Australian Capital Territory Government. Guidelines for Road Safety and Traffic Management Around Schools

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1 Australian Capital Territory Government Guidelines for Road Safety and Traffic Management Around Schools Edition 1.0 September 2014

2 These guidelines were prepared by Geoff Farrar and Warren Salomon of Civilscope Consult Pty Ltd and Sustainable Transport Consultants Pty Ltd for ACT Government - Territory and Municipal Services Directorate (Roads ACT) Locked Bag 2000 Civic Square ACT 2608 Telephone ACT Government (Roads ACT) September 2014 Cover photo: Children using the school crossing outside Ainslie Primary School. Photo opposite page: ACT school children cycling and scooting to school with accompanying adults at Ainslie.

3 Guidelines for Road Safety and Traffic Management Around Schools Contents 1 INTRODUCTION AND HOW TO USE THESE GUIDELINES IMPROVING ROAD SAFETY AROUND SCHOOLS IDENTIFYING SCHOOL ROAD SAFETY ISSUES TRAFFIC MEASURES Speed reduction School zones Road crossings Children s Crossings Marked Foot Crossings (signalised pedestrian crossings) Pedestrian Crossings (Zebras) Refuge Islands Other measures Bus facilities Parking measures Walking and cycling facilities EDUCATIONAL AND ENCOURAGEMENT MEASURES APPENDIX Safe School Travel in the ACT clipart information sheets ACT Government - Guidelines for Road Safety & Traffic Management Around Schools 3

4 1 Introduction and how to use these guidelines These guidelines have been prepared by the ACT Government Territory and Municipal Services Directorate (Roads ACT) for use by transport professionals and other technically experienced people interested in road safety and traffic management in the vicinity of schools. It is also intended for use by school communities as a resource for maintaining and improving a safe road environment surrounding schools by providing information and resources to help address road safety issues in the vicinity of schools. Traffic management around schools can include travel by car, bus, bike, (including scooters and other forms of personal wheeled transport) and by foot. This guide provides best practice examples and practical solutions for road infrastructure near schools including facilities for pedestrians, cyclists, motorists and public transport operators. These guidelines are intended to be used for government and non-government schools including pre-schools, primary schools, secondary schools and colleges (Year 11 and 12). They are also intended to cover super schools such as at Harrison and Kambah where all students are co-located (P-10) at the same site. The guidelines are primarily intended for use at existing schools, however, they should also be considered in the planning and construction of new schools. In the provision of sound traffic management and road infrastructure at schools there is no one-size-fits-all solution. Each school is different and is surrounded by roads that operate in subtly different ways to those in other localities. In planning for effective traffic management and road infrastructure provision near schools, transport professionals and school communities need to take into account the type and make-up of their school as this will determine the types of facilities and traffic management to be applied. For example, a college may not need Children s Crossing* facilities as older children can be expected to understand the use of Pedestrian Crossings (Zebras)*. Similarly some colleges may have a significant number of older students who drive to school causing additional road congestion and parking issues. This document is structured to help each school identify problem areas and safety issues, select and apply engineering and traffic management treatments and to back up these measures by educational, encouragement and enforcement measures in partnership with Roads ACT, the school community, transport professionals, ACT Police, ACT Health and road safety organisations. References, resource materials and useful clipart information sheets are provided at the end of this publication (Section 6 Appendix). Schools are encouraged to cut and paste these information sheets into school newsletters or to reproduce them as handouts to parents and students. *These are specific types of crossing facilities and are detailed in Section 4 of these guidelines. Photo 1: School crossing, Ainslie Primary School. 4 ACT Government - Guidelines for Road Safety & Traffic Management Around Schools

5 Photo 2: Responsibility for safety around schools is a shared responsibility between the ACT Government and the school community. Ainslie PS. 2 Improving road safety around schools The safety of our children travelling to and from school is of concern to the whole community. Schools concentrate a particular set of road safety issues. This section provides a brief overview of the current ACT road safety policy and guidance on the responsibilities of the key players in safety around schools. Children are at risk in road environments around schools because they are smaller and often aren t easily seen by drivers. Younger children (generally under 10) do not have well developed peripheral vision and cognitive and perceptual abilities which, combined with their active behaviour, can put them in high risk situations without them being aware of the dangers about them. Children behave differently to adults and are more inclined to make mistakes. Road facilities designers and transport providers need to recognise these differences and build school roadside environments which are more forgiving and account for a greater degree of human error than in other road and traffic situations. The ACT Government has a pro-active approach to road safety which includes traffic management and road safety around schools. This broader vision is set out in the current ACT Road Safety Strategy which uses a Safe System approach to minimising risk in the road environment by improving the design of roads and by encouraging both safer road-user behaviour and the improved design of vehicles and associated road equipment. The ten-year Strategy is backed-up with action plans which detail the actions to be carried out in order to meet the policy s longer term objectives and vision. The goals and objectives and their context in the overall Road Safety Strategy actions are outlined in Figure 1 the vision for road safety in the ACT. As the Strategy s Goals and Objectives indicate, road safety is a shared responsibility and requires a collaborative approach between Roads ACT transport engineers, Police, parking officers, teachers, parents, students and the wider community. In the road environment surrounding schools there are many areas of responsibility as Figure 2 details. Figure 1: ACT Road Safety Strategy Goals and Objectives Strategic Goals Strategic Objectives 1. Reductions in ACT Safe speeds road trauma that Safe roads and meet National roadsides Road Safety Safe vehicles Strategy objectives 2. An ACT community that shares the responsibility for road safety 3. Agencies and stakeholders working together to improve road safety Safe people and safe behaviours Coordination and consultation processes Data, performance management and evaluation processes Education Encouragement Engineering Support measures Support measures Enforcement ACT Government - Guidelines for Road Safety & Traffic Management Around Schools 5

6 Figure 2 Summary of areas of responsibilities for safety around schools in the ACT Areas of school road safety environment Roads including, kerbing and guttering, street lighting and stormwater and drainage issues Traffic signals (school and pedestrian signals) Road markings (including on-road bicycle lanes) Road signs including speed zones, parking signs, guidance, warning and direction signs) Footpaths and shared paths (cycling is permitted on all footpaths in the ACT) Traffic management facilities such as refuge crossings, roundabouts, bridges and underpasses Management of traffic conditions and law enforcement Road safety education and public awareness campaigns Responsibility Roads ACT has legislative responsibility for road provision and maintenance of the ACT road network. The ACT has a hierarchy of urban streets and roads consisting of: access streets (usually residential streets and lanes with less than 1,000 vehicles per day); collector streets (defined as major or minor with 1,000 6,000 vehicles per day); and, arterial or sub-arterial roads with over 6,000 vehicles per day. Roads ACT has responsibility for all road assets including: signs, traffic-control signals, pavement markings (centre lines, edge lines, lane lines, Children s Crossing markings, Pedestrian Crossing (Zebra) markings, traffic signals, the provision of special lanes such as bus lanes or bicycle lanes on roads), footpaths, shared paths (higher volume commuter routes are designated as shared paths to highlight their shared transport function), traffic management facilities such as refuge islands, roundabouts, bridges and underpasses, parking signs and street lighting. ACT Policing is the principal road safety enforcement agency. Its responsibilities include promoting voluntary driver compliance in and around schools and enforcing the law on the road system, including: observance of speed limits and 40km/h school zones and traffic signals; and, liaising with other agencies on engineering and behavioural solutions to road safety issues around schools. Justice and Community Safety Directorate (JACS) is the agency responsible for road safety awareness in the ACT. Campaigns typically include the 40 km/h school zones campaign which reminds drivers to slow down and watch out for kids. The campaign makes use of a range of media including: TV, roadside variable message signs and radio and print advertising. Kidsafe ACT (Child Accident Prevention Association of Australia) undertakes a variety of safety programs designed to create awareness of safety issues that affect children and to provide practical support for families in improving the safety environment for children in their care. Management of parking Office of Regulatory Services Parking Officers (JACS) and ACT Policing are the regulatory and enforcement authorities for all on-street parking issues. School administrations manage their own on-site parking including on-site drop-off/pick-up areas. Bus travel to school, bus stops, bus operations (timetabling and routes) Walking and scooting to school Cycling to school ACTION is the major provider of public transport in the ACT. Responsibilities of the bus operator in relation to road safety issues around schools include: contributing towards the development of policy and building relationships to increase public transport use; ensuring the safety of all students on school buses, including safe pick up and drop off; responsibility for the behaviour of students on buses and contacting schools in cases of student misbehaviour; promoting bus safety education in conjunction with Roads ACT and the school; and, location of bus stops (Roads ACT is reponsible for the design and implementation of bus stops). ACTION is the school principal s first point of contact regarding issues on and around buses operated in the ACT. Road User Services (JACS) is responsible for the ACT Government s Student Transport Program introduced in This program provides eligible primary, secondary school and college students with free travel Monday to Friday during school term. The program is available to ACT residents attending ACT primary schools, high schools and colleges on a full-time basis. This is a shared responsibility between: Roads ACT which provides the walking and cycling paths and supporting infrastructure; parents who ensure that their child is competent to walk, scoot or cycle to school; the child who should be trained to the level of competency needed to undertake the journey either solo or in the company of others; and, the school which supports the parent/child s travel choice by providing appropriate learning programs and infrastructure (secure bicycle/scooter parking etc). Being driven to school This is a shared responsibility between: Roads ACT which provides the road infrastructure; parents who drive their children to school; the child who should be trained to the level of competency required to enter/leave their parents vehicles and enter the school grounds; and, the school which supports the parent/child s travel choice by providing appropriate learning programs and infrastructure (pick-up-set-down parking etc). Driving oneself to school This is a shared responsibility between: Roads ACT which provides the road infrastructure; Office of Regulatory Services (JACS) which tests for driver competency and issues licences; parents who permit their child to drive to school; the child who should be trained to the level of competency required to drive and park their vehicle; and, the school which supports the parent/child s travel choice by providing appropriate learning programs and infrastructure (parking and access etc). 6 ACT Government - Guidelines for Road Safety & Traffic Management Around Schools

