Walking with children

Children learn by example and joining in. They learn road safety skills from their parents and carers and the examples they set. It is therefore important for parents and carers to teach their children essential pedestrian skills and to increase road awareness amongst children.

The Road Safety Team has a variety of information leaflets and can offer advice to parents, carers and teachers.

In addition the Road Safety Team sets up Walkwise Child Pedestrian Training for children who are aged 6-7 years old and in Year 2 at Primary School. A member of the Road Safety Team works with and trains volunteer tutors. The tutors then go on to train children at the roadside how to cope with traffic in different situations.

If you think your child would benefit from Walkwise Child Pedestrian Training contact your child’s school and ask if they currently offer the Walkwise programme. The Road Safety Team will also be able to let you know if your school is actively following the training programme.

Crossing the road

The Green Cross Code is a very simple technique that we all should adopt when crossing any road. The Green Cross Code states:

• Think first - Find a safe place to cross, then stop. Make sure you can see the traffic clearly in all directions.
• Stop - Stand on the pavement near the kerb.
• Use your eyes and ears - Look and listen for oncoming traffic. Watch out for bicycles.
• Wait until it’s safe - Don’t hurry. If traffic is coming, let it pass. Only cross when there is a safe gap in the traffic.
• Look and listen again - When there is no traffic near, walk straight across the road. Don’t run.
• Arrive alive - Keep looking and listening for traffic while you cross. Walk straight across the road.

Children need to understand and appreciate why we have each stage and why it is important to follow them in the correct order. For more information and advice on teaching children the Green Cross Code contact the Road Safety Team or log onto the Department for Transport Think! Road Safety website.

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