Hertfordshire Walk to School Outreach Pilot Project Final Evaluation March 2012 Report prepared by: Wavehill Ltd
Hertfordshire Walk to School Outreach Pilot Project Final evaluation
This report is researched and written by Wavehill Consulting. The main author and research manager is Richard Brooks, supported by Charlotte Ellis. Statistical support and modelling by Dr. Sarah Bulloch. Queries: Any queries or questions about this report should be referred in the first instance to Richard Brooks at Wavehill: t: 01545 571711 | e: richard.brooks@wavehill.com Client contact: Shannon Boorer, Walk to School Outreach Coordinator, Living Streets t: 07808 640 305| e: shannon.boorer@livingstreets.org.uk
Report version: Final Version 12 (12 July 2012)
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Table of contents 1. 2. 3.
Executive Summary .................................................................................................... 4 Summary of Recommendations ................................................................................. 6 Introduction............................................................................................................... 7 3.1.
4.
Methodology ............................................................................................................. 8 4.1. 4.2. 4.3. 4.4. 4.5.
5.
Primary School Survey ............................................................................................................ 27
Results and Impact ................................................................................................... 38 7.1. 7.2. 7.3. 7.4. 7.5.
8.
Introduction ........................................................................................................................... 11 About me and my school ........................................................................................................ 11 How did you travel to school today? ....................................................................................... 13 What are the barriers to walking? – Workshops ..................................................................... 24 Walk to School Promotion in Secondary Schools..................................................................... 26
Teachers’ Survey ...................................................................................................... 27 6.1.
7.
Quantitative method ................................................................................................................ 8 Qualitative method .................................................................................................................. 8 Evaluating the targets ............................................................................................................... 9 Evaluation Methodology......................................................................................................... 10 Response ................................................................................................................................ 10
Pupils’ Survey .......................................................................................................... 11 5.1. 5.2. 5.3. 5.4. 5.5.
6.
Pilot targets .............................................................................................................................. 7
Mode Shift ............................................................................................................................. 38 What are the benefits of walking to school? ........................................................................... 39 The identification of barriers to walking to school .................................................................. 43 Effective resources and interventions ..................................................................................... 43 Sustainability .......................................................................................................................... 44
Recommendations ................................................................................................... 45 Recommendation 1............................................................................................................................ 45 Recommendation 2............................................................................................................................ 45 Recommendation 3............................................................................................................................ 46 Recommendation 4............................................................................................................................ 46
9.
Summary ................................................................................................................. 47
Annex 1 – Case Study Workshops .................................................................................... 48 Ashfield Junior School ........................................................................................................................ 49 Aycliffe Drive Junior ........................................................................................................................... 58 Bushey Meads ................................................................................................................................... 68 Martins Wood .................................................................................................................................... 70 St Bernadette Catholic Primary .......................................................................................................... 75
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
1. Executive Summary The overall aim of the Walk to School Outreach (WSO) pilot was to increase the number of children walking or travelling actively to school, rather than using other transport options. This evaluation report is designed to test whether walking has increased as a result of the intensive interventions delivered by Living Streets. The programme provided a Walking Coordinator for two school terms, who liaised with the school community to identify and address local walking barriers and encouraged families to walk to school with incentives and promotions. Living Streets is a national charity which works to create safe, attractive and enjoyable streets, where people want to walk. Its Walk to School Campaign includes Walk to School Week in May and International Walk to School Month in October as its main impact initiatives and the Walk Once a Week (WoW) scheme throughout the school year as well as tailored schemes for secondary schools. The WSO project is a pilot study which was designed to test the hypothesis that by offering more intensive walk to school support and tailoring interventions to target local walking barriers, better walking outcomes could be achieved than the national campaign which is more focussed on rewards and uses more of a ‘light touch’ approach. A range of enhanced interventions took place. Some were designed to increase the range of walking rewards and resources (t-shirts, pencils, etc.) and some were activities to raise awareness and participation. At primary schools, visits from Strider, the Walk to School mascot, were particularly popular and effective and WoW badges were also a popular motivation to walk. In secondary schools, student action groups identified local barriers and organised a Walk to School promotion to encourage their peers to walk more often. The analysis of the travel mode data shows that the proportion of children walking to school has increased by 7% during the programme and the proportion walking part of the way (through park and stride) increased by 10%. The number of children who were driven to school fell from 36% in 2011 (1369/3795) to 19% in 2012 (547/2808) achieving a key target for the project. These are all positive outcomes which indicate that the outreach approach is successful. The teachers surveyed generally supported the walking interventions and found them easy and quick to run. Strider visits and special assemblies were the most effective activities, with the core WoW resources of badges and wall charts proving the most effective resources. Encouragingly 87% of teachers at participating primary schools noted that they would like to continue the WoW activities, which suggest that the interventions and the benefits should be sustainable. Living Streets have been able to offer schools additional funding to continue WoW in 2012/13 so this should help the longevity of the programme.
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Some possible limitations of this evaluation need to be considered. The pupils and teachers have been involved with a project that promotes walking to school as a good activity which is rewarded. This may bias the survey results as the pupils and teachers understand there is some social desirability in their more positive responses. However, the responses received from parents, pupils and teachers through the qualitative and quantitative evaluation are consistent and definitely suggest that the Walk to School Outreach pilot project has successfully increased walking rates and decreased car travel at participating schools.
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
2. Summary of Recommendations Recommendation 1 The Strider mascot and the Walk to School assemblies appear to have increased participation in the pilot project over and above what the core WoW activities achieved. It appears that enhancing WoW participation and outcomes could be achieved by combining a school visit from Strider along with a special assembly which teaches children the benefits of walking to school.
Recommendation 2 The core WoW materials, particularly WoW badges, continue to be the most effective ‘rewards’ for participation in walking to school. Combined with the planned interactive whiteboard tool the WoW badges should continue to be used as incentives and rewards.
Recommendation 3 The workshops identified that parents and children feel that walking to school is achievable in terms of time and distance once they have started to walk, however road safety remains an issue. Parents may be more willing to increase walking to school participation if their children are more road safety conscious. Parents’ workshops suggested that more road safety training could be delivered alongside the walking promotional activities. This may be particularly the case in older children who could travel independently of parents.
Recommendation 4 Park and Stride as a travel option has proven to be successful. The data show that it has increased from 8% to 18% during the WSO project. Time and distance barriers to walking may be overcome by promoting the use of Park and Stride to both children and parents. To be beneficial the walked element needs to be around 10 minutes, or half a mile, and schools may suggest a local car park or area that could be used as the start point.
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
3. Introduction The overall aim of the Walk to School Outreach (WSO) pilot was to test whether support from a dedicated coordinator working directly with a small number of schools results in higher walking rates than the more passive approach of other Living Streets walk to school initiatives, particularly Walk Once a Week (WoW). The WoW (Walk Once a Week) scheme has been running since 2005 and today it helps over 300,000 primary school children get walking across the UK. WoW is the largest national walk to school programme and a recent survey found that schools taking part enjoy walking rates 9% higher than the national average. Living Streets is a national charity which works to create safe, attractive and enjoyable streets, where people want to walk. It includes Walk to School Week in May and International Walk to School Month in October as its main impact projects, and WoW throughout the school year as well as tailored schemes for secondary schools.
3.1.
Pilot targets
The main hypothesis of the pilot project is that more assistance by a Living Streets walking promotion officer will result in more children walking to school. To test this hypothesis, twelve schools, including ten primary and two secondary schools, were recruited in four areas across the county of Hertfordshire. This included schools from Bushey, Hemel Hempstead, London Colney and Stevenage. Living Streets worked with the schools, pupils, parents and the local authority to identify and address barriers to walking to increase walking rates. A baseline measure of walking rates was taken before the interventions, and a post intervention measure taken after to assess the impact of the programme on travel mode to school. The main targets of the pilot project are outlined below: 1. 2. 3. 4. 5.
to achieve a mode shift on the school journey at participating schools by increasing the number of children walking, or travelling actively, and reducing the number of children being driven to school to increase pupils’ awareness of the benefits of walking to school to find out what parents perceive as the main barriers to walking to school and what messages or actions will motivate them to change these and encourage their children to walk to school to develop a sustainable programme that schools can continue to run after the pilot finishes with limited support from Living Streets to assess which walk to school resources or interventions are the most effective in terms of mode shift.
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
4. Methodology The methodology chosen was a mixed method evaluation, using both quantitative surveys and qualitative workshops and interviews. The surveys compare travel modes on the school journey in the twelve participating schools before the WoW interventions (Survey 1), and then a second survey after the interventions (survey 2). The workshops spoke with pupils and their parents at five schools, at least one from each area, to discover the local barriers and triggers of walking to school.
4.1.
Quantitative method
The quantitative method used two surveys. Survey 1 was completed between September and October 2011 and survey 2 between March and April 2012.
Survey 1 Survey 2
Dates Sept - Oct 2011 March - Apr 2012
Schools 12 12
Classes 138 103
Students 3,287 2,639
They were undertaken by a total of 138 classes from eleven schools in the Hertfordshire area in survey 1 and 103 classes from eleven schools in survey 2. One other secondary school also undertook the survey but used an online method. It is therefore not possible to tell how many classes completed the survey at that school. This survey was undertaken through a ‘hands up’ method of data collection. A ‘hands up’ survey was chosen because they are quick and accurate to conduct and are cost effective. In a ‘hands up’ survey pupils are asked to raise their hands in response to a set of questions and the teacher records the number of responses to each question. In addition, teachers’ surveys were sent to the twelve pilot schools in March 2012 asking all teachers to rate the programme and resources provided. This was completed by 84 teachers in total.
4.2.
Qualitative method
The qualitative method used a series of pupil and parent workshops in five schools, including at least one from each of the chosen areas in Hertfordshire. The workshops were conducted before and after the outreach work started. The pre-intervention workshops in October 2011 asked pupils and parents about their current travel patterns and identified local barriers to walking. The post-intervention workshops in March 2012 examined whether there had been a change in behaviour and attitudes towards walking and perceived local barriers. The summary of these workshops is included at the end of this report in section Annex 1.
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4.3.
Evaluating the targets
The table below outlines how each target was measured through the evaluation. No. 1
2
3
4
5
Target Evaluation Method Mode Shift: Pupil hands up surveys: Increase the number of children walking or Compare before and after surveys to identify any travelling actively and reduce the number of mode shift. Also look at changes in preferred children being driven to school. mode of travel. Awareness: Pupil workshops: Increase pupils’ awareness of the benefits of Ask pupils what the benefits of walking to school walking to school. are and compare to the initial workshop feedback. Barrier Identification: Pupil hands up surveys: Identify the main barriers to walking to school Compare before and after surveys to find out and test which messages or actions will whether barriers have changed or reduced. overcome these to encourage more children Pupil and parent workshops: Discuss whether original barriers have been to walk to school. addressed during the programme. Sustainability: Teacher survey: Develop a sustainable programme that schools Ask teachers whether they are likely to continue can continue to run with limited ongoing WoW after March 2012. support from Living Streets. Pupil and parent workshops: Ask pupils and parents whether they will continue walking to school. Effective Resources: Teacher survey: Assess which walk to school resources or Ask teachers which resources and interventions interventions have been the most effective in were the most effective (they remember them, schools. they were easy to administer/use, the children enjoyed them, they had an impact on behaviour). Pupil and parent workshops: Ask pupils and parents which resources and interventions were most effective (they remember them, they were easy to administer/use, they were enjoyable and they had an impact on their travel behaviour).
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4.4.
Evaluation Methodology
This evaluation follows a similar methodology to previous evaluations of the national WoW scheme. The data is collected using a hands-up classroom survey with pupils in their class groups or assembly groups. The teacher or classroom assistant stands at the front of the class, reads out the question and then counts the hands raised and places the results onto the survey form. This is a fast and effective way to gather large survey numbers quickly, but has a limitation as it does not allow us to examine the results from an individual basis. The effect of the intervention is measured using a BEFORE and AFTER survey asking the same schools and classroom groups the same set of questions about travel to school mode and choices. If the intervention has been effective then the second survey will show an increase in walking and active travel rates and a fall in car use.
4.5.
Response
The survey was a self-selecting survey. This means that schools and classes could decide whether or not to participate, although all schools involved in the pilot committed to providing survey data when they signed the initial Memorandums of Understanding with Living Streets. No random sampling or quota selections were used. The pupil surveys were undertaken in October 2011 and March 2012. A total of twelve schools completed the questionnaires, ten primary schools and two secondary making 86 primary classes who completed the survey and 17 classes from one of the secondary schools. One secondary school survey was completed in an assembly group of 138 pupils and for the purpose of this report we created an ‘average’ class size of 20.51 to estimate the number of classes at that school. The total number of secondary school classes surveyed was 24. The report categorises schools by classes into the following age groups; • • • •
Foundation (nursery and reception classes) Key Stage 1 (Year 1 and 2), Key Stage 2 (Year 3 to 6), Secondary (Year 7 and over).
For a more in-depth view at school level please see the appendix in Annex 3.
1
‘The average size of classes taught by one teacher in state-funded secondary schools was 20.5 in January 2010’ – http://www.education.gov.uk/rsgateway/DB/SFR/s000925/sfr09-2010.pdf
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5. Pupils’ Survey 5.1.
Introduction
The pupils’ survey asked pupils a set of questions about the WSO project and about their travel mode to school on the day of the survey. The first survey took place in September-October 2011 and the second in March-April 2012. The surveys (see annex 2) were distributed as a paper based survey form with a hands-up survey pack, which included instructions and the teachers’ surveys too. These were returned in the envelope provided to Wavehill’s Freepost address. The analysis of the pupils’ findings was undertaken via SPSS (a statistics package) and Excel. The section headers below follow the section headers within the survey questionnaire. Findings from the children’s workshops are also included where appropriate. The main criteria that the evaluation is looking for within the pupils’ survey is that the project is recognised and remembered, that pupils understand the benefits of active travel (walking and cycling for example) and that participation in the WoW activities increases the walking or active travel rates and decreases car use . In the charts below we have used a colour code for boys (blue), girls (red), and baseline 2011 to 2012 comparisons (yellow vs. green).
5.2.
About me and my school
A total of 103 surveys were completed by ten primary schools and two secondary schools in survey 2. One secondary school did not follow the classroom survey method and so it has been excluded from analysis. The teachers’ survey was only run in 2012 and 84 responses were received. Ninety one per cent were undertaken by a teacher (76/84) and 85% (17/84) stated that they helped run the Walk to School programme in class in some capacity. The remaining surveys were conducted by a teaching assistant (2) or a Head or Deputy Head (4). As figure 1 below shows, the 2012 surveys were returned across all year groups from nursery to year 6. Thirteen per cent of the surveys were from foundation years (14/110), 20% from key stage 1 (22/110), 45% key stage 2 (50/110) and 22% were from secondary schools (24/110). This reflects the fact that not all primary schools included foundation years and one junior school participated which only includes key stage 2.
