3.10 It can be seen that there is already a high level
of walking to school and it is hoped that this can be
maintained. However, it should be noted that the percentage
of car trips does vary from school to school; for example,
50% of journeys at Liberton Primary were by car. This could
be down to a number of factors but the large catchment area
no doubt contributes to this figure. Therefore future phases
of Safer Routes work may need to concentrate on travel
patterns for younger pupils and nursery schools, and schools
with large catchment areas (including private schools and
Roman Catholic schools).
3.11 For parents who drove their children to school, the
areas that might encourage a modal shift away from the car
were safe crossing facilities on busy roads (73%) and
reduced traffic speeds (59%).
3.12 Given the resources available (£91,000 in the
1999/2000 capital budget) schools tend to prefer to see
engineering works being directed at the road environment
adjacent to the school, thus providing benefit to the
majority of pupils. Therefore schools such as Bruntsfield,
Towerbank and Sighthill have all requested some form of
footway extension in front of the schools. These works can
be expensive (up to £30,000); however other smaller
items are often identified, such as extending guard-rails,
increasing green man times at crossings and replacing
missing signs.
3.13 It is now two years since comprehensive guidelines
were drawn up in Edinburgh for the initial pilot project.
Experience has shown that these are too rigid, and a more
flexible approach is required. This is especially the case
when trying to programme a project along with the competing
activities of a normal school year. With the need for
consultation, Traffic Regulation Orders and the design
process, it can take up to two and a half years to complete
a Safer Routes project.
3.14 Guidelines on good practice for School Travel have
recently been published by the government and are being
distributed to all Head Teachers. These emphasise the need
for school communities to promote sustainable School Travel
Plans. It is considered that Head Teachers or their
representatives should take a lead role, as these plans
relate directly to the operation of a school. This would
ensure that there is ownership of any proposals from the
school and this is important when altering the attitudes of
both children and parents.
3.15 While resources are being targeted at a small number
of schools, this does not preclude other schools from
running their own projects; indeed this is encouraged. A
great deal can be achieved in relation to Safer Routes
without the need for expensive engineering works. Changing
attitudes is as important as changing the road network.
Schools such as Sciennes and Davidson’s Mains have
begun to raise the awareness of Safer Routes issues and have
shown what can be achieved by Safer Routes groups, School
Travel plans and walk/cycle to school weeks.
3.16 Day to Day Road Safety Issues
Due to changes in local government structures, there has
occasionally been a lack of co-ordination in progressing day
to day road safety matters. This issue has been resolved by
re-establishing procedures whereby all issues are initially
dealt with by Head Teachers in conjunction with a
representative from the Education and City Development
Departments (the Health & Safety Adviser and Safer
Routes to School Co-ordinator respectively). It is essential
that the Head Teacher is involved in these issues to ensure
that the response meets the aims of the whole school
community.
3.17 School Crossing Guide Service
Schools and parents are often concerned that certain
locations do not have crossing guides or that some Guide
vacancies remain unfilled or that existing locations may now
not be the best location. Parents sometimes have an
unrealistic expectation with regard to how the guide service
is operated and funded. National Criteria are applied when
assessing Crossing Guide locations and it is sometimes the
case that the criteria are not met.
3.18 In view of the difficulty in recruiting new guides,
a management review of the service should be carried out
with particular emphasis on recruitment issues. It should be
noted, however, that the problem of recruiting new Guides is
a widespread problem throughout Scottish local authorities.
Again a more active role from within the school community
and parents groups may assist in bringing innovative
recruitment solutions.
3.19 Guide locations can be reassessed at any time.
Requests should come through the Head Teacher and the
Education Department’s Health and Safety Adviser and
any changes agreed with them. The safety of Guides is
paramount, and Network services conduct a rolling programme
of inspections of guide locations.