 the TFE, which led to friction between them and schools. As an Education Intervention Manager describes: “Schools might have details of an allocated [Early Intervention] worker almost immediately and that [Early Intervention] worker might be a little bit on the back foot when schools had lots of information” 5.3.3 Service planning The TFE is used to understand the “whole school picture” On the whole, the feedback we received related to benefits for individual practitioners or teachers. This may well reflect our sample or the perceived focus of our research on the part of respondents. However, there was evidence that the TFE enables a broader understanding of needs across a school: “I've been struggling for years to gain information on our students and services working with them and their families. The information on chronologies is invaluable in ensuring we have a much more comprehensive picture of our vulnerable children.” (Head, SEND) “It allows me to access information quickly and see an overview of the whole school picture.” (Head, Primary) "The TFE has been essential in ensuring we have a complete picture of our student cohort" (Head, Special School) We also found that such insight, aside from providing assurance, is instructive as part of measures to manage and “keep on top of” safeguarding issues. For example, the TFE was mentioned as a feature of weekly safeguarding round-up meetings, as well as other planning meetings. In this way, compared to the strategic Qlik app, we found more evidence that the TFE is used as a standalone tool to provide leaders with information for service planning decisions. 5.3.4. Limiting factors Perception of data quality issues may be impeding benefits When given the opportunity, many of those we surveyed mentioned at least one of a 