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Figure 1; Age of pupils in the survey – Survey 2012 45%
22%
20% 13%
Foundation
Key stage 1
Key stage 2
Secondary
Base: 103 (12 schools)
Figure 2; Weather at time of survey - Survey 2011 vs. 2012 2011
2012
68% 47% 40%
12%
11%
10%
8%
0
Sunny
Fair
Dull or cloudy
Showery
1%
3%
Raining
Base: 2011 – 138 (11 schools); 2012 - 101 (11 schools)
In 2012 fourteen per cent (14/101) of surveys were completed when it was showery or raining, compared to just 1% in 2011 (2/138). The majority of surveys from 2012 were completed when it was sunny (68%; 69/101). The weather is recorded to rule out any major impact on results, however our previous analysis for WoW (Evaluation of WoW project; 2010) shows that walking is not predicted by weather.
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Figure 3; Number of girls and boys undertaking the survey – Survey 2012 Boys
Girls
51%
49%
Boys
Girls
Base: 2639; 1343 boys 1296 girls. (11 schools)
A total of 2639 children undertook Survey 2, of whom 51% were male (1343/2639) and 49% female (1296/2639). This is consistent with the proportions recorded in Survey 1. On the day the survey was undertaken, there were 88 girls and 101 boys absent from their schools.
5.3.
How did you travel to school today?
The questionnaire fielded provides the number of children in each classroom who walked to school on the day of the survey. In order to see whether the WoW initiative helped to increase average levels of walking to school we tested the difference between the average proportions of children per classroom who walked to school in 2011 and 2012. This was achieved by dividing the number of children walking to school by the total number of children present. The difference in proportions was tested using an independent samples t-test (2-tailed)2 which found that the difference was indeed significant at the p ≤ 0.1 level, and almost significant at the ≤ 0.05 level. These results are encouraging for the WoW initiative. Figure 4 (below) shows that on the day the survey was undertaken there was an increase of 7% in the number of children who walked to school from 2011 to 2012; as well as an increase of 10% in the number of children travelling by park and stride, so walked part of the way. The number of children who were driven to school fell from 36% in 2011 (1369/3795) to 19% in 2012 (547/2808). This decrease of 17 percentage points is exactly equal to the combined increase in walking and park and stride.
2
The distribution of the proportions variable was found to be appropriate for this test
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Figure 4; Transport to school – boys and girls combined – 2011 vs.2012 2011
2012
53% 46% 36% 19%
18% 8%
Walked
Driven
Park and Stride
5% 5%
Bus
3% 2%
2% 2%
Bike
Scooter
0
0
Train/tram
Base: 2011 - 3795, 2012 - 2808 (12 schools)
Looking at the schools individually, Broadfield Primary School saw the biggest increase of 17% in children walking to school, from 53% in 2011 to 70% in 2012. That is around 20% above the national average. Martins Wood Primary School achieved a 16% increase in walking and the largest decrease of 28% in the proportion of children travelling to school by car, from 46% before the WSO project started to only 18% at the end of the programme. Belswains Primary School reached the lowest overall rate for children travelling by car of only 7% by the end of the pilot programme. Across the whole programme, there were five schools which managed to reduce the proportion of children travelling to car by more than 20 percentage points. This also included Hobbs Hill Wood Primary School and St Bernadette Catholic Primary School, which had the lowest walking rate and highest driving rate before the project began. They achieved a 24% decrease in car use from 56% in October 2011 to 32% in March 2012. Walking rates at Bowmansgreen Primary School increased from 43% in 2011 to 55% in 2012. At the same time, park and stride increased from 5% to 14% and car travel fell from 46% to 32%. These results are interesting as this school only ran the WSO project in two year 2 classes. The remaining twelve classes joined in with one final Walk to School Day, but only the year 2 pupils participated in WoW and other Walk to School activities. This suggests that schools can still achieve positive results even if the entire school does not actively participate in the programme. Roebuck Primary School was the only school to see a fall in the number of children walking to school, from 56% in 2011 to 51% in 2012; however, the number of children taking part in the park and stride increased from 9% in 2011 to 17% in 2012 and car travel still reduced by 14%. During the programme, the side and rear school gates were closed at this school due to construction so this may have deterred some families from walking. The walking rate at Bushey Heath Primary School remained unchanged at 48% before and after the pilot, but park and stride increased considerably from 15% to 26% and car travel decreased from 34% to 20%. Park and stride was promoted strongly at this school with free parking permits offered to parents so they could use a nearby council Pay and Display car park and walk from there. ©Copyright Wavehill 2012
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
The two secondary schools saw walking increase by 7-9% which is pleasing considering the promotions were only targeted at key stage 3 students. Bushey Meads achieved a 7% increase in park and stride which was promoted at the school through a travel map which identified convenient car parks within walking distance of the school. These are key indicators that the WSO project has had a positive effect on walking and active travel rates across the participating schools and has reduced the number of car journeys too. The key substitution appears to be within the park and stride group, where parents and their children now park away from the immediate school vicinity and walk in to complete their journey. Other transport modes are not affected. These results were supported by the parent and pupil workshops, where 61% of pupils stated that they were walking more often due to the WSO project and parent surveys showed similar trends. During the pupil workshops, some individual interviews were also conducted. Here are some of the responses from the question ‘Does your family walk to school more now?’ “Yes, we didn’t walk before the workshops. I have encouraged my brother to walk to secondary school.” (11 year old female) “Yes, we walk to school or park and stride more now than we did. We never walked before.” (10 year old female) “Yes. Before November it was just me that walked now the whole family walk.” (11 year old male) The illustrations below show the childrens’ visual responses to that same question during two of the workshops.
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Park and stride was promoted at several of the schools as part of the WSO programme to try to overcome distance and time barriers. The concept was explained to students and parents via assemblies, letters and newsletters, to try to ensure that they understood that they needed to walk at least 5-10 minutes of their journey to count as park and stride. Feedback from parent surveys of two classes at two schools indicates that all (24/24) of the parents who responded understood the park and stride concept. Convenient ‘park and stride’ locations were identified at some schools to encourage parents to park in car parks a good distance away from the school. However, there may still have been some pupils who referred to their travel mode as park and stride when they only walked a very short distance from the car to the school gate. This could be due to ‘social desirability biases’ where the pupils respond favourably because they know that walking is socially desirable, or even ‘social group theory’, where the pupils follow what their friends and peers answer to be part of the same group. There may also have been some children who used this travel mode before the programme began but were not aware that it was called ‘park and stride’. Figure 5 below shows for boys, there has been a rise from 49% to 55% for children walking to school, and a decrease from 35% to 19% in children being driven. The per cent of children travelling to school by park and stride has also doubled from 8% to 16%. Figure 5; Transport to school – boys 2011 vs. 2012 Boys 2011
Boys 2012
55% 49% 35% 19%
16% 8%
Walked
Driven
Park and Stride
3% 6%
5% 3%
1% 1%
Scooter
Bike
Bus
0
0
Train/Tram
Base: 2011 1682, 2012 1272. Note - Per cent has been rounded to nearest whole number, so do not always total 100 %. (11 + 11 schools)
Figure 6 below shows that for girls there has been an increase in the number of children walking from 49% in 2011 to 56% in 2012. There has also been a large decrease in the number of children being driven, with the per cent falling from 41% to 21%.
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Figure 6; Transport to school – girls 2011 vs 2012 Girls 2011
Girls 2012
56% 49% 41% 21%
21% 8%
Walked
Driven
Park and Stride
2% 3%
2% 2%
2% 1%
Scooter
Bike
Bus
0
0
Train/Tram
Base: 2011 1605, 2012 1232. Note - Per cent has been rounded to nearest whole number, so do not always total 100 %. (11 + 11 schools)
The two charts below split the analysis between boys and girls. It is possible to see that for both boys and girls in the year groups of key stage 1, key stage 2 and secondary, there has been an increase in the proportion of children walking to school. The mean for the proportion of all children walking to school in 2011 was 51% and this increased to 56% in 2012. The age categories where the biggest change can be seen, for both boys and girls, are key stage 1 and secondary. The charts below show that there has been a decrease since last year in the number of children walking to school for both boys and girls in foundation classes, indicated with a red circle. Whilst this might suggest that the intervention for foundation aged pupils has been unsuccessful it is important to remember that the cohorts were young children and the survey results may be less reliable within this category. Comments from teachers during the programme indicated that foundation-aged children often struggled with the task of recording their travel mode which further suggests that the results may be less reliable than for older children. Figure 7; Walked to school – boys – class – 2011 vs. 2012
65%
54%
55%
47%
56%
Overall
Foundation
57%
52%
38%
45%
53%
Key Stage 1
Key Stage 2
Secondary
2011 Boys
2012 Boys
Base: 2011 - 1916, 2012 - 1272. (11 schools)
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Figure 8; Walked to school – girls – class – 2011 vs. 2012 2011 Girls
2012 Girls
52% 56%
45%
57%
Overall
Foundation
69% 56%
53%
41%
43%
46%
Key Stage 1
Key Stage 2
Secondary
Base: 2011 – 1879, 2012 – 1232 (11 schools)
5.3.1. Who did you walk to school with today? On the day the 2012 survey was undertaken 33% of pupils walked to school with several family members (500/1499); this is 2% more than last year. There was a 4% increase in the number of children walking with their mum and dad compared to last year, but a decrease of 7% for children walking to school with their friends. Figure 9; Who did you walk to school with today? 2011/2012 31% 33%
28% 24% 20% 13%
11% 13%
7% 6%
6% 7% 1%
Several family members
Mum and Brother and dad Sister
Friend
2011
Own
Another adult
0
Walking group
2012
Base: 2011 – 1786, 2012 – 1446 (12 schools)
Perhaps unsurprisingly, figure 10 shows that younger pupils are most likely to walk with several members of the family or with their mum and dad, compared to older pupils are a most likely to walk on their own or with a friend. By secondary school, only 5% of pupils walk to school with their parents with some transition into independent travel at around the KS2 age category.
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Figure 10; Who did you walk to school with today? – by age category
Foundation
KS1
KS2
44% 41%
44% 42%
Secondary 41% 37%
33% 28% 14%
12% 5% 0
9% 9%
8%
6% 2%
3%
Several family Mum and dad Brother and members Sister
0 2%
Friend
13% 5%
0 0
Own
Another adult
Base: Foundation - 172, KS1 - 279, KS2 - 760, Secondary - 150. (12 schools)
5.3.2. What is your favourite way to travel to school? The favourite way to travel to school is a useful indicator as it suggests that with more Walk to School interventions children would willingly move to active modes and away from car travel. The number of pupils who state that their favourite way to travel to school is by walking has increased from 35% in 2011 (1191/3351) to 47% in 2012 (1215/2610) which suggests that the WSO project has made walking more appealing. Conversely, the number of pupils who state that their favourite way to travel to school is by car has fallen by 9% from 25% in 2011 (839/3351) to 16% in 2012 (417/2610). Notably the proportion of boys and girls who want to use their bike or scooter is far less than those that actually travelled using these methods which suggests further gains could be made here. For example 21% of children in 2012 stated their favourite way to travel was by bike, however, only 2% of children actually travelled to school using this method.
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Figure 11; What is your favourite way to travel to school? 2011 vs. 2012 47% 35% 26%
25% 21% 16% 12% 8%
Walking
Bike
Car
5%
Scooter 2011
2%
Bus/Train
1%
2%
Other
2012
Base: 2011 – 3351, 2012 – 2610 (12 schools)
The number of boys who state their favourite mode to travel to school as walking has increased by 9% from 34% (573/1690) in 2011 to 43% (590/1271) in 2012. Car preference has fallen from 23% to 15%, which is a notable decrease. Figure 12; What is your favourite way to travel to school? – boys – 2011 vs. 2012 43% 34% 27% 22%
23% 15%
15% 8%
6% 1%
Walking
Bike
Car 2011 Boys
Scooter
Bus/Train
2%
3%
Other
2012 Boys
Base: 2011 – 1690, 2012 – 1271 (11 schools)
The number of girls who state their favourite mode to travel to school as walking has increased by 14%, from 37% in 2011 (618/1161) to 51% in 2012 (668/1204). Car choice has fallen from 26% to 16% which again is a notable decrease. More girls prefer walking than boys, while slightly more boys prefer to bike or scooter.
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Figure 13; What is your favourite way to travel to school? – girls – 2011 vs.2012
51% 37% 26%
24% 20%
16% 7%
Walking
Bike
Car
10% 5%
Scooter
2011 Girls
2%
Bus/Train
1%
1%
Other
2012 Girls
Base: 2011 – 1661, 2012 – 1204 (11 schools)
Across all age categories, walking to school is the preferred way to travel to school. Travelling to school by car is far more popular for foundation (31%; 110/353) or secondary school pupils (35%; 119/341), whereas travelling to school by bike is more popular for key stage one (20%; 118/593) and key stage two children (28%; 361/1292). Figure 14; What is your favourite way to travel to school? – 2012 by age category 52% 46% 46% 41% 28% 20% 12% 7%
35%
31%
16%17% 11%
9%10%
8% 2%
Walking
Bike
Car Foundation
Scooter KS1
KS2
0 1% 2%
Bus/Train
3% 0 1% 2%
Other
Secondary
Base: 2579. Foundation 353, KS1 593, KS2 1292, Secondary 341 (12 schools)
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5.3.3. What are the barriers to walking? There has been a notable shift in the perceptions of barriers to walking to school, with an 8% decrease in pupils stating it is too far to walk to school from 2011 to 2012, and a fall of 7% in pupils saying it takes too long to walk to school. There has also been a decrease in the number of pupils saying they are not allowed to walk to school from 10% in 2011 (369/3689) to 4% in 2012 (110/2504). More pupils are now responding that they walk every day (+3%) and there is less preference for the bus or car (-4%). These are all positive outcomes for the WSO project. Figure 15; What are the barriers to walking to school – 2011 vs. 2012 2012
2011 35%
Already walk everyday
32% 20%
Weather
17% 21% 19%
Prefer bike or scooter 16%
Too far for me to walk
24% 12% 12%
Dropped off on route 9%
It takes too long
16% 6%
Prefer bus or car
10% 4%
Not allowed
10% 3% 4% 3% 5%
It is too dangerous No one to walk with Can't be bothered*
0 1%
Base: 2011 - 3689, 2012 - 2504 NB percentages total more than 100% as pupils could raise their hands more than once. *only asked to one school (12 schools)
Barriers of walking to school change as the age of the child changes. Comparing barriers to walking to school by age category, highlights that some barriers are more of an issue for certain ages. For example, more foundation children responded that the distance was too far to walk and that they only walk when the weather is nice. A quarter of key stage one children stated that they preferred to travel to school by bike or scooter (203/821), compared to just 7% of secondary (19/180), 10% of foundation (27/265) and 15% of key stage two pupils (278/1874). The chart below shows a gradient of age category and the weather. Possibly a greater reward for walking to school in bad weather would be worth considering, particularly for younger children. It could also be possible that some of the options below were too difficult for young children in foundation stages to understand so they do not rate very highly, such as not being allowed to walk or it being too dangerous to walk.
