Scc blueprint for behaviour change

A case study & blueprint for locally

devised behaviour change initiatives

present

Funded by LSTFcommissioned by

Southampton City Council

locally devised behaviour change initiatives - a case study

Sholing SouthamptionOur case study

Aims-Improve journey-making choices / behaviours of school community. -Ultimately decrease the level of car use and car traffic and increase cycling and walking. -Help this become an embedded aspiration of all the schools involved - starting young to help create new positive learnt behaviours for the future.

Who are we working with?4 neighbouring schools in Sholing, their students, parents and surrounding local residents

Who are we working for?Southampton City Council Planning & Sustainability Division

Time Period6 months

Sholing Junior School


Key ElementsOF OUR approach

Engaging with community members

and stakeholders, familiarising them with the

subject and project

Big Hook event bringing everyone together,

using experiential awareness, and gaining press attention

Co-organising Harnessing a group of

project champions to help embed the project and shape how funds get spent locally

Disseminating establishing a recognisible visual identity throughout

the project and embedding the topic in the curriculum

Empowering young people and residents to take on roles within the project and beyond - giving

them a greater sense of civic voice


How Many People Did We involve?

30 Sixth Formers

at informal drop in sessions

30 Year 6’s

at Junior School for structured workshop

30 Year 2’s at Infant School for structured workshop

40 Sixth Form staff & studentsinvolved in ‘School Run Pledge’ music video

18 Secondary

Pupilspupils at 5 structured

‘Environment board’ meetings

acheive numbers like these with whole school activities like assemblies and whole classes taking part in events that reach parents too!


How Many People Did We involve?

28 Sixth Formersfrom Childcare and Business Studies co-organising

events at the street party

210 Infants

at Infant School assembly about

cycling & calorie burning

865 pupilsrecieving bespoke journey planning

flyers / class activites

1000 attendees including parents, residents and students to the street party on Heath Road

18 Parentsat initial parent drop in session

12 membersa mixture of stakeholders and influencers meeting

monthly at the Travel Team

= more than 1000 people directly & indirectly involved in the project


WHAT DID WE LAUNCH?

a head turning event a working group a learning resource

after insight

gathering

street party idea

suggested by Junior

School class

a pocket map / activities flyer was suggested by many schools and teachers we spoke to

involving college students in

planning and fascillitation

bringing everyone together to

create a sense of cohesion between the

schools

helping to shape how budgets are spent and issues

prioritised in terms of physical

change

giving everyone a greater

sense of civic responsibility

embedding the topic in schools for

lasting impact

reaching parents with ‘take home’

activities

we launched

It’s so important for ideas to come from within the community so they feel

ownership and motivation towards making their good things happen.

- Catherine GreigFounder at make:good

““

people needed to come together to tackle this

big issue effectively


a learning resource

street party

working group

pocket flyer

playground map

physical change

5 suggestions were identified for the group. These included a one-way traffic flow system for safer and less congested roads and widening pavements to encourage predestrians.These were then costed by the council and presented to the

group for debate and prioritising.

Traffic counters gathered evidence which meant that the impact of making a road one way could be understood by local residents and thus the focus moved to widening the

pavement instead.

By pooling school travel plan budgets together costs of the improvements are more likely to be covered

within the project.

although supporting behaviour

change was the main priority,

the significant need for

physical change to drive

new possibilities these was

identified by the working group

ideas into action


People We InvolvedWhy It Worked for Them

Sue is a parent to two children at local schools, we met her at the parent afternoon and she is now a regular member of the working group who meet monthly to discuss the issues.Like many parents she wanted to address road safety for pedestrians.

“I think the street party was a success and brought the matters concerning travel to and from school and huge congestion problems to the attention of more people, particularly local residents.“

Sue HenleyA School

Parent

Selina is head of Geography at the secondary school.Selina wanted to embed the subject of sustainable travel in her lessons and to be a part of making education help change young people’s attitudes to walking and cycling.

“ I look forward to using the pocket resource in class, it is a great way of teaching map-reading skills as well as raising the question of transport choices to my students”

Selina ReedSecondary

Head of Geography


Marc is a Headteacher at the Junior school which is situated on one of the most congested roads.He wanted to help parents and students feel walking, cycling and scootering were safe and viable alternatives to car use, but felt it was a large problem to tackle as one school of several who were contributing to the issue.