7 Photo 3 (above): Signalised crossing near North Ainslie Primary School. 3 Identifying school road safety issues Providing an effective and safe school road traffic environment is a collaborative effort between ACT Government officers, school staff, students and parents. All must work together to achieve the best outcomes. The safe operation of the roads, paths and crossings adjacent to schools depends on the state of this infrastructure as well as the attitudes and behaviour of the people who use it. As schools produce a unique set of road safety issues due to the age, experience and concentration of their students, finding the most effective solution to a school road safety issue may sometimes require education and the encouragement of better road user behaviour rather than the introduction of new infrastructure. The type and extent of the school road safety measures will need to be determined by careful assessment and discussion between the key groups. There are many safety issues which may arise in the school road environment and many different ways of resolving these. For example road congestion surrounding some schools is a growing community problem. Though the ACT benefits from a well-planned road network designed to provide easy motor vehicle access across the urban area, roads are not immune to saturation (traffic congestion) during peak periods. Schools present particular challenges to the road network where growing numbers of students are driven to school (or drive themselves) rather than travelling on foot, by bike or by bus. Road safety issues arising from traffic congestion around schools may be more effectively addressed by educational/encouragement programs initiated by schools (through students and parents) to encourage more active transport (walking and cycling) as an alternative to increasing car use. Such measures would be aimed to reduce both the number of children being driven to school and the growing number of secondary school students who drive themselves. Identifying specific issues Road safety issues around schools are usually initially identified by the school community made up of staff, parents and carers of students, local residents in the area and the children themselves. ACT Government agencies may also identify problems through: site inspections including road safety audits; analysis of statistical information such as crash data and traffic information; and, the application of professional computer programs such as Crash Tool or Road Safety Risk Manager. Typical issues that occur around schools can be caused by road users, such as excessive speeds, poor parking behaviour, risky crossing behaviour, inconsiderate driving manoeuvres such as risky U-turns, or reckless riding on paths. Problems can also exist in the physical road and environment such as poor sightlines, poor surface conditions, lack of drainage, lack of adequate parking, inadequate road crossing locations, inadequate and/or poor footpaths, shared paths, kerbing, lack of kerb ramps, and the lack of road signs. Figure 3 provides a listing of the most common types of safety risks occurring in the road traffic environment surrounding schools. If a road safety problem has been identified by a school community, either by staff, students or their parents, it is always advisable to gather as much information on the situation before seeking the professional assistance of the appropriate area of the ACT Government. This will better enable the ACT Government to work collaboratively with the school community to develop a set of effective solutions to address all aspects of the road safety problem. ACT Government - Guidelines for Road Safety & Traffic Management Around Schools 7

8 Figure 3 Safety risks around schools Safety issue Risk * User group Behaviour on paths M Pedestrians, Cyclists Crossing or moving onto H Pedestrians, a road without crossing Cyclists facilities Crossing a road with crossing facilities L Pedestrians, Cyclists Impacts on Pedestrians, Cyclists Pedestrians, Cyclists, Drivers Pedestrians, Cyclists, Drivers Getting out of a car or bus L Pedestrians Pedestrians, Cyclists, Drivers Behaviour on-board and while waiting for buses L Pedestrians Cyclists, Drivers, Pedestrians Bus driver behaviour L Drivers Cyclists, Drivers, Pedestrians Behaviour as a rider onroads Behaviour as a car passenger M Cyclists Cyclists, Drivers, Pedestrians L Car passengers Drivers, Cyclists, Pedestrians Behaviour as a car driver H Drivers Cyclists, Drivers, Passengers, Pedestrians Sound, well-maintained vehicles L Drivers, Cyclists Infrastructure (road) M Drivers, Cyclists Infrastructure (path) M Pedestrians, Cyclists Traffic conditions (volumes) Cyclists, Drivers, Pedestrians All users L All users All users Pedestrians, Cyclists Traffic conditions (speeds) M All users All users Traffic conditions (ambient) L All users All users Construction traffic H All users Drivers, Cyclists, Pedestrians Regulatory environment L All users All users (signs, linemarking etc) Regulatory environment (car parking) L Drivers All users * Approximate risk rate scale: E=Extreme, H=High, M=Medium, L=Low. Refer to the ACT Insurance Authority guidance on risk management. Visit au/actia and search for Risk Management. Photo 4: School zone signage on a major collector road. Kambah. Solutions to complex issues often require a combination of engineering, enforcement, education and encouragement measures involving road transport professionals, police, school staff, parents, students and sometimes the neighbouring community. The Four Es approach to road safety Different approaches are necessary at each school to make it safer for children to get to school. To do this a combination of engineering, enforcement, education and encouragement measures (The Four Es) needs to be put in place to achieve this goal. Figure 1 (previous section) shows how this approach integrates with the overall ACT safe system approach to road safety. Engineering treatments include pedestrian crossings, pedestrian refuge islands, speed humps, signage (including for parking), bus stops, fencing and kerb extensions. Education is in addition to the normal road safety education curriculum and may include taking children on-site after completion of the engineering treatments for on-road practice in the use of these new treatments. Encouragement can be aimed at parent behaviour (eg reducing the incidence of parents calling children across the road to the car when being picked up rather than using a designated crossing). Encouragement can also focus on promoting safe walking and cycling to school and this is potentially an area where the local travel behaviour change initiatives can play a role. Enforcement could involve targeted campaigns by police to reduce speeding in the area of the school or coordinated action by parking officers to reduce illegal and dangerous parking activity. These measures should ideally be supported with appropriate education through school newsletters. There is also an additional E Evaluation which is sometimes useful to consider. When difficult problems sometimes require complex solutions it is always important to evaluate the results. It s important to learn from experience and to apply this knowledge to ongoing and future improvements. The Table 4 Risk Analysis Matrix demonstrates how an analysis of each issue can be further categorised to enable specific solutions to be developed to successfully modify higher risk infrastructure or behaviour. 8 ACT Government - Guidelines for Road Safety & Traffic Management Around Schools