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Figure 16; What are the barriers to walking to school – 2012 by age category Secondary
KS2
KS1
Foundation 26% 30%
Already walk everyday
23% 20% 4% 4% 3%
Now allowed 0
5%
No one to walk with
3% 0 0 7% 4% 4% 5%
Prefer bus or car
7% 15%
Prefer bike or scooter
25% 10% 9% 8% 7%
It takes too long 3% 5%
11%
Dropped off on route
8% 8% 5%
It is too dangerous to walk to school
3% 1% 0 14% 12%
Only walk when the weather is nice
20% 29% 15% 11% 10%
Too far for me to walk to school
25% 1%
Can't be bothered *
Base: 3326. Foundation - 265, KS1 - 821, KS2 - 1847, Secondary - 186 (12 schools) * only asked at one school
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5.4.
What are the barriers to walking? – Workshops
5.4.1. Children’s Workshops Workshops to discuss walking to school were held in four schools – Ashfield Junior, Aycliffe Drive Primary, Martins Wood Primary and St Bernadette Primary. In total 100 children attended the workshops which were led by a workshop facilitator experienced at working in schools. The first workshops were held in October 2011 with a follow up in March 2012. Children were asked in the first workshop what issues or concerns prevented them from walking more often. They were then asked in the second workshop whether these had changed after the WSO project. The main difference identified was that they no longer felt that distance was a barrier to walking and some children now walked the whole way to school as their perceptions of school being too far away to walk had changed. Some children felt that safety had improved as there were fewer cars parked outside their school and they believed they were less likely to have a car crash if they walked. However, other children who had just started walking noticed the traffic more now that they were out amongst it so they felt safety had reduced. Several noted that there were more cars on wet days so safety was worse then. This could be another reason to offer more incentive for walking in bad weather. Similarly, some children who had just started walking noticed more community hazards such as dirty alleyways or nettles which they were not aware of when they were driven to school. Other children felt that nothing had changed in terms of community hazards, although some were no longer worried about underpasses because they felt safer with more people walking in their area. The original lists of community hazards were passed on to the relevant councils to follow up, but due to the short time scale of this project very few have been addressed yet. Most children felt that stranger danger and older children were still a concern. Year 5 or 6 children were more worried about older children as they will soon move up to secondary school. Some children felt that their road safety skills had improved since October so this was less of a barrier. They felt more confident because they walked more often and had become more aware of how to cross roads safely because they practiced it on their school journey.
5.4.2. Parents’ Workshops The parents had similar responses to their children regarding changes to barriers during the programme. They felt that park and stride had overcome the distance barrier and some felt that walking actually saved them time in the morning and made the children more organised so it was easier to leave the house on time.
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The only improvement to the physical environment or community hazards was noticed at Martins Wood Primary School where a new back gate was installed following parent’s feedback in the initial workshop. This had shortened the walking distance for a lot of families which helped encourage walking. Some parents felt that safety had improved with fewer cars at the school gate and more considerate parking. Most also thought that children’s road safety skills had improved by walking more often and becoming more aware of traffic issues. However, several parents suggested that the Walk to School programme should include some basic road safety training to ensure children know how to walk safely. Many of them remembered the Green Cross Code from their youth and felt that something like this should be taught regularly. They suggested that Strider could be a good character to convey these messages to children through videos or games.
4.4.3 Do pupils enjoy the Walk to School programme? In the second survey, primary school pupils were asked whether they enjoyed taking part in the Walk to School programme overall. Figure 17 below shows that girls were slightly more positive about the programme with 70% (767/1089) stating they thought the WoW programme was great compared to 61% of boys (715/1172). Very few boys or girls stated that they did not like the programme. This is consistent with the workshop feedback where children were very positive about the programme overall. Figure 17; How much do you enjoy taking part in the Walk to School programme?
Boys
Girls
70% 61%
29%
25% 10%
It's great - I really like it
It's okay
5%
I don't like it
Base: Boys – 1172, Girls – 1089.
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5.5.
Walk to School Promotion in Secondary Schools
5.5.1. Methodology Two secondary schools took part in the WSO project. This was tailored to older students and the interventions were quite different to those used in the primary schools. A Student Action Group was formed at each school to help identify local walking barriers and solutions and prepare a Walk to School promotion to encourage their peers to walk. The pre and post-intervention surveys were similar to the primary school ones with some amendments. One school collected the data as a web survey rather than as an in class survey as it was more difficult to complete in large secondary schools. As a result of these differences we have kept the analysis of the secondary data from the final survey question separate from that of the primary schools.
4.5.2 Have you heard of the Walk to School promotion at your school? In total 266 pupils were asked whether they had heard about the Walk to School promotion at their school and 149 (56%) said yes. At both schools, the interventions were targeted at key stage 3 (years 7, 8 and 9) rather than the older students in years 10-13 who were involved with exams, so this result is to be expected. Figure 18; Have you heard about the Walk to School promotion? 56% 44%
Yes, heard of WSO
No, not heard of WSO
Base: 266
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6. Teachers’ Survey The teachers’ survey asked teachers and other staff in participating schools a set of questions about the intervention and its impact on the pupils within their domain. The surveys for primary and secondary schools were designed differently and so this section includes two sub sections, one for primary and one for secondary teachers.
6.1.
Primary School Survey
The primary teachers’ surveys (see annex 2) were distributed as a paper based survey form with the hands up survey packs and were returned in the envelope provided to Wavehill’s Freepost address. The analysis of the primary teachers’ findings was undertaken via SPSS (a statistics package) and Excel. The section headers below follow the section headers within the survey questionnaire. The main criteria that the evaluation is looking for within the teachers’ survey is that the project is easy to run during the normal day to day procedures of operating a school and classroom, that the resources are effective and that the actions are sustainable and require little maintenance or administrative overhead to carry them out.
6.1.1. About me and my school The teachers’ surveys were given to all classroom teachers at each primary school. A total of 84 surveys were completed by ten primary schools, with 92% being undertaken by a teacher (76/84) and 86% (17/84) stating that they have helped run the Walk to School programme in class in some capacity. The remaining surveys were completed by Head or Deputy Head teachers, or classroom assistants. As figure 18 below shows, surveys were returned across all year groups from nursery to year 6. There were fewer nursery teachers because not all schools include nursery classes.
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Figure 18; Year groups that took part in teacher surveys
17% 16% 13%
13%
13% 12%
11%
4%
Nursery Reception
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Base: 84
6.1.2. About the Walk to School Outreach Project and Activities Eighty three per cent of respondents (66/80) stated they thought the Walk to School programme was very easy to run and only one respondent stated that the programme was hard to run (1%). Figure 19; Do you think the Walk to School programme was easy to run?
83%
16% 1%
Yes, it was very easy
Yes, it was easy with training and practice
No, it was difficult
Base: 80
When asked how long the Walk to School Programme took to run each day, 63% of respondents stated it took less than 5 minutes (52/82), a further 33% said that it took between 5-15 minutes a day (27/82) and 4% respondents stated the programme took between 15 and 30 minutes to complete (3/82).
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Figure 20; How much time did the Walk to School programme take to run each day? 63%
33%
Less than 5 minutes a day
5-15 minutes a day
4%
1%
15-30 minutes a day
Varied considerably
Base: 83
The Walk to School programme tested a variety of activities to increase walking to school. Some of these were offered to all schools, while others were tailored to address particular local barriers. Respondents were asked to tick the relevant column beside each activity to show how effective they thought it was in encouraging children to walk to school. Figure 21 below shows that 90% (69/77) of teachers thought the Strider visits were effective at increasing walking to school, with 52% (40/77) stating this activity was very effective. Other effective activities to increase walking to school are Walk to School days where 35% of teachers said the activity was either effective (57%; 44/77) or very effective (35%; 27/77) and Walk to School assemblies where teachers said the activity was effective (64%; 49/77) or very effective (31%; 24/77).
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Figure 21; How effective are activities to increase walking to school? Strider visits
52%
Walk to school days
35%
Walk to school assemblies
31%
WoW badge design competition
30%
Park and stride
64% 41%
20%
13%
Effective
24%
38% 27%
3% 8% 58%
7%
65%
Parent letters 1%
Very effective
5% 5%
5% 43%
Newsletter items 4%
Parent postcards 2%
8%
68%
17%
Walk to school pledge cards 3%
4%6%
57%
21%
Physical improvements Poster competition
38%
37% 10%
16%
43%
19%
52%
63%
Not effective
21%
10%
26%
Not aware of this activity
Base: between 59 and 77
Respondents were then asked to explain which activity was most effective in encouraging more children to walk to school. This was an open question, and therefore provided qualitative responses. Fifty five respondents gave a valid answer and these have been coded and can be seen in the table below. Table 1; Which activity was most effective in encouraging more children to walk to school
Strider visits Walk to School assemblies Walk to School days Competitions Poster competition
Frequency* 32 11 11 7 5
Per cent, % 58 20 20 13 9
Base: 55. *Note table only includes frequency for >3 responses
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When asked to explain their answer example responses included: “Poster competition as all the children could take part. They are now a reminder for all the children as they are displayed.” “Initial visit from Strider and Walk to School assembly because it inspired the children to take part” “Walk to School days and Strider visits - involved the whole school and children walked together in groups and met up with each other as they walked to school. They enjoyed Strider - novelty effect.” The parent and pupil workshops supported these findings, with Walk to School days and Strider visits being mentioned by both groups as popular events. In the survey of 25 parents at two schools, over half (14/25) said that their family had walked to school more often because of Walk to School days.
5.1.3 Walk to School resources The WSO project provided a range of resources to primary schools to test which ones were most popular and most effective at changing travel behaviour. Teachers were asked to categorise how often they used the resource. As the graph below shows 88% of teachers used walk to school badges very often (73/83), and 86% used the wall charts very often (71/83) and very few did not use them at all. Each school was given a banner to display at their school gate and a Class of the Month trophy to award to the class who earned the most WoW badges each month. Around half of the teachers said that they used these resources. The banner was usually put up by one staff member or groundsman, so there may have been some teachers who did not realise it was used. The Class of the Month trophy required a teacher or WoW coordinator to work out which class had walked the most that month, so there were some schools where this did not occur. During the workshops, several of the children mentioned that it was a good motivator as each class was keen to win the award. Walk to School pencils and Strider t-shirts were offered as additional prizes at some schools, so other schools were not aware of these resources. The WoW passports were only given to KS2 children as they are a resource aimed at older children, so teachers of younger children did not use these which explains the responses. Umbrellas and woollen hats were only given to four classes across two schools to test whether they helped overcome the weather barrier. The ratings reflect this as most teachers were not given these resources.
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The WoW certificates, teacher guidebooks and teacher lesson plans were offered to all schools but were used by very few teachers. Around one quarter of teachers used the guidebook occasionally. This provided a step by step guide to running WoW so would only have been needed at the start of the programme. The Living Streets officer also provided a training session at each school in September/October 2011 to explain how to run the programme, so teachers may not have needed the guide book after that. WoW certificates were offered to all schools to reward children who walked 25 (bronze), 50 (silver) or 100 (gold) times in total. However, only one school used these in two classes, probably because they required more teacher effort to work out which children had earned them and then write in their names on the certificates. These could prove more popular if the results were automated and did not require extra teacher input. A folder of teacher lesson plans was given to each school at the start of the programme. Schools were asked to leave this in their staffroom so teachers could read them and photocopy any lessons they wanted to use. The lesson plans are also available online but hard copies were provided to make it easier for the teachers to access. Only 6% of teachers used this resource. Most (55%) were aware of the resource but did not use it, while the remaining 39% did not know about the folders. This suggests that another approach is needed to ensure all teachers know about the lesson plans and more people use them. These could be promoted during the initial teacher training session or links could be provided on the new interactive whiteboard tool in the future to remind teachers that they are available and make them simple to use. Figure 22; How effective were the resources? WoW badges WoW wall charts
47%
WoW class of the month trophy WoW banner for the school gate
33%
11% 9%
Walk to school pencils
7%
46% 20%
8%
Teacher lesson plans 3%7% Effective
27% 35%
58%
8%
56%
16%
61%
WoW umbrellas and woollen hats 6%6% 9% WoW passports for KS2 children 6%
12%
14%
29%
WoW certificates 6% 17%
8%1%
43%
27%
Strider t-shirts
Very effective
13% 4%
83%
80%
25% 25%
Not very effective
35%
34% 65%
Not aware of this resource
Base: between 75 and 83
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The next question asked respondents to state how effective the resources were in encouraging children to walk to school. It is possible to see that the most effective resources are the WoW badges (83%; 69/84 rated very effective) and the WoW wall charts (47%; 39/84 rated very effective). Some of the resources which were not used by everyone received quite high ratings for effectiveness by those who did use them. Only 61% of teachers used the class trophy, but almost all of them (60% of all respondents) thought it was an effective or very effective resource. Just over half, 57%, used the banner and the same number rated it as effective or very effective. Similarly, the same number of people who used the t-shirts also rated them as effective. 39% used the pencils and 36% felt they were effective. 37% used the passports and 31% felt they were an effective resource. Respondents were asked which resource they thought was the most effective at encouraging more children to walk to school. Table 2 shows that 83% of respondents (62/75) thought that the WoW badges were the most effective resource at encouraging more children to walk to school, followed by the wall chart (15%; 11/75). It is worth noting that the Strider visits fall in rank when compared to badges, etc. Table 2; Which resource was the most effective at encouraging more children to walk to school?
