts of Chesterfield faced a recurring problem. A Year 4 pupil with an Education, Health and Care Plan (EHCP) for autism had seen three different TAs in a single term. Each one left within weeks, citing workload and stress.

The impact was significant:

The child’s progress stalled.
Parents lost confidence in the school’s SEN provision.
Staff morale dipped as teachers tried to fill the gaps.

The SENCO described it as “a revolving door — we couldn’t build trust or consistency.”

Why This Is a Common Problem in Derbyshire

This school’s experience isn’t unique. Across Derbyshire, schools face:

A shortage of SEN-trained staff.
High pressure in PRU and SEN roles, leading to burnout.
Budget pressures that make retaining specialist staff difficult.

These factors create a cycle: schools rush to recruit, staff feel unprepared, and turnover repeats.

The Solution: A Different Approach to Recruitment

Instead of filling the vacancy with the first available candidate, the school worked with a Derbyshire-based specialist agency to change its approach. Together, they agreed on three priorities:

Resilience over pure experience — looking at transferable backgrounds, not just CVs.
Specialist training — ensuring the candidate had safeguarding and SEN CPD.
Ongoing support — not just a placement, but continued guidance for both the TA and the school.

The chosen candidate had a background in youth work and sports coaching. While not a “traditional TA,” they had completed safeguarding training and SEMH (Social, Emotional, and Mental Health) CPD through the agency’s training academy.

The Impact: Stability and Progress

The results were clear within weeks:

Trust Built Quickly: The pupil began to engage with the new TA, who used structured routines and calm de-escalation strategies.
Parents Regained Confidence: Parents praised the consistency, reporting improvements at home too.
Staff Morale Lifted: Teachers were able to focus on whole-class teaching, confident the pupil was supported.

Most importantly, the TA stayed. By the end of the academic year, the pupil had made measurable progress, both academically and socially.

Lessons for Other Derbyshire Schools

This case offers valuable takeaways for SENCOs, headteachers, and cover managers across Derbyshire:

Recruit for resilience, not just experience. Candidates from sports, care, or youth work often bring transferable strengths.
Invest in SEN-specific training. Even a short CPD course on safeguarding or behaviour management can prepare staff for the realities of SEN classrooms.
Provide ongoing support. Placements succeed when schools and agencies maintain communication and guidance, not just at the start but throughout the contract.
Value TAs as professionals. Recognition and respect go a long way in retaining staff.

Wider Implications for Derbyshire SEN Provision

Derbyshire schools are seeing a steady rise in demand for SEN support. Without the right recruitment and retention strategies, the cycle of turnover will continue.

But as this case study shows, the solution doesn’t always mean “find someone with years of SEN classroom experience.” Instead, it’s about:

Spotting transferable skills.
Offering proper training.
Embedding long-term support.

By doing so, schools can build stability for pupils, trust for parents, and morale for staff.

Conclusion

The Chesterfield primary school’s journey proves a simple point: the right TA, in the right role, with the right training, can transform SEN provision.

For Derbyshire schools struggling with turnover, the lesson is clear — don’t rush to fill a role. Invest in resilience, training, and support, and you’ll gain more than a staff member. You’ll gain stability, progress, and trust.

Because when SEN support stabilises, everything else — learning, behaviour, morale — follows.