h LA. Focus groups began with an icebreaker activity and agreeing on ground rules for discussion, such as listening to each other, taking turns to speak and respecting confidentiality and different points of view. The sessions each lasted one hour and were audio-recorded with the permission of the participants (Greenwood et al., 2016). The participants were asked to bring with them forms which they found particularly helpful in their role and forms which they found were less helpful to use. In total, 17 forms were discussed. The user researchers supported the discussion to explore the particular reasons as to why the forms were helpful or unhelpful and also looked at each field on the forms in more detail. After each focus group, the participants were thanked for their time and for sharing their experiences, and were reminded that they could get in touch with the user researchers if they had any questions or concerns (O’Brien and Dadswell, 2020). Following the focus groups, researchers from Anglia Ruskin University conducted a provisional thematic analysis to inform the questions and exploration focus of the second stage of phase two; the individual interviews with CSC workers. Individual interviews with practitioners Individual online interviews took place with 50 practitioners across the four LAs. Professional groups included child social workers, personal advisers, independent reviewing officers, team managers, heads of service and heads of corporate planning. Additionally, director level professionals were included, which provided helpful context for the data consumer phase of the research (please see appendix two for a full list of roles and their main user needs). Similar to the focus group recruitment strategy, contact was made with each LA requesting participant