9 Figure 4 Sample risk assessment matrix for a single issue Issue Risk* User Infrastructure Regulation User behaviour Maintenance Cyclists and pedestrians are crossing the road at a desire line rather than at a designated crossing H Pedestrian Existing crossing does not satisfy pedestrian desire line. H Cyclist Existing crossing does not satisfy cyclist desire line. H Car driver Existing crossing facility optimally located for driver conditions. H Car driver parking Kerbside parking outside of existing crossing. H Bus driver Bus stop closer to crossing desire line than to existing crossing facility. Impact No impact. Within School Speed Zone (SSZ) all regulatory signs in place and in good condition. No impact. Within School Speed Zone (SSZ) all regulatory signs in place and in good condition. No impact. Within School Speed Zone (SSZ) all regulatory signs in place and in good condition. No impact. All regulatory signs in place and in good condition. No impact. All regulatory signs in place and in good condition. on: Pedestrians are shortcutting due to inconvenient location of existing facilitates. Cyclists are shortcutting due to inconvenient location of existing facilitates. Drivers are not expecting crossing movements away from existing crossing. On-street parking masks movement of pedestrians onto road. Off-street parking entrance on separate street. Bus parking masks movement of pedestrians onto road. * Refer to the ACT Insurance Authority guidance on risk management. Visit and search for Risk Management. Kerb side shrubbery needs regular trimming or removal within SSZ. Kerb side shrubbery needs regular trimming or removal within SSZ. Kerb side shrubbery needs regular trimming or removal within SSZ. No impact. No impact. Finding Solutions Once a complex issue has been identified and the school has contacted the appropriate agency, ACT Government officers will then coordinate any further assessment, analysis and remedial work in close cooperation with the school community. Identifying the best solutions to issues requires expertise in traffic management and road safety. Simple issues such as difficulties with footpaths, missing or damaged speed zone or warning signs or trees restricting visibility are easily identified and rectified by logging the issue with Canberra Connect on However, the solutions to some issues are not so obvious and require expertise to resolve. The sample issue in Figure 4 presents a hypothetical situation where students are not using a provided crossing. The reasons for this behaviour may be due to the siting of the existing crossing or changed circumstances since the crossing was installed, such as the opening of a new feeder path or relocation of a school gate etc. Often due to the design and site constraints of the road itself, crossings need to be located in particular locations to achieve good visibility of the crossing for approaching vehicles. A solution to this sample issue may be to move the crossing, if this can be safely achieved. If the crossing cannot be moved or feeder path(s) relocated, other measures, such as barrier fencing or educational and behavioural measures, may need to be undertaken with the students. Safety measures to suit the school Each school has its own road environment and potentially a different set of road safety and traffic management issues. The road adjoining the school may be on a bend or near the top of a hill. The road may be narrower than normal or the road may carry a lot of traffic because it is close to a shopping centre. Not only is the physical road environment surrounding schools different but the schools themselves operate differently and have different needs. For instance children have to be always accompanied by an adult when entering pre-schools and so the entrances to these centres will always attract more traffic from parents and carers. Secondary schools on the other hand have much older students who are capable of using conventional crossings and accessing their schools without adult assistance. Because each road and school environment is subtly different it is not possible to develop set-formula solutions to suit every situation. Apart from dealing with a particular problem, it s important to look at the bigger picture which also includes driving/riding behaviour the students travelling to the school and their parents accompanying them. Since there may be consequences of a particular action that fixes one problem but causes another, ACT Government officers will work with the school to try and develop a solution to the problem which will often involve dealing with all four Es : Engineering works to fix-up deficiencies in the roads themselves; Education to change poor student or parent behaviour; Enforcement to discourage dangerous driving behaviour; and, Encouragement to engage with all players to help ensure that any improvements that have been made continue to work well into the future. ACT Government officers will always take into account the road sense of the students, the location of the school, the layout of the adjacent roads, the volume of traffic using those roads, and many other factors such as the needs of local residents and other road users before developing acceptable solutions which may be implemented. ACT Government - Guidelines for Road Safety & Traffic Management Around Schools 9

10 Underpass Shared path Underpass Start of school zone Drop-off parking Bus Stop Zebra crossing - appropriate for high school use Minor collector road (Marr St). School zone and crossing facilities (zebra for high school) are on this road Melrose High School All-day parking Arterial road (Athllon Dr) with parallel main community route (off-road) Start of school zone Major collector road (Beasley St) 4 Traffic measures The way roads are designed, constructed and used in urban environments has a strong influence on road safety. There are a number of key factors that are very important to providing safety in the vicinity of schools. The major issues are: Traffic speeds should be low preferably 40km/h or less (the road design and layout should create the expectation of a low speed environment); Road crossing places for children should be safely located and adequately signed; Paths should be provided on the school side of the road for children walking and cycling to and from school or walking to bus stops or places where they are picked up or dropped off; Parking should be adequate and appropriate to the location to allow safe picking-up and dropping-off of children (sufficient parking is to be provided by schools to accommodate staff, parents and visitors according to the requirements of the Territory Plan with the aim of ensuring that there is no overflow impact on pick-up/drop-off requirements); Levels of congestion around schools should be well managed. Traffic circulation should be ordered by treatments which require vehicles to travel in a direction that enables dropping-off and picking-up on the school side of the road; Sight lines for drivers to see children and be seen by children should be clear at intersections and all places where children might cross a road. All pedestrian and bicycle paths and junctions with roads should be free from visibility constraints; and, Attention should be given to ensuring visibility is adequate for drivers to safely enter and leave parking areas and to see children on intersecting paths. 10 Photo 5 (Above): Melrose Secondary School, Pearce, showing some key traffic management issues for schools. Figure 5 (below): ACT school speed zone sign assembly R4-8 (ACT) in displayed (open) state during school term periods mm W6-4 (ACT) sign Fluoro yellow-green Fixing tab R4-1 (40) 75mm SS butt hinges Sign lettering as per RACT Standard Drawing DS9-13 Fixing tab and padlock (open state) R4-8 (ACT) Sign assembly For construction details refer to TAMS Standard Drawing DS9-13. Existing fluoro orange/red signs to be replaced through routine maintenance. ACT Government - Guidelines for Road Safety & Traffic Management Around Schools

11 LEARN TO SLOW DOWN IN SCHOOL ZONES It s the law! School is back and that means 40KM/H zones are again in force between 8AM and 4 PM. The ACT has a good safety record in school zones. Let s keep it that way. Photo 6 (above top): Speed zone sign assembly. Kambah. Photo 7 (above bottom): School crossing. Ainslie. Figure 6 (below): The effect of speed on stopping distance for drivers reacting and braking hard with a child on the road at 45 metres distance (from AFP Website graphic for dry conditions). Speed is a critical issue around schools where some children may have poorly developed road awareness skills. Figure 7 (right): Regular JACS-ACT Policing targeted campaigns are run at the beginning of every school term. Police enforcement is supported by print, radio and television advertising. Metres 50 km/h 55 km/h 60 km/h 65 km/h 70 km/h 75 km/h 80 km/h REACTION BRAKING Stops in time Stops in time Touches Hits at 32 km/h Hits at 46 km/h Hits at 57 km/h Hits at 65 km/h In the following sections where references are made to the appropriate road construction guidelines for the ACT. Primary guidelines are the Austroads Guide to Road Design and Guide to Traffic Management, Australian Standard 1742 and the ACT Municipal Infrastructure Standards. These are listed in Section 6 Appendix. 4.1 Speed reduction The moderation of vehicle speeds on roads adjacent to schools is a primary safety measure to protect children of all ages. Crash and hospital data show a significant decrease in child fatalities when road speeds are reduced. Speed zones are enforced by ACT Policing and fines apply to drivers found exceeding the posted limit in these areas. 4.2 School zones Application: A school zone is a section of road with a direct school frontage with a posted speed limit of 40 km/h. In the ACT this speed limit applies from 8am to 4pm Monday to Friday and is regulated by means of signage at the start of every zone (refer to Austroads Guide to Road Design, AS and the ACT Municipal Infrastructure A road safety message from the ACT Government. Standards for details). School zone signs are locked shut so as to hide the R4-1 regulatory sign from view during school holidays. Special permission must be obtained from Roads ACT to display these signs open during school holidays. When school zone signs are in the open position it is mandatory for all vehicles to obey the posted speed limit. School zones are provided for all primary schools, secondary schools and colleges. They can be provided at pre-schools where these centres have a frontage to a major road any road classified as a collector road in the hierarchy of ACT roads. School zones are not provided on arterial roads adjoining schools. In these instances, where there are safety issues, a 60 km/h speed zone may be introduced. Pedestrian signals and grade separated crossings (bridges or underpasses) are the preferred crossing types for arterial roads. Design notes: The typical layout of a School Zone is shown in Figure 8. The length of a school zone is generally the length of the school boundary. The speed limit sign is usually placed at the start of the school boundary. Consideration should always be given to the placement of the School Zone and the speed zone signage and this should always be determined by site inspection. The School Zone needs to be a realistic length. Zones longer than 500 metres have a poor compliance history. Shortening the zone and locating it in conjunction with any crossing is usually a more effective safety measure. Comments: School Zones are usually installed in conjunction with some type of formal crossing. If other signs are present the school zone sign assembly (Figure 5) should always precede these signs. Signs should be spaced apart a minimum of 10 metres couchcreative.com.au ACT Government - Guidelines for Road Safety & Traffic Management Around Schools 11

