 time, new funding has been agreed and a bespoke app for Social Workers is being developed which uses data from the TFD. With regard to the TFE, the Insight Bristol team wanted to create a more restricted and purpose-built version of the TFD. To do this, a member of the team spent time within a pilot school gathering information on what kinds of levels of data would be required. The tool was then rolled out to the several more pilot schools, and then offered to all schools in Bristol. In managing the project rollout to schools, the Insight team assigned two dedicated resources to lead the rollout of the tool. Engagement with end users at the start was useful in being able to gauge the right level of detail and data sharing in the app. Rolling out the TFE to schools, involved delivering training packages and having schools staff sign a charter, agreeing to proper use. However, in terms of future development, the Insight team manager noted that there is no roadmap, again due to the lack of funding, and though there are a few schools who use the tool very regularly and others who don’t use it at all, there is no more resource available to develop and embed the TFE across educational settings in Bristol. There is, therefore, a risk that the TFE might encounter similar disengagement to that which we have witnessed with the TFD, where practitioners don’t fully understand how to use the tool or what the information within it means. This finding suggests that significant ongoing work, and therefore funding, is required to support, maintain and further develop the TFD, TFE and other similar products. Measurement Aside from talking directly to teams about their experience of using the TFD, the Insight Bristol team regularly monitored usage. This was consistent with the nature of 