Badges Wall chart Trophy Pencils Strider visits
Frequency* Per cent, % 62 83 11 15 6 8 3 4 3 4
Base: 75. *Note table shows frequency for >3
When asked to explain why they chose the resources listed above the most commonly given answer was because the children enjoyed collecting the badges (54%; 19/35) followed by the children valued having something to take home (14%; 5/35). Some examples of the responses are listed below: “The badges were very effective and the promotional visits raised excitement and interest.” “WoW badges and wall charts – they continually reminded the children about walking and children were eager to receive badges.” “The WoW badges. The children were very keen to earn these and have enjoyed collecting and wearing the different badges.” The parent and pupil workshops confirmed that the WoW badges were the greatest motivating resource. Pupils at all four workshops rated the badges highly and were keen to complete their collection. All of the parents were aware of the badges and felt that they encouraged the children to walk to school more often. In the survey of 25 parents in two classes, 68% (17/25) stated that their family walked to school more often to earn WoW badges. Parents had also heard about Strider visits, Strider pencils and badge design or poster competitions. Although these were popular amongst children, they were not necessarily seen as a reason to change their travel behaviour.
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Sixty-three per cent of teachers (50/80) rated the quality of the Walk to School resources as high quality; the remaining 37% (30/80) said the resources were of fair quality. No one said the resources were of poor quality.
5.1.4 Parent reactions to the programme Fifty-one per cent of teachers (41/81) said that they had received a good or positive reaction from parents or carers about the Walk to School programme. Forty-nine per cent said that they had received no reaction at all. No respondents stated that there had been a negative reaction from the parents and carers about the programme. During the parent workshops, parents had heard about the programme through their children or emails and newsletters from the school. They identified a wide range of benefits from walking to school which are discussed further in the following section on results.
5.1.5 On-going impact of the programme When teachers were asked whether they would like their school or class to continue running the Walk to School programme in the future, 87% said yes they should continue (71/82); 12% said they were not sure (10/82) and only one respondent (1%) said that they should not continue. Figure 24; Would you like your class or school to continue running the Walk to School programme in the future?
87%
12% 1%
Yes, we should continue
I am not sure at this time No, we should not continue
Base: 82
Fifty-six per cent of teachers (46/82) stated that they have noticed an increase in the number of children walking to school as a result of the Walk to School programme. The remaining 44% said that they were unsure (36/82). This ‘feeling’ is of course confirmed by our quantitative analysis showing an increase in walking rates and a decrease in car use, and workshop feedback. Many teachers are in the classroom before and after school so do not see how students are travelling to and from school which explains why many were unsure of the impact.
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Twenty teachers answered when asked if they thought the Walk to School programme had any other benefits for their school. The most frequent response was that the programme helped to raise awareness of all the benefits of walking to school; such as health, sustainability, and safety (7/20). Other responses included giving children responsibility (2/20), helping to reach wider school targets, e.g. travel plans and Healthy School status (2/20), and interactive use of ICT (2/20) and reduced traffic congestion (2/20). Some examples of the un-coded responses can be seen listed below: “Teamwork – working as a class to get the trophy” “Great for understanding graphs and databases” (referring to the interactive whiteboard tool) “Children are taking responsibility for their health and fitness” “Children are making an effort to walk. They are aware of the wide range of benefits that come with walking.” When respondents were asked if they had any further comments about the Walk to School programme, 16 respondents gave an answer. Some examples of these un-coded responses include: “Difficult for children who live too far away or whose parents drop off on the way to work” “Great thank you.” “I consider it a good and fun way of encouraging children to walk more. Also it reduces parking congestion thus reducing the possibility of accidents and hopefully eases the situation at peak times for the local residents.” “It is a good way to encourage children to walk.” “It’s a good idea. Thanks” “KS2 children would benefit from more age appropriate resources.” “Make the badges an encouragement for everyone to walk or know benefits of walking even if they are unable to because they are forced to travel by car everyday due to parental work commitments” “Monthly badges/rewards. Once a week walk/activity are both good for continued involvement” “More emphasis should be on it. Possible walking bus for younger pupils run by staff?” “Overall - very positive and encouraging” “The children have enjoyed collecting the badges”
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“The children have enjoyed looking at graphs which has supported their understanding of data” (referring to the interactive whiteboard tool) “The new ICT programme will be useful to see how data is recorded and how ICT is part of the curriculum” (referring to the interactive whiteboard tool) “The wall chart was quite timely for KS1 however enjoyed the badges” “Trophy for class could be made into a bigger deal - to encourage children” “We really enjoyed ALL the activities. Thank you Strider!”
5.1.6 Teachers’ comments regarding promoting walking to school in secondary schools In the secondary schools one key teacher was emailed a list of questions. Surveys were not given to all teachers because the programme was primarily run by one teacher and a group of students. These responses are included below, but as the views are only from two teachers they should not be misinterpreted as being the views of all teachers across the secondary schools. Both schools noted that it was very easy to set up and coordinate their Walk to School Student Action Group, stating that it took between half an hour to an hour to set up and co-ordinate the group each week. One improvement was suggested; “It would probably have been better in my case to have an independent group rather than a pre-existing group of sports leaders, where conflicts arose with other activities.” When asked the question; “Ideally, do you think it would be best to have an Action Group consisting of volunteers, members of an existing group (e.g. school council) or a whole class?”, one school said it should be run by volunteers and the other said run by sports leaders and supported by volunteers. One school said that the Walk to School promotion increased the number of students travelling actively to their school; the other said it was hard to see any difference. Both schools stated that they would participate in a Walk to School programme again in the future. The responses given when asked whether the Walk to School promotion had any other benefits for their school were: “Raised awareness about benefits of exercise; Linked in very well with whole school health week; New drop-off points and maps have been excellent; Excellent reward trip enjoyed by students” “Promoted team walking; Raises awareness of health issues”
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When asked whether the Walk to School promotion could be improved the responses given by each school were: “Very positive about the whole programme, the Living Streets staff member was excellent, thoroughly supportive and worked very well with our students. Many thanks for all her time and effort.” “Extend time period to 3 terms - too many other things going on at critical times in the 2nd term period; Ensure the prize is manageable ('Go Ape' requiring staff to student ratio of 1:2 is not achievable in school and I’m not sure how motivating the prize is if individuals go - with a friend - alone).” The Living Streets staff member also found that the programme needed to be longer in secondary schools as two terms was not long enough to establish the group, research barriers and plan activities. Summary: The teachers’ surveys indicate that the Strider visits are the most popular activity, and the badges and wall charts, which are provided under the core WoW project, were the most popular and effective resources. These results are consistent with the parent and pupil workshop feedback. Most teachers found that WoW was easy to run and took less than five minutes each day, with only one person finding it difficult. Many also noted an increase in walking activity due to the activities and resources and 87% were keen to continue running the programme in the future which is encouraging.
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7. Results and Impact This chapter assesses the overall results in relation to the five original targets of the WSO project that were set out in section 3.3. These are mode shift, awareness of benefits, barrier identification, sustainability and effectiveness of resources.
7.1.
Mode Shift
The WSO project has increased the proportion of children walking all or part of the way to school and has significantly reduced the level of car use on the school journey, which was one of the key targets. The pilot was designed to provide a more intense level of officer assistance compared to previous passive approaches, in addition to the existing WoW resources. In order to evaluate the effect of the extra support and resources which Living Streets provided, we therefore need to compare the rise in walking rates to previous WoW results such as the 2011 WoW2 evaluation. In the table below the results of the WSO project are compared to the WOW2 results; Table 3; Comparison of the 2012 WSO key travel mode indicators to the WoW2 2011 indicators Indicator Walk % Car + bus % Park and stride %
WoW 2011 46% 39% 15%
WSO 53% 24% 18%
Net effect +7% -15% +3%
Net effect pupils* +184 - 396 + 79
∗
The net effect in terms of pupils is calculated by multiplying the proportion change in pupil participation by the number of pupils in the 2012 survey, n=2,639. ** The WoW 2011 uses the parents walking estimates rather than pupils as we think these data are more accurate.
The net effect of the WSO project is positive across the three main indicators of increased walking (+7%), decreased car and bus use (-15%) and increased park and stride (+3%). Although the comparisons are not exactly like for like as they include schools predominantly in the midlands and north-west to Hertfordshire, the data are all positive net outcomes. This strongly suggests that the more intensive interventions have an even greater effect on walking and car use than the core WoW resources. One benefit of comparing across surveys is that the biases should be similar in scale and effect and this strengthens the hypothesis that the WSO project has had a greater effect on walking rates and car use than the core WoW programme. As noted above, the survey also asked children about their preferred method of travelling to school. The number of pupils who state that their favourite way to travel to school is by walking has increased from 35% in 2011 (1191/3351) to 47% in 2012 (1215/2610) which suggests that the WSO project has made walking more appealing and that participation has risen.
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Conversely, the number of pupils who state that their favourite way to travel to school is by car has fallen by 9% from 25% in 2011 (839/3351) to 16% in 2012 (417/2610).
7.2.
What are the benefits of walking to school?
The WSO project explored the benefits of walking to school as viewed by pupils and parents before and after the interventions. At the initial workshops, children and parents were asked to list and rank the benefits of walking to school. This exercise was repeated in March to determine whether their views had changed. The pictures below show some of the responses from those workshops.
Parents’ benefits
Children’s benefits
Children’s benefits
Table 4 and 5 below rank the themed categories of responses from the children, before and after the WSO intervention.
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Table 4; Ranking of walking benefits discussed at pre-intervention children’s workshops (October 2011): Benefit: Health/ fitness Fresh air/ being outside Social (spend time with friends/family) Fun Good for the environment Develop independence Saves money Better than a car Safety – when walking with an adult
No. of workshops that mentioned it: 4 3 3 3 3 2 2 2 1
In the pre and post intervention workshops, children were asked what they thought were the benefits of walking to school. In the second workshop, they were given stickers to vote for those which they believed were the most important benefits. There is a noticeable change in their responses. Before the programme began, the most significant benefits that they mentioned were responses such as it is good for your health/fitness and better for the environment. Three of the four workshops also mentioned the social benefits (spending time with friends) and that it was fun, but they did not elaborate on these in much detail. Table 5; Ranking of walking benefits discussed at post-intervention children’s workshops (March 2012): Benefit: Social (spend time with friends/family) Fun/ experiences on the way (go to shop, see nature, collect things on the way Saves money Independence Fresh air/health Good for the environment/less pollution Exercise/ fitness Earn badges Less stressful for parents Learn road safety skills
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No. of children that voted for it: 131 121 66 55 51 47 36 24 17 15
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When the same children were asked to talk about the benefits in March, after the programme had been running for several months, there was more emphasis on the social benefits and the fun experiences they have along the way. The children came up with more real life stories about why walking was good: • • • • • • •
See things on the way such as squirrels, birds’ nests, different coloured leaves on the trees Can go to the shop and buy a drink on hot days Meet friends from other schools along the way The further I walk, the more time I get to talk to my friends Collect things while you walk e.g. conkers, leaves, flowers, golf balls Can explore the area and walk different ways Talk to your parents about what happened at school that day
Older children placed more importance on the independence they gained. Even if they had to walk with their families, they were often allowed to walk ahead with their friends so they felt like they were walking on their own and could spend more time socialising. Some children also mentioned that they had learnt road safety skills while walking, and older children helped teach these to their younger siblings. There were also some new benefits which had not been mentioned previously. In particular, many children found that walking was less stressful for their family and had a new appreciation for the impact on their parents which nobody talked about in the pre-intervention workshops. • • • • • • •
Saves your parents driving which makes them happier. They can talk to their friends. Less hassle for mum Don’t need your horn because you aren’t driving on busy roads Park and stride makes my dad happy and wakes him up for work Don’t fight with my sister over the front seat or radio No more nagging from mum in the car Dad doesn’t get caught in traffic outside the school
These responses suggest that children had gained a greater awareness of the benefits of walking to school and were noticing the positive impacts that this was having on themselves, their friends and their families. Some of the effect may be explained by the increase in children walking all or part of the way to school, and some may be explained by an increased awareness in the wider benefits of walking due to the intervention itself. As there was no control group we cannot measure the scale of the effect.
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Parent workshops: Parents were only asked about the benefits of walking in the follow-up workshops. Their responses were varied but there were similar themes emerging to their children in terms of health, financial and social benefits. Unsurprisingly, parents placed more emphasis on the benefits for themselves, in terms of time savings and less stress. They also came up with many real life examples of how their family benefits from walking to school which were repeated by several parents: • • • • •
Children get up earlier and are more organised because they want to walk. It’s just that little bit of ‘me time’ with the children. Park and stride avoids the parking chaos. It’s less stressful for mums. I have more time in the morning.
Parents’ Surveys: The parents in two classes from two schools also completed a multiple choice survey regarding issues around walking to school. One of the questions explored the ‘additional benefits’ of walking. The results are listed below, although the number of responses is quite small and not representative. Table 5; Table showing parents’ responses to additional walking to school benefits (n=25) Additional benefits that you think the Walk to School programme has had for your family?
School 1
School 2
Total Responses
Children are healthier and fitter
6
9
15
Parents are healthier and fitter
6
7
13
There is less traffic outside school so it is easier and safer to walk
5
7
12
It is less stressful getting to school
4
5
9
Spend less money on petrol
4
0
4
Children are performing better in class at school
3
0
3
We have got to know other families at the school better
2
0
2
Other benefits noted: Nice to chat to your child about his day
1
1
It gives us time to chat as we walk / scooter
1
1
Children are keener to walk/cycle as they like collecting the badges
1
1
Children have great appreciation of the benefits, walking has greater 'street cred'
1
1
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7.3.
The identification of barriers to walking to school
The identification of barriers to walking before the WSO intervention and then post intervention should show a reduction in barriers if the project has had a positive effect. The baseline survey and initial workshops identified a number of barriers to walking to school. The post WSO survey and follow-up workshops have identified a strong change in some of those barriers. The three main factors that changed between the two survey points were; • • •
Children changed their perception of school being too far to walk = -50% reduction Children changed their perception that it takes too long to walk to school = -44% reduction Children changed their preference for car or bus = -40%
The WSO project has changed the children’s perceptions about walking to school, especially time and distance, which could both be describing a similar dimension. The promotion of park and stride during the programme was specifically aimed at reducing this time/distance barrier for children who are driven. The increase in park and stride as a travel mode, suggests that this was successful. Other barriers mentioned included perceptions around road safety, community hazards making the school walk less pleasant and the perceived problem of interacting with older children. Some people thought these had become worse because they were more aware of them now that they walked more frequently. Conversely, the practice of walking reinforces road safety skills such as crossing roads and navigating the school journey safely. Parents mentioned the time/distance barrier being reduced as the practice of walking to school made the journey more achievable once it had been experienced. Park and Stride also made it possible for working parents to fit some walking into their journey. Parents also noted increased road safety skills in their children but also wanted more road safety skills training to be included in the programme.