12 Figure 8: School Zone and Children s Crossing layout. Numeral on R4-1 sign should reflect the speed limit prevaling for the particular street or road R4-1 School speed zone sign assembly and W6-3/W8-22 signs on approach. See below for location. R5-35 R Path width minimum 1.5m along main frontage of school 15 m Kerb extensions (optional) to physically prevent illegal parking in operational zone of crossing. SCHOOL BOUNDARY m R5-35 L 20m 10m All kerb ramps to AS No Stopping distances may be varied according to sightlines and kerb extension width. Refer to guidelines for further details. 0.6m R3-3 Crossing Flag and support post as per ACT MIS Standard Drawing 15m R3-3 Crossing Flag and support post as per ACT MIS Standard Drawing 0.6m 6m 3.0m min 6m R5-35 L 10m 20m R5-35 R W6-3 Fluoro yellow-green W8-22 Fluoro yellow-green See AS for application School speed zone signs at school boundary.* Minimum length of school zone is 200mm centred on any school crossing. *If school property is less than 200m this sign will be located in advance of school boundary. See text for full details. W6-4 (ACT) Fluoro yellow-green R4-1 (40), Operating times see ACT Standard Drawing Refer to Austroads Guide to Road Design, Australian Standard AS and the ACT Municipal Infrastructure Standards for full details on the application of this crossing type to a particular site. R4-1 Numeral on R4-1 sign should reflect the speed limit prevaling for the particular street or road 12 ACT Government - Guidelines for Road Safety & Traffic Management Around Schools

13 4.3 Road crossings There are a number of pedestrian crossing types used in the vicinity of ACT schools. The methodology for the selection of the various crossing types and their application are detailed in Austroads Guide to Road Design, Austroads Guide to Traffic Management, AS and the ACT Municipal Infrastructure Standards. A discussion of the various types is provided in the following sections. Photo 8 (above): Signalised crossing near Rosary Primary School on Antill St, Watson. Figure 9 (below): Layout of mid-block signalised crossing at a school. Numeral on R4-1 sign should reflect the speed limit prevaling for the particular street or road SCHOOL BOUNDARY m Path width minimum 1.5m along main frontage of school R5-35 L 3m All kerb ramps to AS m R4-1 R5-35 R No Stopping distances may be varied according to sightlines and kerb extension width. Refer to guidelines for further details. 15 m 6.0m 6.0m 15m School speed zone signs and W3-3 sign on approach. See below for location 10m 3.0m min 3.0m R5-35 R R5-35 L Children s Crossings Application: A Children s Crossing is a part-time facility operating only when one or more Children Crossing flags are displayed. It is essential that schools or the operators of children s crossings remove these flags when crossings are not in use. The Children s Crossing is detailed in Figure 8. Design details can be found in Austroads Guide to Road Design, AS and the ACT Municipal Infrastructure Standards. This crossing gives pedestrians priority over vehicles and is only appropriate along desire lines or where they are concentrated such as school yard entrances. Children s Crossings can be implemented at all schools including pre-schools and colleges. Use at primary schools: Children s Crossings are appropriate when the minimum number of students crossing per peak half hour is 20 and the minimum number of vehicles passing in the same half hour is 50. Crossing movements are contained within a 30m section of road. Other measures would be provided for schools with lower activity levels. Use at secondary schools: Children s Crossings are appropriate at these types of schools when the minimum number of students crossing per peak half hour is 40 and the minimum number of vehicles passing in the same half hour is 100. Crossing movements are contained within a 30m section of road. Other measures would be provided for schools with lower activity levels. Design notes: A key issue with the use and siting of Children s Crossings is the sightlines of the roadway (refer to the guidelines for full details). There are two stopping sight distances which need to be considered as detailed in the guidelines. Comments: Children s Crossings are usually used within 40 km/h speed zones and never where the measured operating speed of the road is greater than 60 km/h or where the width of the road to be crossed in one movement exceeds 15 metres (one lane of traffic in each direction). Children s Crossings are not appropriate at preschools as these children are required to be accompanied to the centre door by a responsible adult. Children s Crossings are not usually used at colleges as students at these types of schools are able to use other types of crossing facilities intended for adult use eg Pedestrian Crossings (Zebras). School speed zone signs at school boundary.* Minimum length of school zone is 200mm centred on any school crossing. *If school property is less than 200m this sign will be located in advance of school boundary. See text for full details. W6-4 (ACT) Fluoro yellow-green R4-1 (40), Operating times see ACT Standard Drawing W3-3 Refer to Austroads Guide to Road Design, Australian Standard AS and the ACT Municipal Infrastructure Standards for full details on the application of this crossing type to a particular site. R4-1 Numeral on R4-1 sign should reflect the speed limit prevaling for the particular street or road Marked Foot Crossings (signalised pedestrian crossings) Application: Marked Foot Crossings can be provided either at midblock locations or at intersections. This crossing assigns priority alternately to pedestrians and vehicles on a timed basis. The crossing is detailed in Figure 9. Design and details and application requirements can be found in Austroads Guide to Road Design, AS and the ACT Municipal Infrastructure Standards. Marked Foot Crossings give pedestrians priority over vehicles and are only appropriate along desire lines or where they are concentrated such as school yard entrances. They are usually considered for ACT Government - Guidelines for Road Safety & Traffic Management Around Schools 13

14 installation at locations where the operating speed of the road is greater than 60 km/h (ie on an arterial road adjacent to a school) or where the volumes of students and passing vehicles is high and a pedestrian or Children s Crossing is likely to cause delays in traffic flow. Marked Foot Crossings are not appropriate on roads where the actual crossing distance exceeds 15 metres. Use at primary schools: Marked Foot Crossings are appropriate where in each of two separate one hour periods of a typical school day the number of students crossing is more than 50 per hour and the vehicular flow exceeds 600 vehicles per hour in each direction. Any assessment of activity level should take into account the likely age of the students. Use at secondary schools (years 7-10): Marked Foot Crossings are appropriate where in each of two separate one hour periods of a typical school day the number of students crossing is more than 50 per hour and the vehicular flow exceeds 800 vehicles per hour in each direction. Any assessment of activity level should take into account the likely age of the students. Use at colleges (years 11-12): Marked Foot Crossings are considered at colleges at a level consistent with adult needs. This type of crossing is appropriate where in each of three separate one hour periods of a typical school day the number of students crossing is more than 350 per hour and the number of vehicles passing is more than 600 per hour (total for both directions), or 1,000 per hour (total for both directions) if there is a central pedestrian refuge. Design notes: Marked Foot Crossings located on the Main Community Route Network should be fitted with additional crossing lanterns for cyclists. Comments: On dual carriageway roads with a large central median, a Marked Foot Crossing may be divided into two crossings to keep crossing distances of each roadway section to a minimum Pedestrian Crossings (Zebras) Application: Pedestrian Crossings (Zebras) are full-time facilities which give priority to pedestrians over vehicles. Cyclists may not legally ride across a pedestrian crossing and should dismount and walk their bicycle. This crossing is detailed in Figure 10. Design details and application requirements can be found in Austroads Guide to Road Design, AS and the ACT Municipal Infrastructure Standards. This type of crossing is usually considered appropriate at schools with older students (years 11-12) and where there is a strong concentration along a pedestrian desire line. Provision depends on a technical assessment similar to a Children s Crossing but set on a higher activity level in recognition of the fact that the users are young adults. Pedestrian Crossings (zebras) are not considered at locations where the operating speed of the road is greater than 60 km/h. Zebra crossings are not appropriate on roads where the actual crossing distance exceeds 15 metres. Zebra crossings are appropriate where the minimum number of students crossing within a peak hour is more than 50 and the number of vehicles passing is more than 500. Crossing movements should be contained within a 30m length of road. Design notes: It is important to ensure that lighting levels are adequate at all times of the day. Supplementary lighting may be required as determined by site assessment. Comments: Pedestrian Crossings (zebras) are not used on multilane roads due to visibility and sightline issues and other types of crossing facilities intended for adult use are to be provided in preference. 14 Photo 9 (above): Pedestrian crossing Dickson College, Nth Canberra. Figure 10 (below): Layout of a Pedestrian Crossing (zebra) at a school. Numeral on R4-1 sign should reflect the speed limit prevaling for the particular street or road SCHOOL BOUNDARY m Path width minimum 1.5m along main frontage of school R5-35 L R5-35 R W6-2 Fluoro yellow-green 20m 10m All kerb ramps to AS Two R3-1 fluoro yellow-green signs mounted back to back No Stopping distances may be varied according to sightlines and kerb extension width. Refer to guidelines for further details. School speed zone signs at school boundary.* Minimum length of school zone is 200mm centred on any school crossing. *If school property is less than 200m this sign will be located in advance of school boundary. See text for full details. W6-4 (ACT) Fluoro yellow-green R4-1 (40), Operating times see ACT Standard Drawing R m R5-35 R R5-35 L ACT Government - Guidelines for Road Safety & Traffic Management Around Schools 15m School speed zone signs and W6-2 sign on approach. See below for location Consider the installation of (optional) kerb extensions to physically prevent illegal parking in operational zone of crossing. See Figure 8 for example. 3.0m min 10m 20m Two R3-1 fluoro yellow-green signs mounted back to back Refer to Austroads Guide to Road Design, Australian Standard AS and the ACT Municipal Infrastructure Standards for full details on the application of this crossing type to a particular site. R4-1 Numeral on R4-1 sign should reflect the speed limit prevaling for the particular street or road

