Writing your travel plan

Writing your travel plan

The school travel plan (STP) is a complex document. The following will help you to complete each area correctly. More detailed guidance can be downloaded below.


Front page

  • School name, address, telephone, email, LEA/school reference number where available
  • Contact  - a point of contact for queries on your STP - this will be school office or STP Co-ordinator
  • Date of STP - month and year

Introduction to the school

  • Information about the school eg:
    -   Type - primary, secondary
    -   Size - age range and number of pupils
    -   Times - including after school activities
    -   Location - include written description of the area, map, site plan, highlighting relevant community and site features
  • Catchment - including information on proportion of pupils living in/out of catchment
  • New developments - any plans that will affect size, catchment, intake, education or transport provision
  • Policies - involvement in relevant programmes, ie. Healthy Schools, Eco-Schools, Extended School etc
  • Other uses of school - clubs, sports facilities etc

Please note: This information should be included in a site assessment but a short paragraph would be useful to support the document.

Introduction to travel planning

  • History - brief details about reasons for getting involved; information on any school travel initiatives already in place or previously involved with.
  • Involvement - name of STP Co-ordinator; names of members of working group and their position in school community; specify other partners and how they will be involved
  • Terms of reference  - the STP co-ordinator, chair of governors and head teacher must sign and ate these. Provides evidence of support.

Detailed research

  • Types of research conducted - site assessment; surveys  (pupil hands-up or parents' survey) including usual and preferred modes of travel; source of baseline data, which should be shown in numbers and percentage and will need to provide a year-on-year comparison; 
  • Detailed questionnaires to relevant parties eg parents, pupils, staff and residents, to gain information on school travel issues. 
  • The data must be dated and should be no more than 18 months old.
  • Conclusions
    -   Current situation
    -   Travel patterns - how they travel and how they would prefer to
    -   Identify key issues
    -   Identify target groups

Aims and objectives

Aims and objectives ensure that everyone knows what you are trying to achieve, and helps to ensure that everyone involved is working toward achieving the same target.

Aim  ie the purpose, the goal

  • A brief statement setting out the intention for developing the travel plan.
  • A broad statement of intent describing what you want to achieve.
  • Aims are 'higher level objectives'.
  • Aims answer the question 'why are we doing this?'
  • Think of starting the aim with 'to'

Objectives ie what you will do in order to reach your aim, they contribute to achieving the aim

  • A number of statements setting out how are you going to achieve your aim
  • The broad objectives will indicate the direction in which the travel plan will be developed
  • Every aim will have one or more objective
  • Every objective must meet one of more aim
  • Think of starting the objective with 'by'


You will want to know whether you have been successful in meeting your aims and objectives and you can use indicators (or targets) to help you.

A target is a result to be aimed at and will demonstrate how you measure whether you have achieved your objective

  • Identify baseline data that indicates number of pupils surveyed as well as percentage, and date of survey. 
  • We recommend using the our Hands-up survey to obtain your baseline data
  • At least one specific, measurable, achievable, realistic, timely (SMART) target.

Action plan

An introduction to your action plan. A brief description of the key tasks to achieve aims, objectives and targets. This will include the school initiatives and highway measures identified through the research. A full action plan table can then be included as an appendix and can be used as your working group's task list. Include details about initiatives and how these will be managed.

Monitoring and evaluation

You need to include detail on how monitoring and evaluation will be undertaken. Please refer to the Key elements document below for specific detail.

The monitoring must also include a statement of commitment that any reviews of the travel plan will consider pupil travel needs arising from new developments in education and transport provision and the plan will be revised to take account of these.

Evidence of ownership

  • Summary of school involvement - curriculum; relevant events and activities; school council; pupil participation
  • Evidence from governing body that STP is included in the School Plan
  • Details of promotion and marketing of the STP eg ; include information in the school's prospectus; on the school website; at parents' evenings etc
  • Any plans to launch STP
  • Newsletters, photographs, supporting documentation

Evidence of consultation and participation

  • Information about who you consulted and how
  • How you plan to keep them informed and continue to seek their views

Evidence of sustainability

  • Details of how you will maintain enthusiasm and momentum
  • How will the school celebrate success
  • Medium and long term plans are identified


  • Plan of site
  • Map of catchment area
  • Research
    -   Site assessment
    -   Hands-up survey results
    -   Questionnaire results
    -   Any other survey data, ie traffic counts
  • Action plan - link the actions to specific objectives. The action plan must identify what, who and when, month and year, or term and year, with review dates.  Most co-ordinators find it useful to use a table to present this information.
  • Evidence
    -  School's policies eg cycling policy, behaviour on the bus etc
    -   Newsletters
    -   Photos
    -   Publicity materials
    -   School Plan input

Key elements document

This covers what makes a sustainable STP, how a school community show that they own their STP and are committed to its aims and guides you through the process of putting together a successful STP.

These elements complement the model above. There is no right or wrong way to work through the process - but these elements that must be included.

If there is any doubt as to what is required, or as to what can be done, we can help