7.4.
Effective resources and interventions
The teacher’s survey and pupil and parent workshops identified the most effective activities and resources. The Strider mascot was by far the most popular activity being 2.9 times more popular than the other activities. However, the core WoW badges are by far the most popular and effective resource to promote and reward walking as the table below shows.
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Table 6; Which resource was the most effective at encouraging more children to walk to school
Badges Wall chart Trophy Pencils Strider visits
Frequency* 62 11 6 3 3
Per cent, % 83 15 8 4 4
Base: 75. *Note table shows frequency for >3
Although the WSO project has introduced and tested new activities and resources, it appears that the core WoW resources remain by far the most popular and therefore also probably have the greatest impact on the children’s travel behaviour. The resources were also discussed in the parent and pupil workshops. Both children and parents discussed the WoW badges and how they acted as an incentive (reward) for walking. Seventeen out of twenty five parents surveyed noted that the WoW badges had increased their frequency of walking to school. Other resources mentioned by children included the WoW pencils, wall charts, Strider visits, class trophy and Walk to School days. The parents did not find the parent postcards particularly effective which were trialled in four schools. Most parents felt the ‘pester power’ of children wanting to walk was the biggest motivating factor.
7.5.
Sustainability
The sustainability of the WSO project in the schools is hard to measure without returning at some later date to measure how many of the resources are still being utilised and how many children walk to school. One simple measure will be to record the number of badges that each school orders over the next 12 months. The intention to continue WoW participation is not the same as the actual participation especially when the social desirability bias is also considered. Teachers and school volunteers may of course say in surveys that they will maintain the activities, but these are intentions not actions. When teachers and assistants were asked whether they would like their school or class to continue running the Walk to School programme in the future, 87% said yes, 12% said they were not sure and only one respondent (1%) said that would not continue. This is a positive sign for the sustainability of the programme. Living Streets have offered schools additional funding to continue WoW in 2012/13 so this should help the longevity of the programme.
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8. Recommendations Recommendation 1 Issue The Strider mascot and the Walk to School assemblies appear to have increased participation in the pilot project over and above what the core WoW activities achieved. These activities raise the awareness of walking in the school community, which in turn triggers greater proportions of pupils who walk to school. Evidence The teachers ranked the Strider character above the assemblies. Strider visits were mentioned by teachers, parents and pupils. Recommendation It appears that enhancing WoW participation and outcomes could be achieved by combining a school visit from Strider along with a special assembly which teaches children the benefits of walking to school.
Recommendation 2 Issue The core WoW materials are more effective than the new pilot materials. Evidence The core WoW materials, particularly WoW badges, continue to be the most effective ‘rewards’ for participation in walking to school. Recommendation The core WoW materials should be used as rewards for the children. Combined with the planned interactive whiteboard tool the WoW badges should continue to be used as incentives and rewards.
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Recommendation 3 Issue More road safety training may increase walking to school participation. Evidence The workshops identified that parents and children feel that walking to school is achievable in terms of time and distance once they have started to walk, however road safety remains an issue. Parents may be more willing to increase walking to school participation if their children are more road safety conscious. This may be particularly the case in older children who could travel independently of parents. Recommendation Parents’ workshops suggested that more road safety training could be delivered alongside the walking promotional activities.
Recommendation 4 Issue Park and Stride as a travel option has proven to be successful. The data show that it has increased from 8% to 18% during the WSO project. Evidence The comparison between 2011 and 2012 data shows an increase in Park and Stride as a travel option. 2011
2012
53% 46% 36% 19%
18% 8%
Walked
Driven
Park and Stride
5% 5%
3% 2%
2% 2%
Bus
Bike
Scooter
0
0
Train/tram
Recommendation Time and distance barriers to walking may be overcome by promoting the use of Park and Stride to both children and parents. To be beneficial the distance between the driven element of the journey and the walked element needs to be around 10 minutes, or half a mile, and schools may suggest a local car park or area that could be used as a Park and Stride starting point.
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9. Summary The WSO project is a pilot study which was designed to test the hypothesis that by offering more intense walk to school support and tailoring interventions to target local walking barriers, better walking outcomes could be achieved. A range of enhanced interventions took place. Some were designed to increase the range of walking rewards and resources (t-shirts, pencils, etc.) and some were activities to raise awareness and participation. Visits from Strider were particularly popular and effective and WoW badges were a popular motivation to walk. The analysis of the travel mode data shows that the proportion of children walking to school has increased by 7% during the programme and the proportion walking part of the way through park and stride increased by 10%. The number of children who were driven to school fell from 36% in 2011 (1369/3795) to 19% in 2012 (547/2808) achieving a key target. These are all positive outcomes which indicate that the outreach approach is successful. The teachers surveyed generally supported the walking interventions and found them easy and quick to run. Strider visits and special assemblies were the most effective activities with the core WoW resources of badges and wall charts proving the most effective resources. Encouragingly 87% of teachers noted that they would like to continue the WoW activities which suggest that the interventions and the benefits should be sustainable. Some possible limitations of this evaluation need to be considered. The pupils and teachers have been involved with a project that promotes walking to school as a good activity which is rewarded. This may bias the survey results as the pupils and teachers understand there is some social desirability in their more positive responses. However, the responses received from parents, pupils and teachers through the qualitative and quantitative evaluation are consistent and definitely suggest that the Walk to School Outreach pilot project has successfully increased walking rates and decreased car travel at participating schools.
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Annex 1 – Case Study Workshops The following chapter collates all of the qualitative feedback from workshops and interviews held with pupils and parents at the following schools: • • • • •
Ashfield Junior School Aycliffe Drive Junior Bushey Meads School Martins Wood Primary St Bernadette Catholic Primary
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Ashfield Junior School Interviews with Children March 2012 Interview 1
Female 11 years old Do you walk to / from school? “Sometimes” How many times? “2/3 times a week” What do you think the benefits of walking to school are? “Talk to friends, wakes you up, ready to concentrate in lessons” What were the barriers? Have they changed? “People not using crossings – dangerous” Will you continue to walk to school? “Yes because it is fun- I get to talk to my friends” Since we were last there can you remember any resources / activities to encourage you to walk to school more? • • • •
What were they? “Charts in the classroom, Badges, Trophy” How did you find out about them? “Assembly and teachers” Which ones were fun? “Badges” Best one? “Badges”
Does your family walk to school more now? How often? “Yes – we didn’t walk before the workshops. I have encouraged my brother to walk to secondary school”.
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Interview 2
Male 11 years old Do you walk to / from school? “Yes” How many times? “2 / 3 days a week” What do you think the benefits of walking to school are? “Talk to friends, exercise” What were the barriers? Have they changed? “Dangerous walking on your own or with friends – strangers around” Will you continue to walk to school? “Yes – like the independence and I get to walk with my friends” Since we were last there can you remember any resources / activities to encourage you to walk to school more? • • • •
What were they? “Charts in the classroom, Badges, Trophy” How did you find out about them? “Assembly and teachers” Which ones were fun? “Badges” Best one? “Badges”
Does your family walk to school more now? How often? Yes – didn’t walk before workshops at all
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Interview 3
Male 11 years old Do you walk to / from school? “Yes” How many times? “2 days a week” What do you think the benefits of walking to school are? “Talk to friends, collect golf balls – make money from selling them” What were the barriers? Have they changed? “Teenagers / older kids – bullying” Will you continue to walk to school? “Yes – like the independence and I get to walk with my friends” Since we were last there can you remember any resources / activities to encourage you to walk to school more? • • • •
What were they? “Charts in the classroom, Badges, Trophy” How did you find out about them? “Assembly and teachers” Which ones were fun? “Badges” Best one? “Badges”
Does your family walk to school more now? How often? Yes, before November it was just me that walked now the whole family walk
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Interview 4
Female 10 years old Do you walk to / from school? “Yes” How many times? “Everyday” What do you think the benefits of walking to school are? “Healthy / fresh air, Talk to friends, Saves petrol, Less hassle for mum” What were the barriers? Have they changed? “Busy roads – speeding, Less busy since walk to school programme started” Will you continue to walk to school? “Yes – like the independence and I get to walk with my friends and me and my mum don’t argue” Since we were last there can you remember any resources / activities to encourage you to walk to school more? • • • •
What were they? “Charts in the classroom, Badges, Trophy” How did you find out about them? “Assembly and teachers” Which ones were fun? “Badges” Best one? “Trophy”
Does your family walk to school more now? How often? “I walk with my friends – my family doesn’t walk at all”
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Ashfield Children’s Workshop Feedback – March 2012 Benefits of walking to school • • • • • • • • • • • • • • • • • • • • • • • • • • • •
Exercise for whole family Get chance to think Chance to see wildlife Saves money / petrol Less stressful for parents / less rushed Reduces pollution Interact with parents and friends – talk about the school day on the way home Safer to walk Road safety skills No traffic – get to school on time Wakes you up – helps you to concentrate in lessons Meet friends from other schools It’s fun Play games Fresh air Healthy Further I walk the more time I get to talk to my friends Can explore / go different ways when walking Stop at the shop for a drink Collect golf balls See cool cars – get a better look if your walking No greenhouse gases Safer to cross the road because there are less cars Feel more independent – walk on your own Play WoW games e.g count steps, red car / blue car Discover new things Get used to walking for later e.g secondary school Burn off energy before you get to class
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Benefits – Multi Votes
Spend time with friends
65
Exercise for the family
11
Can go to the shop
43
Mum and Dad less rushed
10
Saves money / petrol
11
Good for the environment
13
Spend time / interact with parents
14
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Resources / Activities How did you find about them? • • • • • • • • • •
Strider Trophy Charts Assembly Teacher talked about Walk to School in classroom Charts displayed in classroom Leaflets / postcards – games for children and information for parents Pencils, badges Friends were walking to school Strider Park and Stride
Best way to find out? • • • • •
Assembly – power point presentation Leaflets / postcards Friends Website School council
Which were the best? Fun to use? • • • • • • • • • • • •
WOW badges each month Know the benefits better e.g exercise Wall chart – tick makes you proud Enjoyed giving out badges Like being a monitor Leaflet with game on back Class of the month trophy Walk to school days Strider visits Passport Website Pencils
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Can you remember what they were? • • • • • • • • •
Walk to school chart Badges – we want the badges this makes us encourage our parents to participate / walk Workshop in class encouraged us Walk to school day Want to win trophy for our class Strider came to school Leaflets and postcards Pencils Power point in assembly
Other ideas: • • • • • • •
Website Posters designed by pupils Signs around school – bigger Friends to encourage each other Class winner – most, new, most effort Certificates Prize for each person who walks the most
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Barriers
Community Hazards & Nuisances Worse rather than better (underpasses, alleyways, nettles) Bin needed
Stranger Danger
More confident when walk more No change
Traffic Hazards (parked cars)
Less cars parked because more people walking When weather is bad the cars come back
Road Crossing Skills
Parked cars still a problem where we live
Older Kids
Some concerns about moving to secondary school
Distance – Park & Stride
Park and Stride has improved this
Does your family walk to school more now? Yes – 19 Not changed, already walked - 10
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Aycliffe Drive Junior Interviews with children March 2012 Interview 1
Female 8 years old Do you walk to / from school? “Yes” How many times? “4 days a week” What do you think the benefits of walking to school are? “Road skills” What were the barriers? Have they changed? “Traffic – really busy outside of the school, Don’t get to see friends” Will you continue to walk to school? “Yes because I like walking” Since we were last there can you remember any resources / activities to encourage you to walk to school more? • • • •
What were they? “Charts in the classroom, Badges, Trophy, Badge competition” How did you find out about them? “Teachers sometimes and assembly once a month” Which ones were fun? “Badges” Best one? “Badge competition”
Does your family walk to school more now? How often? “Walked before – would like to walk 5 days”
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Interview 2
Male 8 years old Do you walk to / from school? “Yes” How many times? “2 / 3 times a week” What do you think the benefits of walking to school are? “Fresh air, Reduces pollution” What were the barriers? Have they changed? “Walking on your own – strangers around” Will you continue to walk to school? “Yes – like walking, get to see things” Since we were last there can you remember any resources / activities to encourage you to walk to school more? • • • •
What were they? “Charts in the classroom, Badges, Trophy, Badge competition” How did you find out about them? “Teachers sometimes and assembly once a month” Which ones were fun? “Badges” Best one? “Badge competition”
Does your family walk to school more now? How often? “We walk the same as before but would like to walk more often”
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Interview 3
Male 9 years old Do you walk to / from school? “Yes – park and stride” How many times? “Everyday” What do you think the benefits of walking to school are? “Seeing friends, Walking with brothers and sisters” What were the barriers? Have they changed? “Traffic – no crossing but there is Stan (lollipop man), Less busy” Will you continue to walk to school? “Yes – I like walking, get to see Stan” Since we were last there can you remember any resources / activities to encourage you to walk to school more? • • • •
What were they? “Charts in the classroom, Badges, Trophy, Badge competition, t-shirts” How did you find out about them? “Teachers sometimes and assembly once a month” Which ones were fun? “Badge competition” Best one? “Badge competition”
Does your family walk to school more now? How often? “No – always walked / used park and stride”
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Interview 4
Male 8 years old Do you walk to / from school? “Yes” How many times? “4/5 days a week” What do you think the benefits of walking to school are? “Exercise, Walk with friends, See & hear nature, Fresh air” What were the barriers? Have they changed? “Older kids – bullying, Have to be more careful, might trip / fall over when walking and fall onto the road” Will you continue to walk to school? “Yes – like walking, get to see things” Since we were last there can you remember any resources / activities to encourage you to walk to school more? • • • •
What were they? “Charts in the classroom, Badges, Trophy, Badge competition, T-shirts” How did you find out about them? “Teachers sometimes and assembly once a month” Which ones were fun? “Badge competition” Best one? “Charts”
Does your family walk to school more now? How often? “No - always walked, worried about the older kids when I start to walk on my own”
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Aycliffe Drive School Feedback from Parents’ Workshop March 2012 Resources • • • • • • • •
Badges Heard about it from kids Nothing to symbolise it happens Badges big motivator for young ones Not heard of Park and Stride Park and Stride map will help Like earning the badges especially the KS1 kids Can’t remember any
Benefits of walking to school • • • • • • • • • • • • • • • • • • • •
Keeping healthy – makes me think about walking into town Wakes you up – prepares you for the day Aware of the area around you They should walk, I had to as a kid Get fresh air before spending day in hot class Exercise and safer Time to talk to my son Learn about nature Fun Convenient for us to walk Less hassle for parents Learn about trees and there surroundings Park and Stride avoids parking chaos ‘It’s just that little bit of me time with the children’ Meet and talk to friends Nice to walk with children Motivation – ‘by the time you have tried to park you might as well have walked’ Improves health foe whole family Gets them moving More road aware
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Does your family walk to school more now as a result of the programme? Yes - 1 Not changed, already walked – 13 Not changed, didn’t walk – 1
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Aycliffe Drive Feedback from Children’s Workshop March 2012 Benefits of walking to school • • • • • • • • • • • • • • • • • • • • • • • • • • •