“The street party brought the schools community together in the same place and at the same time for a joined up conversation about travel, that has never happened before.”

Chelsea is a motivated and energetic A-level student at the close by Itchen Sixth Form College.She wanted to get involved in her local community and use her creative interests to help create an awareness campaign that she titled ‘ The school run pledge ‘

“This project gave me the confidence to get involved more and helped me get passionate about things I normally wouldn’t.”

Marc ParnellJunior

School Head

Chelsea CSixth Form

Student


Portsmouth Road

5 minute walk

10 minute walk

15 minute walk

5 minute walk

10 minute walk

15 minute walk

20 minute walk

20 minute walk

shopping

nature & recreational space

activity centre

bus stop (2)

school entrance

shops & eateries

lollipop lady

suggested quiet cycle route

plot a sticker where you live

plot a sticker where your

friends and family live

plot a sticker somewhere you’ve never been before

circle your school

draw your route from home to school

visit myjourneysouthampton.comto plan your route!

OUR LEARNING RESOURCEs

pocket map resourceDesigned to be used in lessons and at home to help pupils learn about the meaning of sustainable travel; it encourages storytelling, includes a walking adventure trail, introduces map skills, calculates walking distances from school to home using a relevant local map which identifies all the safe crossings and quieter roads for cycling. This resource was designed bespoke with input from teachers and pupils.


Portsmouth Road

5 minute walk

10 minute walk

15 minute walk

5 minute walk

10 minute walk

15 minute walk

20 minute walk

20 minute walk

shopping

nature & recreational space

activity centre

bus stop (2)

school entrance

shops & eateries

lollipop lady

suggested quiet cycle route

plot a sticker where you live

plot a sticker where your

friends and family live

plot a sticker somewhere you’ve never been before

circle your school

draw your route from home to school

visit myjourneysouthampton.comto plan your route!

In Year 5 and above you can learn how to cycle safely and earn your

‘cycle proficiency’ask at your school reception!

Portsmouth Road

20 minute walk7 out of 10 Sholing families live a short walking or cycling distance

from school

Scootering, cycling and walking regularly are brilliant if you want to look after...

your money the environment your heart

Skate Park Horses‘The Dip’

Your school can provide a safe secure place to store your bike

or scooter

Chickens at Muddy Bottom

Swings & Slides at Veracity

Tyre Swing

Do you go to Sholing Infant, Sholing Junior or TSTC? All three schools have joined together to talk about how important it is to think about making safer and healthier choices when we travel to and from school.

We all know that driving or being dropped off by car is easy and speedy- but which modes oftravel are more fun and better for your health?

Have a look and see...

I have jokes with my mates on the walk to

school

I knock for my friends

I feel healthy & awake!

why do you like walking?

A

B

C

D

12345678

E

Walk the blue dotted route to find the answers & don’t forget to count the lamp posts along

the way!

I look at all the nature

I love dodging

puddles when

it’s raining

which bus

stops here?

how many skate ramps are there?

how many steps are at the dip?

what’s the name of the

lollipop lady?



Portsmouth Road

20 minute walk 7 out of 10 Sholing families live a short walking or cycling distance

from school


your moneythe environmentyour heart

Skate ParkHorses‘The Dip’


or scooter



Tyre Swing





school




A

B

C

D

1 2 3 4 5 6 7 8

E


the way!


I love dodging

puddles when

it’s raining

which bus

stops here?




lollipop lady?



Portsmouth Road

20 minute walk 7 out of 10 Sholing families live a short walking or cycling distance

from school


your moneythe environmentyour heart

Skate ParkHorses‘The Dip’


or scooter



Tyre Swing





school




A

B

C

D

1 2 3 4 5 6 7 8

E


the way!


I love dodging

puddles when

it’s raining

which bus

stops here?




lollipop lady?


Findings & Statistics

11 of which continue to work towards improving the local area’s awareness of

transport concerns in the monthly ‘travel team’ working group.

