SEN Support in Derbyshire: How Local Schools Are

Discover how Derbyshire schools are adapting to growing SEN demand. Practical strategies and insights for headteachers, SENCOs, and cover managers.

Across Derbyshire, schools are facing a growing challenge: meeting the needs of children with Special Educational Needs (SEN). Demand for specialist support has surged in recent years, with more Education, Health and Care Plans (EHCPs) being issued and increasing referrals to Pupil Referral Units (PRUs). For headteachers, cover managers, and SENCOs, the question isn’t whether to adapt, it’s how.

This article explores how Derbyshire schools are responding, what’s working, and the role recruitment and training play in ensuring that no child gets left behind.

The Local Picture: SEN in Derbyshire

Derbyshire County Council reported a sharp rise in the number of pupils requiring SEN support. Mainstream schools, special schools, and PRUs across the county — from Chesterfield to Swadlincote — are experiencing unprecedented demand for skilled staff.

Common challenges include:

Shortages of experienced Teaching Assistants (TAs) able to manage complex needs.
High staff turnover, especially in high-pressure SEND settings.
Budget constraints that make specialist provision difficult to sustain.

Schools need adaptable, resilient staff who can step into SEN roles with confidence. This is where Derbyshire’s recruitment and training partnerships are proving vital.

Why Specialist Training Matters

It’s no longer enough to place “any available cover” in a classroom. For children with autism, ADHD, SEMH, or non-verbal needs, the wrong placement can set back weeks of progress.

Schools in Derbyshire are increasingly seeking:

TAs with safeguarding and behaviour management training.
Staff from transferable backgrounds (youth work, sports coaching, residential care).
Ongoing CPD, particularly around trauma-informed practice and de-escalation.

Specialist training doesn’t just protect children — it also boosts staff confidence and improves retention, reducing the cycle of churn that so many schools struggle with.

Case Study: A Derbyshire Primary School

At a primary school in Derby, a Year 4 pupil with an EHCP had cycled through three different TAs in a single term. Each left within weeks, citing workload and stress.

The SENCO decided to try a different approach: they recruited a TA with a youth work background who had completed safeguarding and SEMH training through a local provider. The result? Stability. The pupil began to trust their TA, parents reported progress at home, and the placement lasted the entire academic year.

This reflects a wider trend: when schools prioritise the right match — not just a quick fill — outcomes improve for pupils and staff alike.

The Role of Recruitment Agencies in SEN Provision

Agencies specialising in Derbyshire education staffing, like Aspira Education, are playing a key role in bridging gaps. By:

Vetting candidates for safeguarding awareness and resilience.
Offering local training pathways to upskill staff.
Supplying TAs who are committed to SEN roles, not just short-term cover.

This ensures schools have access to candidates who are prepared for the realities of SEN settings — from PRUs in Chesterfield to specialist units in Buxton.

How Schools Can Strengthen SEN Support

For headteachers and cover managers looking to future-proof their SEN provision, consider:

Invest in training pathways — Build CPD into contracts and encourage SEN-specific courses.
Value TAs as professionals — Treat them as part of the teaching team, not just “extra hands.”
Plan ahead for recruitment — Avoid last-minute cover requests; partner with agencies early.
Focus on resilience and adaptability — Look beyond the CV; transferable skills often outperform “classroom-only” experience.
Prioritise retention — Support wellbeing and offer clear progression routes for TAs.

Looking Ahead: Derbyshire’s SEN Future

With SEN demand showing no signs of slowing, Derbyshire schools must continue to innovate. Whether through targeted recruitment, partnerships with training providers, or embedding a culture of respect for support staff, the path forward is clear: invest in the people who make the difference.

By building teams of skilled, motivated TAs and SEN specialists, schools can not only meet the rising demand but also ensure children thrive — academically, socially, and emotionally.

Conclusion

Derbyshire’s SEN landscape is evolving rapidly, and schools that adapt quickly will be best placed to deliver outstanding outcomes. For school leaders, SENCOs, and cover managers, the message is simple: invest in the right people, support them with training, and value their role in shaping children’s futures.

Because when it comes to SEN, the right staff don’t just support learning — they transform lives.