Exercise Fresh air and sun Find different things Park and stride saves my mum time Don’t pollute the earth Learn how to cross the roads Teach younger brothers and sisters how to cross the road Hear and see sounds of nature Get to see Stan Meet new friends See how we dress Walk with my friends Don’t waste petrol and money No more nagging from mum in the car Chance to talk to parents Can revise on way to school for tests Reducing pollution Meet friends from different schools Free from parents – independence Fresh air – gets you awake and ready to concentrate Car journey is too quick – like more time to chat to friends Get to see more walking, car too quick Saves your parents driving, makes them happier they talk to their friends Walk your dog on the way Won’t feel car sick You get healthier and stronger Go to the park on the way
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Benefits – Multi Votes
Learn how to cross roads
15
Saves Money
14
Free from your parents - independence
55
Get to see Stan
21
Fresh air – gets you ready to concentrate
6
Exercise
12
Won’t feel car sick
1
Spend time with friends
7
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Resources / Activities Can you remember what they were? • • • • • • •
Badges Calendar Chart Pencils Design the badge competition Strider gave out badges Passport
Other ideas: • • • • • • • • • •
Get a voucher Get money Little trophies Reward for walking regularly – everyday for a month Diary and put a sticker in each day you walk Soft Strider toy Pencil case Design a t-shit competition Parents prize – hamper Strider stationary
Which were the best? Fun to use? • • •
Pencils Designing a poster to get a t-shirt Badges
How did you find out about them? • • • •
Strider mascot Teachers Posters T-shirts
Best way to find out? • • •
T-shirts Pencils Badges
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Barriers
Community Hazards & Nuisances Now more of us walking to school together (underpasses, alleyways, nettles) we are not scared of using underpasses Still rubbish in there, still graffiti
Stranger Danger
Not changed
Traffic Hazards (parked cars)
Notice more cars because walking more Not conclusive
Road Crossing Skills
Road crossing skills improved now walk more Stan teaches us to cross the road Been taught at cubs how to cross the road
Older Kids
Still a problem
Distance – Park & Stride
Not too far anymore
Does your family walk to school more now? Yes – 6 Not Changed – already walked - 20
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Bushey Meads Bushey Meads Parents’ workshop feedback March 2012 Benefits of children walking to school • • • • • • • • • • • • •
Less stress for mum More time in the morning Saves time Being more social Meeting friends before school Healthier Exercise Fresh air Time to catch up with friends – hopefully less talking in class Meet new people on the way Encouraging independence More time in the morning for mum Getting up earlier – more organised
Barriers Community Hazards & Nuisances (underpasses, alleyways, nettles) Stranger Danger Traffic Hazards (parked cars)
Road Crossing Skills Older Kids Distance – Park & Stride Time
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Community police talking to parents about parking on yellow zig zags More experience has made them more aware to make appropriate decisions Community police Speed recognition / speed cameras needed on road outside school One way outside school? Improved with actually to school Would like to have skills taught in school Park and Stride means they walk Saves time
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Which resources / interventions were the most effective? What were they? •
Living streets workshops
How did you find about them? • • • •
Competitions Emails Newsletters Coming to workshop
Most effective? • •
Kids talking to other kids Friends encouraging other friends
Any other ideas / suggestions? • • • •
Hold workshops with whole year groups More workshops More competitions – every few months to encourage children to walk to school Workshops for older kids
Will your family continue to walk to school? • • •
Yes – 6 No – 1 Not changed, already walked – 1
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Martins Wood Martins Wood Parents’ workshop feedback March 2012 Benefits of walking to school • • • • • •
Fun journey Enjoyment Makes children aware of the local area Wakes everyone up – children and parents Keeps all of us fit Organisational skills in the morning – children getting themselves organised as they want to walk to school
Barriers Community Hazards & Nuisances (underpasses, alleyways, nettles) Stranger Danger Traffic Hazards (parked cars) Road Crossing Skills Older Kids Distance – Park & Stride Time
Gate been opened – on timer has definitely helped Wooden bollards outside of school – stopped people parking More aware of surroundings through walking Parking in closed gate – mainly taxis is a problem More aware of road safety through walking to school More organised children and parents
Which resources / interventions were most effective? What were they? • • • • •
Badges Pencils Whiteboard Award / trophy – whole class award Walked to school days
How do you hear about them? • •
Newsletters Children
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Most effective? • • •
Badges Pencils Strider – kids loved it
Any other ideas / suggestions? • •
Stickers Keep up the kids enthusiasm
Will your family continue to work to school? •
Yes - 4
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Martins Wood Children’s workshop feedback March 2012 Benefits of walking to school • • • • • • • • • • • • • • • • • • • • • •
Get to school on time – don’t get stuck in traffic Meet friends Exercise – good for your health See things on the way – birds, nature, squirrels, nests with chicks, nuts on the ground, dogs, cats Fresh air Talk to family Get badges It’s fun Ride bikes / scooters Get to go to the park Collect things e.g conkers, flowers, leaves Gives you energy Get to walk past the shops Like walking in winter with the different colour on the trees ‘Makes you feel jumpy’ Find and see new things Not as many cars on the road – no crashes / traffic jams It’s good Cleaner air Park and stride makes my dad happy and waked him up for work Walking is good for the planet Dad doesn’t get caught in traffic outside of the school
Benefits – Multi Votes Because you can get badges Exercise Get to see nature Like to see my friends Gives you energy Fresh air It is healthy Collect things on the way Lower pollution
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Barriers Worries / Concerns • • • •
Hit by a car Might fall off my bike Bad people Bullies
We have learnt how to: • •
Cross road at crossings Use zebra crossings
Resources / Activities Can you remember what they were? • • • • • • • • •
Interactive whiteboard Park and Stride Minister visit Strider badges Strider t-shirts WoW Pencils School council Assembly Strider coming into school
How did you find out about them? • • • • •
Whiteboard register Raffle Picture of Strider Minister visit Pencils
Best way to find out? •
Badges
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Which were the best? Fun to use? • • • • •
Badges Interactive whiteboard Strider raffle Pencils Strider t-shirt
Other ideas / improvements: • • • • • • • • •
Bigger badges Use the whiteboard for longer Bigger trophy Puzzle Stickers Park and stride everyday More Strider t-shirts Badges could have images of the ways we travel e.g. bikes, scooters, walk Walk to School / Strider games
Does your family walk more to school now? • •
Yes – 20 Not changed – already walked – 7
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St Bernadette Catholic Primary Interviews with children March 2012 Interview 1
Female 10 years old Do you walk to / from school? “Yes, Park and Stride” How many times? “4 days a week” What do you think the benefits of walking to school are? “Mum doesn’t get annoyed / stressed about finding a parking space” What were the barriers? Have they changed? “My Nan drops me off and picks me up one day a week and doesn’t know about the park and stride. Would do it if she knew more about it. Maybe I will get my mum to have a chat to her” Will you continue to walk to school? “Yes I will continue to walk to and from school, would like to walk 5 days a week” Since we were last there can you remember any resources / activities to encourage you to walk to school more? • • • •
What were they? “Badge design competition, Postcards” How did you find out about them? “Teachers” Which ones were fun? “Badge design competition – parents are creative so really took an interest in what I was doing” Best one? “Badge design competition”
Does your family walk to school more now? How often? “Yes we walk to school / park and stride more now than we did. We never walked before”
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Interview 2
Male 10 years old Do you walk to / from school? “Yes, Park and Stride” How many times? “5 days a week” What do you think the benefits of walking to school are? “Saves money, Getting healthy, Helping the environment” What were the barriers? Have they changed? “Traffic outside the school– It has reduced but not a lot” Will you continue to walk to school? “Yes” Since we were last there can you remember any resources / activities to encourage you to walk to school more? • • • •
What were they? “Badge design competition, Postcards” How did you find out about them? “Teachers” Which ones were fun? “Badge design competition” Best one? “Charts in classroom, badges – encourages me to walk even if it’s raining”
Does your family walk to school more now? How often? “Walked before Walk to School programme started and I still walk”
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Interview 3
Female 10 years old Do you walk to / from school? “No – used to park and stride when the programme first started” How many times? What do you think the benefits of walking to school are? “More awake, ready for lessons, Fresh air, healthier” What were the barriers? Have they changed? “Distance – too far to walk” Will you continue to walk to school? Would like to start walking again Since we were last there can you remember any resources / activities to encourage you to walk to school more? • • • •
What were they? “Badge design competition, Postcards, Charts” How did you find out about them? “Teachers” Which ones were fun? “Badge design competition” Best one? “Badge design competition”
Does your family walk to school more now? How often?
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
St Bernadette Parents’ workshop feedback March 2012 Benefits of children walking to school • • • • • • • •
Alerts the senses Keep fit Sense of achievement Calming for parents and children Encourages more organising and better timekeeping Wakes the children up Seeing friends Exercise
Barriers Community Hazards & Nuisances (underpasses, alleyways, nettles)
Stranger Danger Traffic Hazards (parked cars) Road Crossing Skills
Older Kids Distance – Park & Stride Time
No change – still lots of dog poo in alleyway Bin would be good Fine signs Community police Need to educate together People parking better within school areas Cars parking on other streets now Improved with walking more No green cross code anymore – DVD, youtube, use in class bitesize game, use real people no cartoons More children walking because of park and stride Need to manage time Timing of pilot means can consolidate habit in summer term
Which resources / interventions were most effective? What were they? • • • • • • •
Badges Strider Postcards Reminders in newsletters Hats and umbrellas Walk to school day - got everyone started Poem to parents
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How did you find out about them? • •
In the playground Kids talking about it
Most effective? • • •
Badges – kids motivate parents to walk to school Design a badge competition Postcards weren’t really effective
Any other ideas / suggestions? • • • • • • •
One badge – stars on them like McDonalds Green cross code / safety badge – strider could star in a green cross code video Teaching road safety skills Local trail / quiz Reflective strips / badges Message to parents ‘equip your child with life skills’ Consistent ‘mascot / symbol’ at all ages i.e. Strider
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St Bernadette Children’s workshop feedback March 2012 Benefits • • • • • • • • • • • • • • • • • • • • • • • • • • •
Get fit Can’t crash car if walking – less dangerous Fresh air Not polluting the planet See your friends See more things / animals Spend time with mum If you are early you can go to the park Park and Stride – less hassle for mum, no horn needed – don’t fight with sister over front seat, less frustration with traffic Health gets better Saves money Feel less tired No car sickness Go to the park before and after school See more interesting things e.g. wildlife It’s fun Gets you used to walking Good when it’s a sunny day It’s something different Makes you lively It gets me off my seat Become a hobby Saves time – avoid traffic Calm all the family down Feel safer – can’t have a car crash Help you with sport – gets you fit and gives you muscles It’s fun because you get badges
Benefits – Multi Votes Less hassle for mum Get fit and fresh air / Health Spending time with mum and friends Fun Helping the environment / reducing pollution Saves money
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Resources / Activities How did you find out about them? • • • • • • • • • •
WoW badges Games on postcards Design a badge competition Umbrellas Hats Strider at assembly Workshops Calendar Wall charts in the classroom Pencils
Best way to find out? • • •
Design a badge competition WoW badges Pencils
Can you remember what they were? • • • • • • •
Badges – walk to school once a week and get a badge every month Posters in the classroom Hat and umbrellas for walking to school – infants Calendars Strider pencils Badge competition – design a badge, really enjoyed it, being creative Walk to school mentioned in assembly
Which were the best? Fun to use? • • • • • • •
Badge competition Earn badges – to be proud of Gifts for little ones Postcards good for parents Charts – make you look bad if don’t have ticks so walk more to get ticks Pencils Strider made us laugh but not walk to school more
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Other ideas: • • • • • • • • • •
Older kids – earn gifts- water bottles, strider hoodie, gloves, strider posters All badges – small strider trophy WoW pencil case / stationary Design a postcard competition More exciting postcard games Shoe shaped badge Certificates Trophies Every three badges you get a gift Medals
Barriers Community Hazards & Nuisances (underpasses, alleyways, nettles) Stranger Danger
Older Kids
Nothing changed More strange people Reassured by mum Nothing changed Now ride instead of walk and feel safer More people ride bikes Feel safer walking than in a car More aware of how to cross roads because of walking Notice more cars now walking No change
Distance – Park & Stride
Park and Stride – parents are now a barrier
Traffic Hazards (parked cars) Road Crossing Skills
Does your family walk to school more now? • • •
Yes – 16 No – 2 Maybe – 3
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Collated Results from Parent Surveys Surveys from Ashfield and St Bernadette School parents in two classes. Total surveys returned = 25 (9 Ashfield and 16 St Bernadette) 1. WoW resources you have seen or heard about Ashfield Walk once a week (WoW) badges WoW classroom wall charts WoW passports for KS2 children WoW Class of the month trophy WoW banner at the school gate Orange Walk to school pencils Walk to school parent postcards Strider, the Walk to School mascot Walk to school messages in school newsletter n/a n/a n/a
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Ashfield 8 2 3 2 6 2 2 4 2
St Bernadette Walk once a week (WoW) badges WoW classroom wall charts WoW passports for KS2 children WoW Class of the month trophy WoW banner at the school gate Orange Walk to school pencils Walk to school parent postcards Strider, the Walk to School mascot Messages in school newsletter WoW badge design competition Woollen hats or umbrellas Parent and child pledge card
83
St Bernadette 15 7 0 0 8 0 0 6 8 11 0 0
TOTAL 23 9 3 2 14 2 2 10 10 11 0 0
% 92% 36% 12% 8% 56% 8% 8% 40% 40% 44% 0% 0%
Hertfordshire Walk to School Outreach Pilot Project Final evaluation
2. Have any activities changed the way your family walks to school? Ashfield
Ashfield
Walk Once a Week with badges Walk more often Travel unchanged Walk less
6 2 0
Walk more often Travel unchanged Walk less
6 1 0
Walk more often Travel unchanged Walk less
0 5 0
Walk more often Travel unchanged Walk less
%
11 0 0
17 2 0
68% 8% 0%
8 0 0
14 1 0
56% 4% 0%
0 0 0
0 5 0
0% 20% 0%
1 4 0
Walk more often Travel unchanged Walk less
0 0 0
1 4 0
4% 16% 0%
0 0 0
0 0 0
0% 0% 0%
Walk to School parent postcards
Visits from Strider Walk more often Travel unchanged Walk less
TOTAL
Walk to School Days
Walk to School parent postcards Walk more often Travel unchanged Walk less
St Bernadette
Walk Once a Week badges
Walk to School Days Walk more often Travel unchanged Walk less
St Bernadette
Visits from Strider
Parent/child pledge card Walk more often Travel unchanged Walk less
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3. Do you know what is meant by Park and Stride? Yes, I know what Park and Stride means No, I am not sure what Park and Stride means
Ashfield 9 0
St Bernadette 15 0
TOTAL 24 0
% 96% 0%
3 2 0 5
7 0 0 0
10 2 0 5
40% 8% 0% 20%
4. Does your family Park and Stride from a nearby car park? Yes, we regulalry Park and Stride Yes, we occasionally Park and Stride No, we haven't tried it No, we walk the whole way to school anyway
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5. Mode Change: Travel mode before WSO? To School
Travel mode with WSO? Ashfield
St Bernadette
TOTAL
%
Walk Scooter Bike Car
4 1 0 2
0 0 0 13
4 1 0 15
16% 4% 0% 60%
Park and Stride Bus or Train Other
3 0 0
0 0 0
3 0 0
12% 0% 0%
From School
To School
Walk Scooter Bike Car Park and Stride Bus or Train Other
Ashfield
St Bernadette
TOTAL
5 1 0 0
0 0 0 0
5 1 0 0
4 0 0
6 0 0
10 0 0
%
20 % 4% 0% 0% 40 % 0% 0%
1 0 0 -15
% Change
25% 0% -100%
7 0 0
233%
From School
Walk Scooter Bike
6 1 0
0 0 0
6 1 0
24% 4% 0%
Walk Scooter Bike
6 1 0
0 0 0
6 1 0
Car
3
9
12
48%
2
7
9
Park and Stride Bus or Train Other
1 0 0
0 0 0
1 0 0
4% 0% 0%
Car Park and Stride Bus or Train Other
24 % 4% 0% 36 %
2 0 0
0 0 0
2 0 0
8% 0% 0%
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Change
86
0 0 0
0% 0%
-3
-25%
1 0 0
100%
Hertfordshire Walk to School Outreach Pilot Project Final evaluation
6. Overall has the Walk to School Programme changed the way your family travels to and from school? Yes, we travel a lot more actively than we used to Yes, we walk a little more actively than we used to No, we still drive to school most days No, we already walked a lot before the programme started
7. Additional benefits that you think the Walk to School programme has had for your family? Children are healthier and fitter Parents are healthier and fitter Spend less money on petrol Children are performing better in class at school We have got to know other families at the school better It is less stressful getting to school There is less traffic outside school so it is easier and safer to walk Other benefits noted: Nice to chat to your child about his day It gives us time to chat as we walk / scooter Children are keener to walk/cycle as they like collecting the badges Children have great appreciation of the benefits, walkiing has greater 'street cred'
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Ashfield 2 2 0 4
St Bernadette 5 0 0 0
TOTAL 7 2 0 4
% 54% 15% 0% 31%
Ashfield 6 6 4 3 2 4 5
St Bernadette 9 7 0 0 0 5 7
TOTAL 15 13 4 3 2 9 12
% 60% 52% 16% 12% 8% 36% 48%
1 1
4% 4%
1
1
4%
1
1
4%
1 1
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Annex 2 – Surveys Primary School Pupil Survey March 2012 Please complete this short survey in class and return it to your Walk to School Coordinator by Friday 23 March. Date & Weather Question
Please write answers here
What is the date today? What is the name of your school? Nursery
Year 6
Reception
Year 7
Year 1
Year 8
Year 2
Year 9
Year 3
Year 10
Year 4
Year 11
Year 5
Year 12
What is the weather like now?