15 Photo 10 (above): Students at refuge islands at Lyneham Secondary School. Figure 11 (below): Layout of refuge islands at a school. Numeral on R4-1 sign should reflect the speed limit prevaling for the particular street or road SCHOOL BOUNDARY m Path width minimum 1.5m along main frontage of school R5-35 L R5-35 R 20m 10m All kerb ramps to AS For refuge layout and linemarking detail refer to ACT Standard Drawing No Stopping distances may be varied according to sightlines and kerb extension width. Refer to guidelines for further details. School speed zone signs at school boundary.* Minimum length of school zone is 200mm centred on any school crossing. *If school property is less than 200m this sign will be located in advance of school boundary. See text for full details. W6-1 Fluoro yellow-green W8-25 Fluro yellow-green W6-4 (ACT) Fluoro yellow-green R4-1 (40), Operating times see ACT Standard Drawing R m minimum 2.0m min School speed zone signs and W6-1/W8-25 signs on approach. See below for location R5-35 R Kerb extension islands (optional) to physically prevent illegal parking in operational zone of crossing. R5-35 L 10m 20m 3.0m min Refer to Austroads Guide to Road Design, Australian Standard AS and the ACT Municipal Infrastructure Standards for full details on the application of this crossing type to a particular site. R4-1 Numeral on R4-1 sign should reflect the speed limit prevaling for the particular street or road Refuge Islands Application: Refuge Islands are detailed in Figure 11. Design details can be found in Austroads Guide to Road Design, AS and the ACT Municipal Infrastructure Standards. This type of facility is not a formal crossing. It provides crossing assistance to pedestrians and cyclists by splitting the crossing distance into two shorter crossing segments. A two stage crossing allows pedestrians and cyclists to scan each opposing traffic flow in turn and to make their crossing with minimal delay. Refuge Islands are not appropriate where the operating speed is greater than 60 km/h or where the actual crossing width for each leg is greater than 15m. Roads below 10m in width are also not suitable for refuge crossings. Before providing a refuge crossing activity levels and the age of students should be assessed. When assessing the need for Refuge Islands, crossing movements should be contained within a 30m length of road. Use at primary schools: Refuge Islands are appropriate when the number of students crossing per peak half hour is more than 5 and the number of vehicles passing in the same half hour is more than 50. Use at secondary schools (years 7-10): Refuge Islands are appropriate when the number of students crossing per peak half hour is more than 15 and the number of vehicles passing in the same half hour is more than 100. Use at colleges (years 11-12): Refuge Islands are considered at colleges at a level consistent with adult needs. Design notes: The minimum width for the Refuge Islands is 2.0m and the crossing gap between the islands 3m minimum. Cyclist use should always be considered when designing refuge crossings. The crossing width and width of the islands should be increased if the refuge is expected to store large numbers of cyclists and pedestrians. Kerb ramp widths should always match the gap width between the refuge islands. Comments: If pedestrian islands are needed at successive closely spaced intervals consideration should be given to providing a continuous median treatment instead of separate Refuge Islands. Additional kerb extensions or kerb side islands may be required to prevent persistent illegal parking in the no stopping zones. Sufficient lane widths past the refuge islands should be provided in each direction for mixed traffic - spacious profile (minimum 3.7m) to avoid cyclist squeeze points Other measures Offset crossings should be considered as a way of handling large crossing volumes of school children at busy refuge crossings and traffic signals located on dual carriageway roads with a wide central median. Pedestrian fencing may be used in high-risk locations where there is a need to restrict the pedestrian desire lines to the crossing facility provided for pedestrians. Fencing should always be used with great care as poorly designed structures can obscure small children from the view of motorists. ACT Government - Guidelines for Road Safety & Traffic Management Around Schools 15

16 4.4 Bus facilities Guidance for the design and layout of bus stops and bus operation in the ACT is provided in Austroads Guide to Road Design and the ACT Municipal Infrastructure Standards. Wherever possible, bus stops should be located away from, and on the downstream side of, crossings or other sightline-critical facilities. Bus stops on both sides of the road near to a school should be similarly located and there should be good visibility to the bus stop and places where children cross the street to access the bus stops. The Australian Road Rules prohibit vehicles stopping within 20m of the approach side and 10m of the departure side of a bus stop post. This caters for a single rigid chassis bus stopping. However, if more than one bus or an articulated bus is to be catered for at a stop, it is necessary for bus zone signs to be installed to define the length of the bus stop zone. This is accompanied by C2 dashed lines and BUS STOP pavement lettering to define the zone and to delineate the extent of adjacent parking. Design consideration should be given to front and rear bus overhangs where these vehicles enter and leave bus stops. If bus overhangs Photo 11 (above): Indented bus stop for multiple buses at Campbell Secondary School. Photo 12 (below): Ideally bus stops should be located on the downstream side of school crossings. Kambah. are to be permitted a passenger clearance line should be marked appropriately at the stop. Indented bus bays may be needed on narrow streets where buses stop in or across the travel lane, where multiple buses may be required to stop and wait or where there may be refuge islands. Depending on the traffic circumstances this may be useful as lengthy traffic delays on very busy streets may cause additional safety problems. On local roads with less traffic, a short duration of stopping by a bus dropping off or picking up a few passengers is usually not a major issue. However, buses stopping for more than a few seconds, holding up following traffic can cause safety problems. This is a matter of assessment of individual circumstances by experienced road safety practitioners to determine if an indented bus stop is required. A school-times bus zone parking sign may also be considered. 16 ACT Government - Guidelines for Road Safety & Traffic Management Around Schools

17 4.5 Parking measures The safe operation of school zones largely depends on the behaviour and resulting judgement of the road users. Design details for offstreet parking can be found in Austroads Guide to Road Design, AS and the ACT Municipal Infrastructure Standards. Figure 12 shows the recommended access hierarchy for schools. This is similar to other activity-generating sites where safe and efficient pedestrian access is the main priority. The location of short or long term parking should not compromise the safe access of other modes such as buses, cyclists and pedestrians. The amount of parking provided at schools, either on-site or a combination of on-site and off-site, should satisfy the minimum requirements of the Territory Plan which sets out requirements for the provision of parking spaces in a range of developments including schools, colleges and public and commercial buildings. However, more spaces may be needed above the required minimum to meet the actual needs of a school. Short-term parking, usually dropping-off children in the morning and picking-up in the afternoon, is ideally located away from the main entrances used by children walking or cycling or arriving by bus to minimise traffic congestion. In busy and constrained locations it is possible to manage drop-off zones similar to kiss-and-ride zones at busy airports and stations. For this to work effectively, communication with participating parents and staffing by appropriately trained teachers or school volunteers is needed to assist the arriving drivers with their children so that the driver does not leave the vehicle. Photo 13 (above): Short term drop-off areas need to be carefully located to ensure good visibility for all road users and minimum disruption to traffic flow. St Mary MacKillop College, Wanniassa. Photo 14 (below top): Both cars shown in this photo are illegally parked on the footpath near the entrance to an off-street parking area creating sight-line problems for the adjacent school crossing. Ainslie Primary School. Photo 15 (below bottom); Driveway entrances to off-street car parks and drop-off areas need careful attention. This driveway at Ainslie Primary School has a speed bump to slow motorists prior to the footpath crossing. Figure 12 (below): School gate access heirarchy diagram. School children arriving on foot or by bicycle and crossing in front of school to school gate School children arriving by bus School children delivered by car driver (drop-off) School children delivered by car driver (parking) School gate access heirarchy Easy unhindered access with parking prohibited to ensure good sightlines Close to school entrance on departure sides of crossing zone May need to be regulated depending on available supply Preferably off-street parking areas for longer-term stays The Drop-off and Pick-up initiative utilises existing No Parking and regulated parking areas at schools. The area, always on the school side of the road, provides a facility that is convenient for drivers and safe for children. In these areas drivers should not leave their vehicle unattended in accordance with the Australian Road Rules (leaving a vehicle means not being further away than 3 metres from any point on the vehicle). Parents and carers are able to legally drop-off or pick-up their children within a two minute timeframe while a suitably trained adult volunteer supervisor assists the children into or out of the car. The initiative allows: Drivers to drop-off or pick-up students legally at very busy times at the beginning and end of the school day; ACT Government - Guidelines for Road Safety & Traffic Management Around Schools 17

