ren.” (Headteacher, SEND) The TFE enables staff to get "a more rounded perspective on support needed" (DSL, Primary), before children start at school. It was felt that this plays an important part in planning, so that children have appropriate support that is more likely to meet their needs: “We've got much more informed, like it informs our practice with that child before they started with us.” (Head of School/DSL, SEND) Support that such information can prompt can range from a ‘universal offer’, where a family is open to the Early Intervention team, as well as an array of other interventions: “It could be something simple like providing food, clothing, those sort of charity applications.. mental health.. domestic abuse.. Yeah, so a whole range, lots of parenting issues… it’s making sure those families are support[ed] and they’re accessing the services they need to” (Safeguarding Lead, Secondary) Having access to a range of information on children was seen by one Deputy Head as particularly relevant during the transition from primary to secondary schooling: “[The TFE] provides info we are not always aware of - it has been critical in transition from primary, it includes a lot of info that has not been shared and gives us awareness of interventions implemented and advises key professionals involved” (Secondary) Since the TFE also provides responsive information, some school staff describe how it “can help decide actually what needs to happen next” (Family Support Lead and Safeguarding Lead, Primary), as children’s needs change or become known to the school, making responses “much more targeted”. As different school staff describe: “Something new happens then the child gets… a marker so it can just check in and [they] might have just qualified for free school meals. So, 