In total we directly involved 369 people

4 teachers 2 junior pupils

2 secondary pupils3 residents

Many teachers agreed the project and all its happenings had ‘put travel right to the top of our agenda as a school’ and it was clear to see more of an all round confidence about teaching and informally discussing the term ‘sustainable travel’ with the school community

Aside from gaining valuable map reading skills, 60% of class members most enjoyed calculating how long their walk to school was using the concentric circles on the map flyer we designed

Headteacher; Lisa Houghton said

the information flyers and maps

would prove ‘a very useful talking

point to share with those mums in

the playground that arrive early so

they can get a parking space’

The infant school have now

created the position ‘school

travel organiser’ who is

planning to apply for funding

for a new scooter rack to

accomodate the rise in

students scootering to school


Findings & Statistics70% talked to people outside of their class /

school about the project

(almost all of the conversations were about the Street Party)

87% of participants say they learnt something new

60% have tried to make changes to their travel

behaviour

66% of participants think sustainable travel is more

important now that they have taken part in the project

When asked if the project had encouraged any changes to

how they travel generally 72% answered yes.

Examples included ‘I walk instead of take the car if it isn’t a work day.‘ and ‘I want to get a bike and

cycle to school’

Statistics based on 75 unique respondants of ranging ages and genders

70% 60% 87% 66% 72%

There will be ongoing measurement over time in all schools to capture impact


Communicate in a variety of ways

Working with a range of stakeholders and audiences means that solutions need to

be diverse and communication needs to be in a variety of ways;

face to face, social media, posters and much more.

Allow time to build relationships

Behaviour change takes time

and people may need to come

across the message a number

of times in a number of formats

before it becomes embedded in

their behaviour.

You need a range of outputs

Solutions need to have a mixture of approaches to maximise the opportunities of reinforcing the message e.g events, activities,

print material and on-going networks to shape spending on

physical changes such as widened pavements and pedestrian

crossings.

Project Conclusions

Encourage ideas from within

Solutions need to be locally identified and shaped in order

to have the best chance of succeeding. Big hook events

can’t be a one size fits all solution but need to be specific to particular communities and

their skills and interests.


Project Conclusions

“The curriculum links are very positive, knowing that the schools have a reason to keep refering to maps showing alternative

travel methods and are reinforcing the message of sustainable travel; is a great

outcome.

The street party was a fantastic way to raise awareness of the project and now two other areas want to try a similar approach

because it generated such a buzz.

Influencing behaviour change isn’t a one way street - I have been impacted by how

much you can find out and gather from your audience.

- David DeaneSchool Travel Plan Officer

Planning & Sustainability Division Southampton City Council

“

“

Identify the decision makers

We found that children knew the

‘right’ answer to questions about

sustainable travel but they weren’t

in control of how they got to school

and therefore the focus needed

to be on sharing their message

and concerns with parents and teachers.

Develop learning resources

Specific resources that can be delivered in a lesson and not just as a handout take time to develop

and tweak. Working with your audience means you get it right

and those involved feel ownership over the idea and want to embed

it in the curriculum.

Work to the school timetable

Embedding curriculum links can take time particularly in secondary schools and colleges where exam pressure can make taking on extra activities difficult. Planning a term ahead gives maximum chance of

engagement and successful impact.

Gather factsSome ideas had already

gathered lots of traction but were more focused on making

car use easier i.e creating a one-way system to ease

congestion issues. Gathering statistics about the possibility

of this helped demonstrate why alternative options were a better

solution than first thought.

A blueprint for locally devised behaviour change initiatives

a number of steps to creating similar results

elsewhere

Insight Fun Champion

Influencers Focus Shape Promote

Exchange Embed

Junior students tell us about why they like walking

RESPONSIBILITY

Insight

Identify your target audience(s), find out where they both physically and digitally

spend time and go to them.Try and tap into existing events and

activities so that you make it as easy as possible for people to contribute their

ideas.

Junior students tell us about why they like walking

We ask parents about the congestion outside the school gates

We find out from the college what they think of the local issues

Fun

Make your conversation starters fun and engaging. People can worry that you are going

to make them feel bad about their current behaviour so using fun and informal tangential activities puts everybody at ease and promotes

more honest conversations.

We created a photo-trail to get Junior students thinking about different modes of school travel

A transport themed cake competition gets parents excited at the street party -

grand prize : bike vouchers!

Sixth form students feature in a comical music video called ‘travel trouble’ to raise awareness of

better travel choices

Representatives from all the schools come together to discuss the issues

Sixth form students feature in a comical music video called ‘travel trouble’ to raise awareness of

better travel choices


Champion

Talk to as many people as possible and identify people who want to be involved in

a more detailed way. We call these ‘project champions.’ They ensure longevity after

the project finishes.

