oners and managers. Furthermore, it is clear that the TFD reduces the retrieval burden for these staff, saving them time engaging in onerous manual processes to collate this information. A range of other benefits were also noted, in terms of better preparing practitioners to go into sensitive situations or identifying children with only a very limited amount of existing information, for example, using only a name on a school jumper. It wasn’t surprising, therefore, that 72% of staff who the TFD was originally designed for (Triage and Early Intervention teams) agree that it has a positive impact on their work. It is also clear that the TFE confers similar benefits for those that use it. This product enables staff to be more proactive in planning support for children in school, be more responsive to situations when they change, and offer more timely interventions as a result. Likewise, the TFE also saves school staff time in terms of retrieving information, as well as linking them with other professionals faster than would otherwise have been the case. Again, it feels as though there is a clear basis for understanding why 85% of people surveyed report that the TFE has a positive impact on their work, However, we also found something of a mixed picture in terms of benefits experienced by practitioners in the Council and schools, which points to areas in which the outcomes that the TFD and TFE enables could be improved. Firstly, our theory of change noted that, by enabling more informed service planning decisions, the TFD might address an issue around lack of strategic insight. While there are some examples of where this has happened with good effect, on the whole, it seems that the Qlik aggregated view app doesn’t support such outcomes in a meaningful way. However, this ma