18 Photo 16 (above): To achieve safe and efficient traffic flow in large off-street school parking areas, some schools, like Harrison School in this picture, use trained volunteers at key points on their internal access road system to assist drivers and students. Crossing wardens are permitted without Roads ACT approval if they operate within school grounds. However, the school has an obligation to ensure all wardens are appropriately trained and clothed/equipped with compliant safety clothing and equipment. The use of wardens on public roads in the ACT requires the approval of Roads ACT and also requires appropriately trained, clothed and equipped staff. A Temporary Traffic Management Plan is required for any site to be staffed on public roads. Photo 17 (below): Cycling to school near Ainslie Primary School. A suitably trained volunteer adult supervisor to marshal the students who take part in the initiative at the designated school Drop-off-Pick-up zone; and, The driver to pull into the Drop-off and Pick-up zone and remain in control of the vehicle while school student is assisted by the volunteer adult supervisor to get into or out of the vehicle. Errant and careless driver behaviour can be minimised through a well laid out street environment and an effective enforcement regime. Where persistent illegal overparking in no stopping zones or other restricted parking areas (such as the approaches to crossings) is a continuing safety problem, kerb build-outs and kerb extensions should be considered as shown in Figures 7 to 10. Longer-term car parking should always be provided on school grounds as often there is competition with surrounding land uses for parking spaces on public roads. Costly infrastructure interventions can usually be avoided by spot campaigns conducted through the school by staff and trained volunteers to educate errant drivers on preferred safe parking behaviour. Congestion and parking Traffic congestion is caused by a localised saturation of the road network too many road users trying to use a limited and finite resource all at the same time. Congestion, though largely a road user behaviour issue, has impacts on traffic management. Road users caught in congested traffic conditions may mistakenly believe that additional road infrastructure capacity will somehow fix the problem. By strongly promoting and encouraging active travel for students and staff, schools can positively contribute to a reduction in school-based road congestion. Schools can also consider staggering start/finish times as a congestion reduction measure. There are community-wide benefits from reduced car use such as improvements to the health and fitness of parents and children. The resource sheets provided in the Section 6 Appendix of this manual are designed to be used by schools in any such travel behaviour campaigns. 18 ACT Government - Guidelines for Road Safety & Traffic Management Around Schools

19 4.6 Walking and cycling facilities Walking and cycling is provided for in the ACT by means of the residential footpath system which is in turn connected to the Main Community Route Network. This extensive system is designed to link all community destinations particularly schools. Main Community Routes are illustrated in the ACT Municipal Infrastructure Standards and are given priority in funding for amenity upgrades such as crossings and lighting. Paths along the main frontages of schools should be generally wider (1.5m) than the minor path standard of 1.2m. To cater for comfortable passing, paths should be of an adequate width to cater for the volume of users. This also applies to shared paths in order to facilitate large volumes of students at peak drop-off/pick-up times. Guidance on suitable path widths can be found in Austroads Guide to Road Design and the ACT Municipal Infrastructure Standards. Guidance on the design of bicycle parking is provided in Austroads Guide to Road Design, AS and the ACT Municipal Infrastructure Standards. Pedestrian and cyclist desire lines should Photo 20 (below): Covered bicycle parking area. Bruce Hall, ANU. Photo 18 (above left): Older students cycling to ANU and local high schools via the main community path along Sullivans Creek. Photo 19 (above right): Outdoor school bicycle parking area. Gungahlin. always be considered and catered for in the provision of paths, kerb ramps and crossing points. Personal and public safety/security issues should always be considered when locating and constructing cycling and walking facilities. Crime prevention through environmental design (CEPTED) principles should always be followed (see Section 6 Appendix for references). The ACTPLA Guidelines for Bicycle Parking provide guidance on the expected provision for bicycle racks and storage at schools. Assessments should always be made from time to time to ensure that the supply of bicycle parking racks always meet the demand. Schools in Victoria have found that by providing a secure and covered bike shed for students the number of students who ride to school can be greatly increased. Bike sheds can double as rain water collectors, support structures for solar panels, or trellis for fruit trees and vines to grow against. Building a bike shed doesn t cost as much as you may think, and grants can be sought to assist in covering the costs. ACT Government - Guidelines for Road Safety & Traffic Management Around Schools 19

20 Photo 21: Children on their way to Trinity Christian School, Wanniassa, by bus. 5 Educational and encouragement measures The ACT Government undertakes a broad range of initiatives to encourage more people to walk, cycle and catch public transport and to support those who already do so. The ACT Government s 40 km/h school speed zone awareness program addresses key road safety issues identified in the ACT Road Safety Strategy , including 40km/h school zones. Media channels typically used include TV, radio, print, bus backs and roadside variable message boards. To enhance the effectiveness of the program, awareness materials are broadcast to align with targeted police enforcement campaigns (see Section 6 Appendix). Promoting and supporting active travel (walking, cycling and using public transport) is one of the key elements of Transport for Canberra which aims to create a city where active travel is an easy choice. Some of these initiatives are directly relevant to schools and will help arrest the recent declines in walking and cycling to school due to more and more children being driven or driving themselves. Australian Sustainable Schools Initiative (AuSSI), is a partnership between the Australian Government and the States. AuSSI is a whole-of-school approach, to improve the school s management of resources and facilities including energy, waste, water, biodiversity, landscape design, products and materials. It also addresses educational, social and economic issues associated with the sustainable management of a school and the school community. Every school in the ACT has registered as an AuSSI ACT school. These schools have committed to becoming more sustainable and are working with their whole school community to reduce their ecological footprint. See website reference in the Section 6 Appendix. ACT Health, in partnership with key government and community stakeholders, is implementing the Ride or Walk to School program which has been developed out of the existing AuSSI programs. The programs developed as part of Ride or Walk to School seek to encourage more active ways of travelling to school such as cycling, walking and catching public transport. Information on the programs currently available for schools can be found at the ACT Health website (search Active Travel to School) and the AuSSI-ACT website: Additional information 20 and resources are also provided in the Section 6 Appendix of these guidelines. ACT Health and its partner organisations are developing a broad range of programs to increase active travel in schools. This is a comprehensive approach which looks broadly at the travel to school behaviour and develops strategies with the students and parents to alter their behaviour to achieve a higher level of walking, cycling and public transport use and less car use. Active travel to school To ensure that any shift towards more active modes of school travel is sustainable, schools are being encouraged and supported to develop a comprehensive longer-term approach through the formulation of school active travel plans. A school active travel plan is an action plan developed by the teachers and students (with support from the Ride or Walk to School Program) to support families to change their behaviour towards more sustainable methods of travel to and from school (see general plan outline below). Any active travel plan undertaken by a school would also encompass road safety and infrastructure issues as identified in the previous sections of these guidelines. There are major benefits to the school and the broader community. Experience from schools who have implemented school travel plans shows that over time children s parents and schools can: Significantly increase numbers of students walking and/or cycling to school, leading to improved health and fitness; Remove the traffic chaos outside schools at the beginning and end of the school day, by promoting realistic travel alternatives to the car walking, cycling and public transport; Improve road safety for students and make streets quieter for local residents as the volume of traffic around the school is reduced; Allow families to connect more with their local community and encourage parents/carers to be more interested and involved in the school, as they walk or cycle with their children; Lead to children gaining greater independence and improved social interaction by walking and/or cycling with other students; ACT Government - Guidelines for Road Safety & Traffic Management Around Schools