Representatives from all the schools come together to discuss the issues

College students are invited to help and be involved in campaign for a ‘school run pledge’

Business studies and childcare courses get involved

in the event planning

Influence

Identify the range of professionals that need to be involved such as Highways, Parking Control, Ward Councillors and

make sure they are aware of the project. Establish who needs to be involved in

detail and who just needs to be kept in the loop. Communicate the

project parameters to allow realistic expectations for progress.

Council members attend the travel team meeting and invite highways and other

specialists to discuss congestion solutions

Involving Headteachers and class teachers ensured the schools moved the project onto

their agenda

Residents outside of the school ensured the project message

spread locally

The project diagram

Residents outside of the school ensured the project message

spread locally


present Focus

Bring your champions and influencers

together into a working group and develop a collective mission. We find that turning

this into a visual diagram means that everybody knows where they are heading and can refer back to it when prioritizing what to do. Find opportunities where the working group can directly influence the

project for maximum impact.

The project diagram Ideas gathering The working groups list their project questions


present

Shape

Identify how and where people can shape change.Set the parameters for activities

and make sure activities are focused where they can have an impact. People get tired and frustrated if there is never any response from their ideas. If there

are budgets available try to help the champions influence how it is spent.

Helping people shape the overall project aims Planning events together Testing ideas and solutions

‘Car-board box races’ a fun activity devised by the business studies course at the

college

Testing ideas and solutions


present Promote

Encourage your champions group to hold a ‘big hook event’ to share their mission with a wider audience. This needs to be an idea identified within the group and something

people feel that they have the skills to achieve themselves. It could be grand or

simple but it needs to get lots of attention and encourage more conversations about

the mission.

‘Car-board box races’ a fun activity devised by the business studies course at the

college

A mass picnic on Heath Road when it closed to traffic for the street party

Children enjoy playing out safely on their scooters along the ‘8 track’ a game devised by

Childcare students

Exchange

Cluster groups of schools / businesses / neighbours together to help them support

each other and increase a feeling of shared responsibility. Allowing them to network and feel like they are gaining something positive by being involved.

People often ask ‘what’s in it for me?’ so make it clear what the benefits are to each

stakeholder uniquely.

Childcare students from the college gained valuable work experience at the street party, running activities with children, forging links

with the schools

The working group gave their time and ideas in exhange for being responsible for how local

budget gets spent

The working group provides a space for all to share and exhange

views and ideas

Junior pupils explore their local area using the printed pocket-maps

The working group provides a space for all to share and exhange

views and ideas

EmbedEmbed the project mission. Identify ways that

the conversation and activities around behaviour change can be rooted in place. With schools this may be through curriculum links, with

colleges this may be through work experience or opportunities to link coursework to the project and with businesses it may be through chances

to network and inter-business competitive incentives. There is no single solution but by

asking the question about how best to embed change you promote opportunities to suggest ongoing activities for the future. For schools

such initiatives also align well with modeshift star accrediation.

Junior pupils explore their local area using the printed pocket-maps

Business studies have made the ‘community event planning’ task we introduced a permanent

part of A-level coursework

Children plotting familiar places and calculating journeys using the

lesson plan that combines, map skills, literacy and PSHE

Responsibility

The aim of the working group is to share responsibility amongst stakeholders. People should be encouraged to feel fully invested in it. The group members needs to have wider

influence in order for people to feel responsible for their actions and insight. In essence if the

group cannot truly impact decisions then it does not matter what the group suggests.

Allowing working groups to shape and influence local spend on physical change and services makes it easier to show accountability for the

spending of public money and allows people to see a tangible impact from their efforts.

To find a budget you can adapt existing methods and budgets to suit a groups needs, in this

instance we pooled school travel plan budgets.

Childcare students from the college gained valuable work experience at the street party, running activities with children, forging links

with the schools

The working group gave their time and ideas in exhange for being responsible for how local

budget gets spent

A space for all to share and exhange views and ideas

A space for all to share and exhange views and ideas


Insight Fun Champion

Influencers Focus Shape Promote

Exchange Embed RESPONSIBILITY

For us, engaging meaningfully with your audience; learning more about their

perceptions, needs and concerns is the most logical starting point in creating a successful initiative for behaviour change. The blueprint and case study demonstrates a more refined approach to behaviour change which can be

used and re-worked elsewhere.

[email protected]

0208 525 5654

Documents

Scc blueprint for behaviour change