European Road Safety Charter
Good Practice


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Initiative details

Describe the characteristics of your target audience 
School children between the ages of 3-11

Organisation details

Local / Public Authority
Please describe the main road safety challenges/problems you have addressed or are addressing. 
Children do not enjoy studying in the traditional manner. The best way for children to learn is through play. Road safety is increasingly important in our days due to the increase in vehicular traffic. New rules are reinforced every year and children of school age are the most vulnerable sector. Unfortunately, accidents happen and it was absolutely necessary to find a way to get this information through to the students without the burden of an extra curricular subject. Safely home from school adopts all the aspects mentioned in the Good Practice 2018 dossier and builds up on it with all the additions in the new Good Practice 2019.
What are your objectives? 
Bring road safety premises to school children in a fun and attractive manner. Children participate actively in all aspects of the road safety implementation.
SAFELY HOME FROM SCHOOL establishes game play as the integrating factor of all the skills and diversities that exist in the classroom. The ACTIVE CORRIDOR started up in the year 2018 PASILLO with 2 different itineraries, one adapted for Infant School (CEIP A Solaina), and the other for the first years of Primary School (CEIP Pineiros).For the 3 to 5 year olds, play is accompanied by robotics; using an educational robot and a special interactive mat, school children learn how to use the active corridors in an innovative, interactive and independent fashion. Girls and boys walk and jump to a specific sequence of physical activities in the school corridors. The route laid out in the corridors provides sensory and proprioceptive information. They learn new mobility and sustainability related habits and behaviour. When they jump and bend over they free themselves of sensory overload hence redirecting their energy towards more educational and nature friendly subjects. The Active Corridor turns a crowded and dull space into a playground that reinforces the concepts of road safety while including references to recycling, logic, mathematics and reading and writing. It also stimulates physical and mental activity in children from a playful and fun starting point. Psychomotor and intellectual skills are developed offering the possibility of undertaking an independent action with a feeling of freedom.Now onto Robotics. Robotics helps Infant School children become familiar with the basic aspects of Programming and Technology. It awakens their sense of self confidence when facing challenges such as computerised thinking.To this day we have implemented these activities in the 2 school centres previously mentioned and are committed to implementing them in every single school in the city of Naron, including the Safe School Routes, Kiss and Go and the Dissuasive Parking Areas.Schools understand Robotics as a means of learning in itself which allows us to work on an infinity of concepts. Once we’ve evaluated the first results of the equipment in the classroom, the subjects, through computer programming, can be adapted to suit student needs. The ability to learn how to learn comes from trial and error and self-correction. This favours learning through investigation, creative and critical thinking and the ability to work as a group in a collaborative and non-competitive manner. This classroom activity promotes group work as a way to introduce and exchange the different roles involved such as Policemen, pedestrians, drivers etc… It improves social, emotional and ethical development and interaction. Children acquire knowledge regarding road safety by learning road and traffic signs, direction of traffic and accident prevention through architectural and sensory barriers. With the help of the robots used along with the Robotic Mats, children learn to sequence actions in an orderly manner by using their memory and cognitive skills through anticipation and movement. It encourages logical and mathematical thinking using basic operations such as adding and subtracting in a natural and fun way. They also develop new manual and visual perception abilities whilst working on their space orientation (in front of, behind, left and right).

Project activities

List the actions you carried/are carrying out 
Monday, 3 June, 2019 to Thursday, 30 September, 2021
Name of action 

Safely home from School


What has been the effect of the activities? 
We are evaluating the success of our actions through different initiatives that are fun for children and provide a simple and efficient way of detecting whether our message gets through and is being implemented. These include diverse activities such as "Learn Cycling", Bicycle Rallies against Violence, End of Year Bicycle Field Days and optional Road Safety subjects in all secondary schools as well as visits to the Police Station and Fire Department where we can ask an array of questions that children are all willing to answer enthusiastically without being aware that they are being evaluated. It is a game for them and an evaluation tool for us.
How have you shared information about your project and its results? 
We promote our campaigns through the use of social media, written press and local television. We also arrange get togethers with the schools and prepare school trips to the police station, fire department etc...
How many people did you reach/have you reached? 
Who carried/carries out the evaluation activities? 
Internal evaluation
When did/will you carry out the evaluation? 
Before, after and continuous monitoring
How many groups did you evaluate/have you evaluated? 
Number of interventions groups 
Number of control groups 
Please list the indicators you use to measure success 
We propose an individual follow up of each student based on three areas of knowledge: Personal autonomy, environment and communication
Please describe the evaluation tools you use (i.e. surveys, interviews, focus groups, etc.) 
We use work groups and individualised interviews. We describe this in depth in the Annex we have attached.

Supporting materials