ldren and families” (Inclusion Lead / DSL, Primary) in terms of understanding risk. This is of particular benefit given the reported time delay of safeguarding notifications that are made to schools independently of the TFE. As one Pastoral Lead makes clear: “Communication is often not very good and being able to access the app to confirm status of cases is invaluable.” (Pastoral Lead, Primary) However, the TFE doesn’t seem to replace existing measures and processes in this respect, but is more “another avenue of information to keep up to date with family needs” (DSL and Attendance Manager, Primary School). In this way, staff use it to cross-check and complement information that is already available to them. By giving a more complete picture of a child, the TFE helps schools staff to offer more appropriate support Social Finance Limited +44 (0) 20 7770 6836 87 Vauxhall Walk, London SE11 5HJ socialfinance.org.uk 37 Many respondents across our research described how the TFE “helps with creating a contextual picture around… children and their families” that aids understanding of the circumstances and the specific needs of children. In the context of SEND schooling, this was seen by one respondent as particularly useful, since children can be taxied in from various parts of the city and teachers don’t get the ‘playground’ time to gather additional information. As one Headteacher outlines: “I've been struggling for years to gain information on our students and services working with them and their families. The information on chronologies is invaluable in ensuring we have a much more comprehensive picture of our vulnerable children.” (Headteacher, SEND) The TFE enables staff to get "a more rounded perspective on support needed" (DSL, Primary), before children start at school.