enefit, we found that it was realised in different ways. Firstly, the TFE consolidates information about a child in one place, thereby eliminating the need to chase information manually. Before the introduction of the TFE, schools had to depend on their connections with social workers to gather information about a child's engagement with social care. This process was time-consuming and involved a lot of “leg work of contact… and making a referral [and] not hearing back” (Head of School/DSL, SEND). Use of the TFE has meant school staff can directly access data about children in their school, which for some has made “information sharing much quicker” (Deputy Head, Primary). In the words of one staff member: “We'd have a direct access to someone that… could check the database... It's meant that we don't have to do that. Now we've got access to the information. Which is good.” (Head of School/DSL, SEND). In some cases, school staff need to liaise with other agencies and the TFE is also good at identifying lead workers so school staff can “go straight to the professionals involved” (Deputy DSL, Secondary). Again, this has made such liaison more efficient. As one DSL describes: “It has…helped me track down a child's named professional very easily, which has saved me a huge amount of time.” (Primary School) As well as helping to identify other professionals for information gathering, the TFE is useful in avoiding “time spent making referrals and chasing when the right agencies were already aware”. School staff also suggested the TFE would be able to help them to perform admin tasks, such as reporting and audits, which have been onerous in the past. As one Deputy Head (Primary) explains: “Every year, the school is asked to do a safeguarding audit.. a massive document that asks 