21 Improve the air quality around the school and make a significant contribution towards reducing greenhouse gas emissions and air pollution, leading to a more environmentally sustainable future; and, Increase awareness within the school community of environmental issues and the positive and practical actions they can take. What is an active travel plan? All schools are different, and the issues around school travel varies from one school to another, as do the solutions. As a guide, school active travel plans usually generally cover the following issues: Evidence about the current situation which usually includes: A brief description of the location, size and type of school; Information about how children currently travel to/from school and the reasons why they travel this way and how they would like to travel to/from school; A brief description of the barriers to making a change to more sustainable travel. This may include infrastructure issues such as path links, crossings, bus stop locations and road user behaviour; and, Alternatives faced by the school/cluster of schools. (This could include, for example, journeys to attend pre-and after-school events and journeys made during the school day to attend activities at other locations). A plan for action which usually includes: The results of surveys to identify the current travel patterns and the issues to be addressed; Clearly defined targets and objectives to provide focus and directions; Details of proposed measures on how to address and meet the objectives and targets set; and, Costings and sourcing of any funding required. A plan for implementation which usually includes: a timetable for implementation; clearly defined roles and responsibilities; and, how the plan and its actions will be communicated to the school community. A plan for monitoring, reviewing and reporting progress. Photo 22: A mother and children, with baby in pram, use a pedestrian crossing on a platform in Lyneham. Active travel programs and other initiatives Walk to School / Cycle to School Days. Schools can hold a Walk or Cycle to School Day on any day that they like. It s a great way to promote healthy and active travel to school. A number of state, national and international events are organised each year to encourage walking and cycling, and schools are encouraged to take part and join hundreds - if not thousands - of other schools in encouraging their students to make healthy and active transport choices. Kidsafe is a part of the Child Accident Prevention Foundation of Australia. This charity has been helping save children s lives for over 30 years by helping the community to prevent unintentional injury. Kidsafe ACT provides a number of services including baby car capsule hire, short-term car seat and booster seat hire, child restraints and accessories for purchase and a range of information for parents and the community. Pedal Power ACT is the ACT s membership organisation for people that cycle for transport and recreation. They have developed and run a number of different initiatives to encourage active transport and cycling, to and from schools. They work closely with the ACT Government on the development of the Ride and Walk to School program and can provide practical advice to schools looking to get more pupils walking and cycling. Contact Pedal Power at www. pedalpower.org.au A Walking School Bus is a walking group run voluntarily by parents that travels to school collecting children on the way. Like a normal bus, it has a fixed route and a timetable, so families know where and when they can catch it. Walking School Buses have been developed because parents know their children are safe because they are supervised by adults as they walk. Parents take it in turns to lead the Bus and children love taking part. Information and resources for parents wishing to start one in their area can be found on the Travel Smart website: Bicycle skills training. The AustCycle organisation through its network of accredited trainers runs a wide range of cycling proficiency and skills courses for children up to adults. School groups along with adults can be catered for. These courses are run in a number of Australian cities and are available in the ACT. Contact AustCycle: ACT Government - Guidelines for Road Safety & Traffic Management Around Schools 21

22 6 Appendix References ACT primary road design guidelines Austroads Guide to Road Design various parts. Austroads Guide to Traffic Management various parts (Part 8 - Local Area Traffic Management is particularly relevant). Australian Standard AS1742 various parts (Part 10 Pedestrian Control and Protection is particularly relevant). ACT Municipal Infrastructure Standards includes appropriate ACT Design Standards and Standard Drawings which provide detailed guidance on parking requirements, pedestrian/cycling facilities and direction signage for ACT roads and paths. ACT Territory Plan. ACT Planning and Land Authority Bicycle Parking Guidelines ACT Planning and Land Authority ACT Parking and Vehicular Access Guidelines. ACT Planning and Land Authority ACT Crime Prevention and Urban Design Resource Manual. ACT Territory and Municipal Services Directorate. Other useful Australian planning and facilities guidelines Planning for Safe Transport Infrastructure at Schools Queensland Department of Transport and Main Roads. A useful guide to planning for traffic management at schools, particularly new schools. Available on the Department s website: gov.au Guidelines for Road Safety Around Schools. (Local Government and Schools Editions) WA Local Government Association. Available at WALGA s RoadWise website: Road Safety Issues Around Schools Factsheets RMS NSW. A series of 12 factsheets produced for schools, parents and students. Available on the RMS website (search road safety; schools): School travel plans Developing a School Travel Planning Guide. Hughes, Di Pietro. 28 th Australian Transport Research Forum proceedings. Developing a School Travel Plan Information for Parents and Schools. Sustrans UK. Other useful resources ACT Justice and Community Safety Directorate website: www. justice.act.gov.au Search for Safe Speeds. Australian Cycling Resource Centre. This web-based resource centre is a repository for data, information and best practice relating to cycling planning, policy, programs and projects. www. cyclingresourcecentre.org.au/ Australian Sustainable Schools Initiative ACT (AuSSI) website: Safe School Travel in the ACT clipart information sheets The nine information sheets on the following pages have been produced for use by schools to assist with their ongoing active travel and school road safety educational campaigns. The text has been modified from a similar series of information sheets produced for NSW schools by the NSW Roads and Maritime Services. Schools are encouraged to cut and paste these information sheets into school newsletters or to reproduce them as handouts to parents and students. An electronic version of this manual including these information sheets is available on the Territory and Municipal Services section of the ACT Government website. Separate mono versions of the information sheets, in formats suitable for reproduction, can also be found on the TAMS website Search on Traffic Management at Schools. Photo 23: Children leave Campbell Secondary School school via bus. 22 ACT Government - Guidelines for Road Safety & Traffic Management Around Schools

23 Safe School Travel in the ACT Information Sheet 1 General advice to parents Tips to improve children s safety around your school If your child walks or cycles to school Child pedestrians and cyclists are at greater risk of injury than adults. Teach your child the STOP! LOOK! LISTEN! THINK! routine every time you cross the road together: - STOP! One step back from the kerb. - LOOK! For traffic to your right, left and right again. - LISTEN! For the sounds of approaching traffic. - THINK! Whether it is safe to cross. Always look and listen for traffic as you cross the road. At pedestrian crossings or signals without bicycle lanterns, children must dismount their bikes to cross. After school, meet your child at the school gate. If riding, park your bicycle safely and legally, and walk to the school gate. If you are unable to meet your child, arrange for another trusted adult to meet them. Until they are at least eight years old, hold your child s hand on the footpath and when crossing the road. Until they are at least ten years old, hold your child s hand when crossing the road. Reward your children with lots of attention and praise for good road safety behaviour. If your child travels to school by bus Until they are at least ten years old, children have not developed the maturity required to cross the road safely without holding an adult s hand. Hold your child s hand and walk together to the bus stop in the morning. If you cannot be with your child, organise for another trusted adult to accompany them. If your child comes home on the school bus, meet your child at the bus stop, before choosing the safest place to cross. Meet your child at the bus stop after school. Never wait on the opposite side of the road. Talk with your child about what they should do if you are delayed and cannot meet them as usual. Discuss what they should do if they accidentally get on the wrong bus or miss their regular bus stop. If you drive your child to school Child pedestrians around cars are at greater risk of injury than adults. Children aged four years to under seven years must be secured in a forward facing restraint or booster seat. Children aged four years to under seven years cannot travel in the front seat of a vehicle with two or more rows, unless all other back seats are occupied by children younger than seven years in a child restraint or booster seat. Children should always get in and out of the car through the rear kerb side or safety door. Always drop your children on the school side of the road. Meet your children on the school side of the road, preferably at the school gate particularly in wet weather. NEVER call to your children from across the road. Teach them to wait until you come to them. Talk with them about what they should do if you are not there on time. Children up to at least eight years old should hold an adult s hand in the car park, on the footpath and when crossing the road. Children between eight and at least ten years old should be closely supervised by an adult in the traffic environment and should hold an adult s hand when crossing the road. Always slow to less than 40km/h when travelling in an operating school zone. Children cannot survive collisions with fast moving vehicles. You may not be able to stop in time at speeds above 30 km/h. Always obey parking signs as these signs help save children s lives. NEVER leave a child of any age in a vehicle without adult supervision. A small child may rapidly suffer dehydration, heat exhaustion and consequent organ failure. Older children could play games that may lead to tragedy. Always drop-off and pick-up your children from your school s designated area, following your school s road safety procedures with care and courtesy. Some schools in other parts of Australia have adopted a school Drop-off and Pick-up zone a facility that is convenient for drivers while enhancing the safety of children.

24 Safe School Travel in the ACT Information Sheet 2 40 km/h school zones The 40km/h school zone slows traffic in the vicinity of the school. 40km/h school zones in the ACT operate between 8am to 4pm. The 40km/h school zone speed limit must be observed even if school children cannot be seen. A 40km/h school zone operates on all gazetted school days including staff development days (pupil free days). While some schools may operate on different term dates, school zone speed limits MUST be adhered to during advertised ACT school terms. Gazetted school term dates can be found on the ACT Education and Training Directorate website (School Education pages). During school holiday times roadside speed limit signs are usually folded up when zones are not in use. Drivers should be particularly alert for periods when the signs are folded down as there is a legal requirement to obey any speed regulation sign within the operating hours specified on the sign. Safe School Travel in the ACT Information Sheet 3 Safety around buses Advice for parents Until they are at least ten years old, children have not developed the maturity required to cross the road safely without holding an adult s hand. Hold your child s hand and walk together to the bus stop in the morning. If you cannot be with your child, organise for another trusted adult to accompany them. Meet your child at the bus stop after school. Never wait on the opposite side of the road. Talk with your child about what they should do if you are delayed and cannot meet them as usual. Discuss what they should do if they accidentally get on the wrong bus or miss their regular bus stop. When driving past standing buses near schools always be on the lookout for children. Always observe the 40km/h school speed zone limit. Advice for children When getting off the bus, wait on the footpath until the bus has been driven away. Then together choose the safest place to cross the road, remember the Stop! Look! Listen! Think! routine as you cross. While waiting at the bus stop, stand as far away from the passing traffic as possible. Never wait right at the kerb. Discuss with your parents what you should do if you accidentally get on the wrong bus or miss your regular bus stop.

