er, surveys were conducted on an ad-hoc basis, reducing the ability to measure benefits over time. “We could have been better about where the best value is, and how we measure that value. We looked at hits and were equating searches with value added; there's more to that than just that.” (Insight Bristol team) In addition, as we note in Section 5.5, we assume that the TFD has driven value in areas that are less quantifiable. For example, through our conversations with practitioners we heard of examples where favourable outcomes for children or family have come directly from insight garnered from the TFD (see Section 5.5). Despite this, there was no clear means of recording the influence of the TFD in such instances. Having more of a planned approach to gathering data of this kind may have meant that these kinds of examples could have been captured and compiled over time as part of a growing evidence base to demonstrate the impact of the TFD. We also noted a lack of rigour in terms of understanding and addressing issues around digital literacyamong staff groups. Again, a lack of this kind of data may make it difficult to understand and test Bristol’s own theory of change and where improvements may need to be made. The Head of Service conceded that a more thorough approach to monitoring and evaluation would have been desirable, but was difficult given the challenge of supporting rollout and the finite capacity of the team: “Ideally, we would have had.. the ability to pause, take stock, evaluate, bring in, someone independent, to look at the approach to shift our approach and, and fine tune it, [but] we never had the capacity to really do a rigorous evaluation of what it was we were doing.” (Head of Service) This is a well-documented challenge relating to the delivery of l