Sunny
Showery
Please tick one
Fair
Raining
Dull or cloudy
Other ____________
What is the Year Group of the class you are surveying? Please tick one
How many pupils are present in this class or year today? How many pupils are absent from this class or year today?
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Girls present__________ Boys present _________ Girls absent __________ Boys absent __________
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Transport to School Hands up or Stand up - Who walked to school today? Please put number in each box below Girls Boys Hands up or Stand up - Who rode a scooter to school today? Please put number in each box below Girls Boys Hands up or Stand up - Who rode a bike to school today? Please put number in each box below Girls Boys Hands up or Stand up - Who was driven to school today in a car? Please put number in each box below Girls Boys Hands up or Stand up – Who got a lift in a car and then walked the rest of the way to school? (often known as Park & Stride) Please put number in each box below Girls Boys Hands up or Stand up – Who took a bus or school bus to school today? Please put number in each box below Girls Boys
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Hands up or Stand up - Who took a train or tram to school today? Please put number in each box below Girls Boys Only children who walked to school today answer this question. Thinking about coming to school today, who did you walk with? Please put a number in each box below Girls
Boys
Several members of my family e.g. mum, dad, brother or sister Only with mum or dad Only with a brother or sister/s With a friend/s On my own With another adult, such as a neighbour, child-minder, grandparent or family friend As a walking group / or Walking Bus Other Hands up or Stand up - What is your favourite way to travel to school? Please put number in each box below Girls
Boys
Car is best Walking is best Bike is best Scooter is best Bus or train is best Other – please state
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Barriers to Walking What prevents pupils from walking to school more regularly? Please read out each statement to the class asking pupils to put their hands up or stand up for each statement that is applicable to them (pupils may choose more than one answer). Please put number in each box below Girls Boys It is too far for me to walk to school I only walk when the weather is nice It is too dangerous to walk to school My parents drop me off on their way somewhere (e.g. to work or shopping) It takes too long to walk to school (I would be late) I prefer riding a bike or Scooter I prefer travelling on the bus or in the car I don’t have anyone to walk to school with My parents won’t let me walk to school I already walk every day
Enjoy WoW? Hands up or Stand up – Please tell us how much you like taking part in the Walk to School programme (including WoW, Walk to School Days, Strider visits etc). Please put number in each box below Girls Boys It’s great, I really like it It’s OK I don’t like it
Thank you for completing this survey
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Primary School Teacher Survey March 2012 Please complete this short survey to help us evaluate the Walk to School programme. Return it to your Walk to School Coordinator by Friday 23 March 2012. Thank you. About me and my school Question What is the name of your school?
Please write answers here
What year group do you work with? My position in the school is best described as:
A teacher A teaching assistant A school administrator A head or deputy head Other ________________________________
How involved have you been with the Walk to School programme at your school?
I coordinated it at our school I helped run it in class I am aware of it but was not involved I have not heard about it (please end survey )
About the Walk to School programme Do you think the Walk to School programme was easy to run? How much time did the Walk to School programme take to run each day?
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Yes, it was very easy Yes, it was easy with training and practice No, it was difficult Less than 5 minutes a day 5-15 minutes a day 15-30 minutes a day Over 30 minutes a day
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The Walk to School programme tested a variety of activities to increase walking to school. Please tick the relevant column beside each activity to show how effective you think they were in encouraging children to walk to school. Activities
Very effective
Effective
Not effective
Not aware of this activity
Walk to School Days Walk to School assemblies Strider visits Newsletter items Parent letters Parent postcards Walk to School pledge card Poster competition WoW badge design competition Park and Stride Physical improvements e.g. new back gate installed Which of the activities do you think was the most effective at encouraging more children to walk to school and why?
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The Walk to School programme provided a range of resources to increase walking to school. Please tick the relevant column beside each resource to show how often you used them. Resources
Used very often
Used occasionally
Did not use
Not aware of this resource
WOW badges WoW wall charts WoW passports for KS2 children WoW teacher guide book WoW Class of the Month trophy WoW banner for the school gate Teacher lesson plans Walk to School pencils Strider t-shirts WoW certificates Umbrellas and woollen hats Please tick the relevant column beside each resource to show how effective you think they were in encouraging children to walk to school.
Resources
Very effective
Effective
Not effective
Not aware of this resource
WoW badges WoW wall charts WoW passports for KS2 children WoW Class of the Month trophy WoW banner for the school gate Teacher lesson plans Walk to School pencils Strider t-shirts WoW certificates Umbrellas and woollen hats
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Which resource do you think was the most effective at encouraging more children to walk to school and why?
How do you rate the quality of the Walk to School resources?
High quality Fair quality Poor quality
What reaction have you had from parents or carers about the Walk to School programme?
A good or positive reaction No reaction at all A negative reaction
Would you like your class or school to continue running the Walk to School programme in the future?
Yes, we should continue I am not sure at this time No, we should not continue
Overall, do you think more children are walking to your school as a result of the Walk to School programme?
Yes, I have noticed more children walking I am unsure No, I do not think there are more children walking
If you think the Walk to School programme has had any other benefits for your school please describe these below.
Please provide any other comments about the Walk to School programme below.
Thank you for completing this survey
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Secondary School Pupil Survey March 2012 Please complete this short survey and return it to your Walk to School Coordinator by Wednesday 28 March. Date & Weather Question What is the date today?
Please write answers here
What is the name of your school? Nursery
Year 6
Reception
Year 7
Year 1
Year 8
Year 2
Year 9
Year 3
Year 10
Year 4
Year 11
Year 5
Year 12
What is the weather like now?
Sunny
Showery
Please tick one
Fair
Raining
Dull or cloudy
Other ____________
What is the Year Group of the class you are surveying? Please tick one
How many pupils are present in this class or year today? How many pupils are absent from this class or year today?
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Girls present__________ Boys present _________ Girls absent __________ Boys absent __________
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Transport to School Hands up or Stand up - Who walked to school today? Please put number in each box below Girls Boys Hands up or Stand up - Who rode a scooter to school today? Please put number in each box below Girls Boys Hands up or Stand up - Who rode a bike to school today? Please put number in each box below Girls Boys Hands up or Stand up - Who was driven to school today in a car? Please put number in each box below Girls Boys Hands up or Stand up – Who got a lift in a car and then walked the rest of the way to school? (often known as Park & Stride) Please put number in each box below Girls Boys Hands up or Stand up – Who took a bus or school bus to school today? Please put number in each box below Girls Boys
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Hands up or Stand up - Who took a train or tram to school today? Please put number in each box below Girls Boys Only children who walked to school today answer this question. Thinking about coming to school today, who did you walk with? Please put a number in each box below Girls Boys Several members of my family e.g. mum, dad, brother or sister Only with mum or dad Only with a brother or sister/s With a friend/s On my own With another adult, such as a neighbour, child-minder, grandparent or family friend Other Hands up or Stand up - What is your favourite way to travel to school? Please put number in each box below Girls Boys Car is best Walking is best Bike is best Scooter is best Bus or train is best Other – please state
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Barriers to Walking What prevents pupils from walking to school more regularly? Please read out each statement to the class asking pupils to put their hands up or stand up for each statement that is applicable to them (pupils may choose more than one answer). Please put number in each box below Girls Boys It is too far for me to walk to school I only walk when the weather is nice It is too dangerous to walk to school My parents drop me off on their way somewhere (e.g. to work or shopping) It takes too long to walk to school (I would be late) I prefer riding a bike or Scooter I prefer travelling on the bus or in the car I don’t have anyone to walk to school with My parents won’t let me walk to school I already walk every day Walk to School Promotion Hands up or Stand up – Have you heard about the Walk to School promotion at our school? Please put number in each box below Girls Boys Yes No Hands up or Stand up – Did you take part in the Walk to School promotion at our school? Please put number in each box below Girls Boys Yes No
Thank you for completing this survey
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Secondary School Teacher Survey March 2012 Please complete this short survey to help us evaluate the Walk to School programme. Return it to your Walk to School Coordinator by Friday 23 March 2012. Thank you. How easy was it for you to set up and coordinate the Walk to School Student Action Group?
Very easy Reasonably easy Quite difficult Very difficult
How much time did it take you to set up and coordinate the Walk to School Action Group?
less than 15 minutes a week on average 15-30 minutes a week on average 30-60 minutes a week on average over 60 minutes a week on average
C. Do you have any suggestions for how the set up and coordination of the Walk to School Action Group could be improved?
Ideally, do you think it would be best to have an Action Group consisting of volunteers, members of an existing group (e.g. school council) or a whole class?
Volunteers Members of an existing group. Please name that group e.g. school or eco council:
Do you think the Walk to School promotion increased the number of students travelling actively to your school? Would your school participate in a Walk to School programme again in the future?
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A whole class. Please suggest which class this could fit within the curriculum e.g. geography, PE, science, health etc:
Yes No Yes Maybe No
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Do you think the Walk to School promotion had any other benefits for your school? If yes, please describe
How do you think the Walk to School promotion could be improved?