25 Safe School Travel in the ACT Information Sheet 4 Travelling to school by car Buckle-up front and back New national child restraint laws for 0 7 year olds now apply. Find the right child restraint for your child: 0 6 months Approved rearward facing restraint. 6 months 4 years Approved rearward or forward-facing restraint. 4 7 years Approved forward-facing restraint or booster seat. Make a rule that every child passenger must be securely buckled into a seatbelt or child restraint before you start the car. A sleeping child must remain firmly buckled up while the car is in motion. Reward your child with lots of praise for good road safety behaviour. Assist your young child to buckle up always check the buckle. There are penalties for a driver not wearing a seatbelt and for driving with an unrestrained passenger. Teach your child to use the safety door Teach your children to get in and out of the car by the safety door. The rear kerb side door of the car is the safety door. Never allow children to get out of the car on the traffic side. When possible, children should remain in the car until an adult opens the safety door. This helps ensure that children get out of the car safely. Children aged four years to under seven years must be secured in a forward facing child restraint or booster seat. Children aged four years to under seven years cannot travel in the front seat of a vehicle with two or more rows, unless all other back seats are occupied by children younger than seven years in a child restraint or booster seat. A child that is properly secured in an approved child restraint is less likely to be killed or injured in a car crash than one who is not. Safe School Travel in the ACT Information Sheet 5 School drop-off/pick-up zones A school drop-off and pick-up zone is a kerbside area always on the school side of the road which is designated by NO PARKING signs. It provides an appropriate environment for parents and carers when dropping off and collecting their children from school by car. Drivers may drop-off and pick-up passengers legally within a two minute timeframe. Safety tips for drivers using a Drop-off and Pick-up area Always drop-off or pick-up your child from the designated area, following the school s procedures. Drivers should remain in their vehicles at all times in the Drop-off and Pick-up area. Make sure children use the footpathside door when getting in and out of a car. Make sure the hand brake is applied when the vehicle is stationary. Never double park. Never park across a pedestrian crossing. Never undertake a U-turn in close proximity to the school. Safety tips for students Stay buckled up until the vehicle has stopped in the Drop-off and Pick-up area. Make sure your school bag and other items are in a safe position, eg on the floor. Be ready to get out of the car with your belongings when the car has stopped and you have unbuckled your seatbelt. Always get in and out of the backseat of the vehicle through the safety door the rear footpath-side door. Safety tips for volunteer supervisors Wear a conspicuous, identifying safety item such as a fluoro vest, sash and/ or hat. Assist students to exit and enter each vehicle in turn in the Drop-off and Pick-up area, while remaining on the footpath. Do not attempt to direct traffic and do not enter the road environment

26 Safe School Travel in the ACT Information Sheet 6 Parking safely near schools Illegal and unsafe parking can put children s lives at risk. High penalties apply for illegal or unsafe parking in an operating school zone. A high penalty applies for stopping or parking a vehicle on or near: A pedestrian crossing. A children s crossing. Any marked foot crossing (Zebra). The following behaviours put children at risk outside the school Calling children across the road. Dropping children on the wrong side of the road. Leaving children in a vehicle without adult supervision. Double parking. Parking in a bus zone or driveway. Making an illegal U-turn. Illegally parking on the verge. Safe School Travel in the ACT Information Sheet 7 Driving safely around schools School opening and closing times are busy times for pedestrian and vehicular traffic outside the school. Drivers have a responsibility to ensure the safety of all children. Always take extra care in 40km/h school zones, which operate on each gazetted school day. Park safely even if it means walking further to the school gate. Observe all parking signs they are planned with children s safety in mind. Fines and demerit points apply if you park illegally. NEVER double park it puts children at risk. Model safe and considerate behaviour for your child they will learn from you. Slow down near the school crossing. At a supervised crossing, observe the directions of the school crossing supervisor. Allocate enough time to get your child to the school gate safely and without rushing. Always observe the parking signs outside the school. They are designed to keep children safe. Never park illegally: In the school driveway. On or near the school crossing. In the school bus bay. In the No parking zone. Never double park: It blocks the vision of other drivers. It forces children onto the road. It obstructs the flow of traffic.

27 Safe School Travel in the ACT Information Sheet 8 Safety and children s crossings Ensure that your child always uses the children s crossing it is the safest point of entry to the school. Where there is a Children s Crossing: Drivers must stop at the white line if pedestrians are waiting to cross or are crossing, when the CHILDREN CROSSING flags are displayed. Drivers must remain stationary until the crossing is completely clear of pedestrians. Drivers need to know that a children s crossing is a part-time crossing which is in operation at any time the crossing flags are in place. It operates whenever any pedestrians are using the crossing. This could be the start and finish of school days, during lunchtimes, or for excursions. Schools or the operators of these crossings should ensure that flags are always removed when the crossing is not in use to reduce confusion for, or disrespect by, motorists. Safe School Travel in the ACT Information Sheet 9 Cycling to school Cycling is an ideal form of transport for young people, providing a healthy, cheap and environmentally friendly way to get about, together with a degree of freedom and independence. As cycling is about three times faster than walking, it is perfect for journeys to school which are too far to walk, and is an easy way to keep fit. Australian governments recommend that young people should have a minimum of sixty minutes of moderate physical activity each day, to keep healthy and help prevent serious illness in later life. Cycling to school is a simple way for children to incorporate physical activity into their everyday lives. When this replaces car journeys to school the extra physical activity can improve health outcomes. Additional benefits include easing traffic congestion, reducing greenhouse gas emissions, creating safer environments and improving social cohesion. It is vital that children can handle their bikes competently, and that they know how to ride safely and with consideration for others. A national cycle training organisation, AustCycle, offers cycling proficiency and skills training for adults and children in all major cities including Canberra. Cycle training is also useful for adults who want to share the enjoyment of cycling with their children. Pedal Power ACT is an organisation for adults and children who cycle for transport and recreation in the ACT. They work closely with ACT Government on the development of the Ride and Walk to School program and can provide practical advice to schools looking to get more pupils walking and cycling. Contact:

28 Safe School Travel in the ACT Information Sheet 10 Walking to school Walking is a fantastic way to get around Canberra, be it for health, recreation or getting to school. Australian governments recommend that young people should have a minimum of sixty minutes of moderate physical activity each day, to keep healthy and help prevent serious illness in later life. Walking to school gives children opportunities to practice independent decision making. This teaches responsibility and empowers them to make good decisions in future. Walking also helps children to develop their spatial awareness and road sense, making them street smart and better able to negotiate traffic. Experts agree that by reducing the number of cars around school gates we can help reduce the risk of injury to child pedestrians. By parking the car a few blocks away and walking part of the way to school with their children, parents or carers can greatly help school areas to become less congested with traffic and therefore safer for young children. Apart from the health and safety benefits of walking by not using cars to get to school children and parents can reduce greenhouse gas emissions. Our cars and the way we use them are responsible for nearly a fifth of all household greenhouse gas emissions. This represents a whopping 16% of Australia s total greenhouse gas emissions. And despite our green efforts in other aspects of living, car usage is increasing. Some would argue, not out of necessity. Despite common excuses like I have to drive because public transport is unreliable, half of car journeys are less than 3 kilometres. The best transport for that length of journey is not a car or a bus or a train, for most people, a three kilometre round trip is a very walkable distance. Walking just half a kilometre to school each day instead of driving saves about 500kg of greenhouse pollution each year. It is a way parents, teachers, carers and students can help ease global warming and climate change, as they reduce car-dependency. The ACT Government Ride or Walk to School initiative aims to increase walking, cycling and use of public transport among school students in the ACT. Launched in September 2012, eleven schools are participating in the first round of the three year program. Participating schools receive bikes, helmets, maintenance support, personal safety sessions, road safety education, BMX skills development workshops and a range of other activities as part of the initiative. If you would like to participate in future years, please contact Kym Wojcik on To find out more download the plan brochure from (search for Ride or Walk to School ). CANwalk is an organisation set up to help Canberrans to find a walking activity or event that suits their needs. To find out what s happening in the Canberra walking community, check out the CANwalk website:

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