European Road Safety Charter
good practice

Good practice submission

What problem did you address/are you addressing? 
Drive iQ Gloucestershire has been positively received by schools across the county. The programme presents the perfect opportunity to provide students with the knowledge and information to support them to become safe new drivers. Moreover this project would not be possible without the help of the fire-fighters which has further raised the importance of road safety within the fire and rescue service.Drive iQ Gloucestershire provides detailed information about different aspects of driving from weather conditions to knowing the difference and importance between red-triangled and red-circled road signs. Young people aged 17-24 are most at risk of a road traffic collision in Gloucestershire, therefore it is important that young people who plan to drive in the near future or are already driving are fully informed, as this is not a requirement for driving instructors.Drive iq Gloucestershire is adapted from a national model which is an interactive, online programme complimenting the theory and practical aspects of a driving test. This is offered to young adults in an attempt to reduce the number of people being harmed in road collisions. Those aged between 17-24 are the age-band as they are most likely to be involved in a road collison, so we are seeking to improve young people’s driving knowledge and attitudes. Each community fire station has a fire-fighter who is responsible for Drive iQ Gloucestershire and for contacting the schools to arrange presentations for staff and students.
List the actions you carried/are carrying out 
Monday, 1 September, 2014 to Wednesday, 31 August, 2016
Name of action 

Each community fire station has a fire-fighter who oversees the progress of the education systems in their local area. All have had training sessions that cover both content and delivery by Road Safety staff members, and are retrained approximately every six months.
All project leads communicate with the schools/colleges to arrange when to present the programme to staff and students.
Afterwards it is up to the staff of the school/college to choose the best way to implement Drive iQ Gloucestershire into their extra curriculum.
There are 10 ways in which the programme can be filtered into students learning. For example it could be completed in tutor time, a requirement for the Duke of Edinburgh award or a necessity to be able to park on the school/college grounds.
All fire-fighters and school staff can monitor students progress through the administrative portal on the Drive iQ Gloucestershire website, i.e. how many have enrolled and/or how many have completed the entire programme.
The programme is largely self-sufficient as the fire-fighters only liaise with road safety to record communications with institutions, or resolve any issues that arise i.e. communication breakdowns. For any programme/online issues, road safety members in Gloucestershire have regular communication with the national Drive iQ team (a2om).

How did you disseminate/are you disseminating results? 
Gloucestershire’s Road Safety partnership have promoted Drive iQ Gloucestershire at other events. For example leaflets, banners and flags have been distributed at road safety events such as Wellfest hosted at Hartpury College in October, 2015 and Drive for Life events hosted in schools. What is great about the promoting Drive iQ Gloucestershire is that it is easily accessible because it is an online programme that can be used on a variety of I.T platforms such as a computer, tablet or smart-phone.
How did you evaluate/are you evaluating the success of your action? 
There are several ways in which Drive iQ is evaluated, and this can be separated into qualitative and quantitative forms of data collection. It’s important that we gauge the viewpoints as road safety are not in the front line of delivery for this programme i.e., staff, students and the fire-fighters.Qualitative:• Institution delivery methods i.e. tutor time/PSHE lessons,• Fire-fighter form about their thoughts/opinions on the programme.Quantitative:• Amount of education systems who have expressed interested and are engaged, • Student pre and post online questionnaires, • Casualty reduction statistics;• Student engagement.