ue to duplication and the use of language, guidance, and design. Duplication is problematic for the following reasons: when the same information that does not change is requested more than once; the data item is collected twice within the same form; or the same information is collected in more than one form. Language, guidance, and design can be unhelpful when forms and case notes are written using jargon and terminology not accessible to other practitioners or children and young people. In addition, practitioners do not always understand the wording of some questions and what information they are required to collect for specific data items. The design of the form and the order of the questions asked within the same form do not flow naturally, often not making sense to practitioners. The Missing Chapters research reiterates the importance of using jargon free language so children and young people can understand what was written about them should they access their records. Much of the information collected about a child or young person is collected through a series of closed questions, drop-down lists and scoring questions. Many participants stated that it is not always possible to capture the context of a meeting with a child or young person in this way and that conversations are needed to support this data. The data reported by practitioners is intended to meet both their frontline needs and the needs of those consuming the data for performance management, local strategic decision-making, or national reporting purposes. Whilst practitioners want more contextual information, the data consumers need some data that the practitioners do not. Sometimes it is not clear how much information needs to be recorded by practitioners. Some record too much while others too little. D