Thank you for completing this survey
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Annex 3 – Individual School Analysis a. Individual School Analysis – Mode of transport Percent: Name of school Ashfield Junior School
Aycliffe Drive Primary School
Belswains Primary School
Bowmansgreen Primary School
Broadfield Primary School
Bushey Heath Primary
Bushey Meads Hobbs Hill Wood Primary School
Walked Year 3 Year 4 Year 5 Year 6 All school Reception Year 1 Year 3 Year 6 All school Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 All school Reception Year 1 Year 2 Year 4 Year 5 Year 6 All school Year 1 Year 2 Year 3 Year 5 Year 6 All school Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 All school All school Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 All school
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Scooter
Bike
Driven
Park and stride
Bus
Train/Tram
54 56
1 1
0 0
9 26
30 20
2 0
0 0
48
1
0
23
25
3
0
49 51
3 1
0 0
34 23
31 26
0 1
0 0
59
0
0
40
0
0
0
79
0
0
11
7
4
0
72
4
0
16
8
0
0
64
0
0
18
18
0
0
67 79
1 0
0 0
23 8
8 13
1 0
0 0
100 65
0 0
0 0
0 8
0 27
0 0
0 0
69 68
3 0
0 0
3 13
24 19
0 0
0 0
65
3
0
8
24
0
0
58 61
8 21
8 3
12 5
15 10
0 0
0 0
69 46
5 2
1 0
7 49
17 0
0 0
0 0
68 65
1 1
0 1
26 40
0 22
0 0
0 0
52 44
0 0
2 1
24 16
17 35
0 0
0 0
60
0
0
36
7
0
0
55 68 82
1 14 0
1 4 0
32 14 13
14 0 5
0 0 0
0 0 0
71 76
2 3
2 0
13 6
13 15
0 0
0 0
56
0
0
25
19
0
0
70 46
3 27
1 0
15 27
12 0
0 0
0 0
40 38
23 3
0 0
37 10
0 48
0 0
0 0
50 22
4 0
0 0
11 37
36 41
0 0
0 0
72 51
0 0
0 0
28 13
0 36
0 0
0 0
57
0
0
6
34
2
0
48 39 57 43
6 0 12 17
0 1 5 3
20 23 12 19
26 14 15 17
0 23 0 0
0 0 0 0
43 37
12 7
0 3
18 17
26 37
0 0
0 0
45 58
6 11
2 4
22 11
25 15
0 0
0 0
48
11
3
17
21
0
0
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Marriotts School Martins Wood Primary School
Roebuck Primary School
St Bernadette Primary School
All School Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 All school Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 All school Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 All school
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1
2
23
3
3
0
57 59
6 4
2 2
31 36
6 21
4 0
0 0
63 48
2 8
4 6
12 9
14 21
0 0
0 0
65 57 53
4 5 12
0 1 0
7 18 13
15 23 23
0 0 0
0 0 0
46
2
4
17
11
4
0
56 40
5 13
2 7
18 3
17 3
1 3
0 0
56 34
11 4
4 4
19 0
7 36
4 4
0 0
73 41
0 4
0 9
12 18
15 23
0 5
0 0
41 50
18 4
0 0
5 35
36 4
0 8
0 0
51 32
8 11
3 0
18 58
17 0
3 0
0 0
26 38 36 28
0 0 4 0
13 14 4 0
61 0 36 52
0 48 21 20
0 0 0 0
0 0 0 0
18 50
0 0
9 13
14 8
59 29
0 0
0 0
33
2
7
32
25
0
0
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Ashfield Junior School 51% 44%
42% 26%
23%
12%
Walked
Park and stride 2011
Drove
2012
Aycliffe Primary School 67% 54% 37% 23% 6% Walked
8%
Park and stride 2011
Drove
2012
Belswains Primary School 69% 54% 28% 17% 7% Walked
Park and stride 2011
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7% Drove
2012
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Bowmansgreen Primary School 55% 46%
43%
32% 14% 5% Walked
Park and stride 2011
Drove
2012
Broadfield Primary School 70% 53% 39% 15%
12% 3% Walked
Park and stride 2011
Drove
2012
Bushey Heath Primary School 48%
48% 34% 26% 20%
15%
Walked
Park and stride 2011
ŠCopyright Wavehill 2012
Drove
2012
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Bushey Meads Secondary School 39% 32%
29% 23% 14% 7%
Walked
Park and stride 2011
Drove
2012
Hobbs Hill Wood Primary School 48% 40%
39% 21%
17%
14%
Walked
Park and stride 2011
Drove
2012
Marriotts Secondary School 67% 58% 34% 23% 4% Walked
Park and stride 2011
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3% Drove
2012
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Martins Wood Primary School 56% 46% 40% 18%
17% 5% Walked
Park and stride 2011
Drove
2012
Roebuck Primary School 56%
51% 32% 18%
17% 9%
Walked
Park and stride 2011
Drove
2012
St Bernadette's Primary School 56% 33%
32% 25%
22% 7%
Walked
Park and stride 2011
ŠCopyright Wavehill 2012
Drove
2012
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
b. Individual School Analysis – Who did you walk to school with Percent: Name of school
Several Family Members
Ashfield Junior School
Year group
Year 3 Year 4 Year 5 Year 6
Aycliffe Drive Primary School
All school Year Reception group Year 1 Year 3
Broadfield Primary School
Bushey Heath Primary
Bushey Meads Hobbs Hill Wood Primary School
Walking group
94
6
0
0
0
0
0
Year 1
59 72 38 46 43 28 53 50 77 29 23 22 11 33 50 68 34 48 11 38 0 0 40 57 33 67 46 13 34 0 33 40 41 64 24 9 31 0
35 16 44 38 29 12 24 40 24 71 29 7 4 23 45 24 60 28 22 36 100 58 60 56 50 24 25 13 39 0 64 44 27 18 28 3 33 4
0 4 6 4 14 8 5 0 0 0 15 15 0 5 0 0 10 0 11 5 0 0 0 0 0 0 8 26 7 11 0 0 9 0 12 9 5 3
0 0 0 4 0 32 6 0 0 0 15 26 33 16 0 0 2 20 19 8 0 0 0 0 0 0 0 26 5 58 0 8 0 0 8 64 16 38
0 0 0 8 14 20 6 0 0 0 7 26 41 17 0 0 2 4 32 9 0 0 0 0 0 0 21 17 7 28 0 0 5 9 28 15 9 42
6 8 13 0 0 0 5 10 0 0 0 4 4 4 5 8 2 0 5 4 0 42 0 7 17 9 0 4 8 0 3 8 18 9 0 0 5 13
0 0 0 0 0 0 0 0 0 0 0 0 7 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
All school Year Reception group Year 1 Year 2 Year 4 Year 5 Year 6 All school Year Year 1 group Year 2 Year 3 Year 5 Year 6 All school Year Nursery group Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 All school All school Year Year 1 group Year 2 Year 3 Year 4 Year 5 Year 6
Marriotts School
Another adult
Own
Reception Year 2 Year 3 Year 4 Year 5 Year 6
Bowmansgreen Primary School
Friend
Nursery
Year 6
Year group
Brother or sister
26 44 50 20 35 68 32 46 6 40 0
All school Belswains Primary School
Mum and dad
Total Yr group All school
©Copyright Wavehill 2012
41 31 27 16 29 28 39 23 25 30 0
4 3 0 12 5 0 4 8 6 4 0
6 6 9 12 8 0 4 0 19 5 0
2 3 9 36 13 0 0 8 31 7 0
15 12 4 4 9 4 21 15 13 13 100
4 0 0 0 1 0 0 0 0 0 0
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Martins Wood Primary School
Year group
Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Roebuck Primary School
Total Year group
St Bernadette Primary School
Year group
Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Total Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Total
ŠCopyright Wavehill 2012
24 39 50 46 31 58 38 32 41
62 61 32 38 40 29 37 24 39
0 0 0 0 3 5 8 8 3
0 0 3 0 9 0 0 24 4
0 0 0 4 0 8 12 12 4
13 0 15 12 17 0 8 0 8
0 0 0 0 0 0 8 0 1
43 67 83 58 67 11 29 50 83 60 45 26 28 0 0 32
0 17 8 42 33 44 0 18 17 40 27 68 57 75 0 41
53 17 8 0 0 33 21 22 0 0 0 0 0 0 9 2
0 0 0 0 0 0 14 2 0 0 18 0 0 0 64 14
0 0 0 0 0 11 28 5 0 0 0 0 0 25 27 6
5 0 0 0 0 0 7 2 0 0 9 5 14 0 0 5
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
c. Individual school Analysis – Favourite way to travel to school Percent: Name of school Ashfield Junior School
Aycliffe Drive Primary School
Car Year group
All school Year group
Year 3 Year 4 Year 5 Year 6 Reception Year 1 Year 3 Year 6
All school Belswains Primary School
Bowmansgreen Primary School
Broadfield Primary School
Bushey Heath Primary
Bushey Meads Hobbs Hill Wood Primary School
Year group
All school Year group
All school Year group
All school Year group
All school All School Year group
All school
©Copyright Wavehill 2012
Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Reception Year 1 Year 2 Year 4 Year 5 Year 6 Year 1 Year 2 Year 3 Year 5 Year 6 Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Walking 13 4 20 3 10 17 7 13 31 17 100 22 7 3 16 7 8 4 22 32 12 0 0 11 7 12 4 7 2 0 21 9 23 30 11 0 19 14 0 0 12 27 10 2 6 17 2 0 5
Bike 50 39 44 71 51 50 79 33 54 54 0 78 50 60 44 56 27 56 46 32 64 48 14 50 55 45 82 72 78 65 67 73 27 40 50 28 33 31 40 10 32 38 53 43 34 24 51 64 47
Scooter 24 45 27 12 27 17 14 33 15 19 0 0 23 20 20 19 50 30 20 24 12 29 86 39 36 36 0 9 10 23 7 10 0 0 14 34 44 21 60 76 31 18 15 27 40 34 28 9 25
Bus or Train 13 12 7 14 11 17 0 21 0 10 0 0 19 17 20 19 15 11 12 13 12 24 0 0 0 6 15 5 10 12 2 7 50 30 21 38 4 3 0 30 19 0 22 28 20 21 19 26 23
0 0 2 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 7 0 0 0 2 0 0 3 0 0 31 0 10 6 13 0 0 0 3 0 2 1
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Marriotts School Martins Wood Primary School
Roebuck Primary School
Year group Year group
All school Year group
All school Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
All school St Bernadette Primary School
Year group
All school
ŠCopyright Wavehill 2012
Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
40 15 23 15 2 4 11 4 28 13 44 11 27 24 9 0 16 22 31 33 15 15 8 8 4 17
46 77 60 51 53 53 27 61 59 54 25 30 50 44 45 20 64 40 53 33 60 65 28 33 9 35
8 0 10 11 23 23 31 9 2 15 9 22 15 20 18 60 12 18 5 33 20 38 44 58 78 40
2 6 7 17 21 21 31 26 2 16 22 37 4 8 27 20 8 17 11 0 5 4 16 0 4 6
4 2 0 6 0 0 0 0 9 2 0 0 4 4 0 0 0 1 0 0 0 8 4 0 4 3
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
d. Individual School Analysis – Barriers to walking to school Percent: Too far Ashfield Junior School
Aycliffe Drive Primary School
Belswains Primary School
Bowmansgreen Primary School
Broadfield Primary School
Bushey Heath Primary
Bushey Meads Hobbs Hill Wood Primary School
Marriotts School Martins Wood Primary School
Year 3 Year 4 Year 5 Year 6 All school Reception Year 1 Year 3 Year 6 All school Nursery Reception Year 1 Year 2
12 28 12 19 18 18 75 12 6 13 100 2 2 13
Wea -ther 19 0 8 2 7 37 0 15 3 17 0 15 15 60
Dange -rous 0 5 5 2 3 0 0 3 3 2 0 0 0 0
Parents drop me off 12 12 15 12 13 10 25 15 6 10 0 15 15 7
Too long 4 5 16 12 9 2 0 12 4 5 0 2 2 0
Prefer bike or scooter 5 0 1 17 6 0 0 9 21 11 0 27 27 20
Prefer car or bus 3 2 12 1 5 0 0 0 12 5 0 6 6 0
No-one to walk with 0 0 3 0 1 0 0 0 14 6 0 0 0 0
Parents won’t let me 0 0 4 6 3 0 0 0 3 1 0 12 11 0
I already walk everyday 45 49 23 29 36 33 0 33 27 30 0 21 21 0
Year 3 Year 4 Year 5 Year 6 All school Reception Year 1 Year 2 Year 4 Year 5 Year 6 All school Year 1 Year 2 Year 3 Year 5 Year 6 All school Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 All school All school Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 All school All school
6 4 19 7 8 70 83 14 5 10 10 17 0 13 4 2 8 7 27 25 24 10 31 17 0 32 20 27 10 4 12 14 9 3 8 0
20 18 7 22 20 26 0 43 21 4 6 14 33 19 22 0 9 14 0 67 14 8 0 14 0 8 16 6 10 21 18 16 6 5 13 18
0 0 0 2 0 0 0 0 5 8 3 4 0 6 0 0 7 4 0 0 0 0 0 0 0 0 0 1 1 0 0 2 4 3 2 6
8 9 0 7 9 0 0 0 10 21 0 7 67 2 6 17 12 10 0 0 0 24 19 61 33 32 16 1 12 5 12 5 12 12 9 6
8 11 0 2 5 4 0 14 5 2 10 7 0 6 3 5 7 5 0 0 3 8 17 3 17 20 8 3 18 7 0 17 6 8 10 9
26 16 29 15 22 0 0 29 28 15 20 19 0 2 16 17 10 11 37 15 7 29 3 0 4 0 14 2 28 45 16 24 27 25 29 10
4 13 0 0 5 0 0 0 2 6 4 3 0 6 0 0 9 5 0 2 0 0 6 0 0 4 1 0 9 0 4 6 5 2 4 9
0 2 0 5 1 0 0 0 5 2 13 6 0 0 0 0 2 1 0 0 0 0 0 0 0 0 0 1 0 0 0 2 5 0 1 8
10 0 3 5 6 0 17 0 3 6 6 4 0 0 3 0 9 4 0 0 0 0 6 0 4 4 1 1 0 3 0 5 9 0 3 5
16 27 42 34 25 0 0 0 16 27 30 19 0 47 46 60 24 40 46 2 52 21 19 45 42 0 25 28 11 16 38 10 17 43 20 28
Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 All school
0 26 8 11 8 5 10 4 9
0 15 14 19 20 15 15 17 16
0 0 0 0 0 5 3 3 2
0 20 6 8 4 7 11 4 7
0 0 6 8 5 5 11 10 7
0 11 27 37 13 14 11 6 16
0 0 7 10 1 8 3 0 4
0 0 0 0 0 1 4 1 1
0 0 6 8 1 1 4 4 3
0 28 25 34 47 37 26 51 35
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Hertfordshire Walk to School Outreach Pilot Project Final evaluation
Roebuck Primary School
St Bernadette Primary School
Reception Year 1 Year 2 Year 3 Year 4
6 11 11 9 41
21 21 26 26 0
0 0 0 0 5
18 3 0 3 5
0 5 6 3 0
15 21 12 17 0
15 0 11 11 0
0 0 3 0 0
0 0 5 3 5
24 39 25 29 45
Year 5 Year 6 All school Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 All school
3 17 12 19 8 7 15 24 12 83 16
18 8 19 28 71 23 23 24 5 0 25
0 6 1 0 0 7 0 0 2 0 2
18 6 6 0 4 0 12 20 14 17 9
0 6 4 22 0 7 0 0 14 0 8
33 10 16 6 4 33 15 12 12 0 13
0 6 7 22 0 0 4 4 9 0 7
0 4 1 0 0 0 4 0 9 0 3
0 8 3 0 0 0 0 4 16 0 4
27 27 30 3 12 23 27 12 7 0 13
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