Using the pavement

These are separate areas of the highway that will help the learner understand the pavement is a pedestrian area to walk on, the kerb is the boundary between the pavement and the road, is for vehicles to travel on.

Sometimes the pavement isn’t raised and may form part of a road or car park.

For example, if there are road works, you may be signposted to a safe, fenced off area of the road to walk along. Some pavements have bumps on them, so you can feel with your feet where the crossing is.

This means the side of the pavement furthest away from the road and nearest to buildings, driveways, and hedgerows. Walking along the inside of the pavement protects you from any debris flicked up from passing vehicles and vehicles that mount the kerb.

Keeping to the inside also means if you trip you’re less likely to fall into the road, and helps you avoid being blown into the road on windy days.

Pavements are used by people of all ages to reach their destination safely.

This includes people walking, people in wheelchairs, people using walkers, people using adaptive bikes, people walking with dogs, and sometimes cyclists.

Explain to the learner all different sizes of vehicles use the road to travel to their destination and they must obey The Highway Code. Vehicles include cars, vans, trucks, Heavy Goods Vehicles (HGVs), buses, and emergency vehicles, such as police, ambulance, and fire engines.

Supporting the learner to identify these vehicles when out and about will help them to understand the function of certain vehicles on a road, such as buses transporting many people, or an emergency vehicle travelling fast with sirens sounding loudly.

It’s important to teach the learner pedestrians may also use the road in certain situations, such as when they are safely crossing it.

Tell the learner it’s best to plan your journey before you leave.

Make sure you know where you’re going and choose the safest route, which may not be the quickest route. Help the learner to understand it’s important to focus on safety, rather than getting to your destination quicker.

Allow plenty of time for your journey. Often, you may need to allow for additional time to support the learner with regulation, behaviours that may be unsafe, and any sensory difficulties along the way.

Many young people with complex ASN can find changes to familiar routes distressing. Using different routes, rather than the same one every time, can help them feel more comfortable if you need to change route at short notice.

If there’s a pavement or a footpath, use it to walk along.

Depending on the learner, encourage them to hold an adult’s hand, walk beside an adult, or link arms with an adult.

Ask the learner not to run away or run ahead at any time during the journey. This is to ensure their safety and protect them in unexpected situations. Some families use harnesses for extra safety.

The learner should walk on the inside of the pavement and you should walk closest to the road. This helps protect them from passing cars, people, or animals, and creates a barrier between them and potential hazards. It also gives you more time to react if they become dysregulated or try to run into the road.

Encourage the learner to look ahead, rather than looking at the ground. This will help to support their balance, avoid slips and trips, and become familiar with their surroundings.

Travel companions should try to prevent learners from sitting or dropping to the ground during journeys. While this may be a coping mechanism for some, sitting at a low level puts them at risk of not being seen by drivers or other pavement users, which could lead to accidents.

Explain to the learner while others may not always follow the rules when walking or crossing roads, it is essential they do. This helps keep them safe and reduces the risk of accidents. Some people may cross without looking, or from unsafe places, but that is their choice and it can put themselves and others in danger.

The learner must follow all rules and instructions, every time, to keep themselves safe.

A wheelchair user should be positioned on the inside of the pavement, furthest from the road. This is usually the smoothest part of the pavement without any inclines, lowered kerbs, or tactile areas used to support people with a visual impairment.

As travel companion, aim to always have both your hands on the wheelchair/adaptive bike handles. When stationary, don’t forget to put the brakes on. Always ensure seat belts and straps are securely fitted around the learner. Bike helmets should be worn when using adaptive bikes.

Independent self-propelling/electric wheelchair users should be asked not to wheel ahead of others and to stay away from the kerb and road. Travel companions should walk beside them, nearest to the road, to create a barrier against potential hazards, while also supporting them to steer in a straight line, creating independence.

At all points of the journey encourage the learner to remain calm and seated in their wheelchair, or on their bike, with their seatbelts on.

Some young people with complex ASN are reluctant walkers or struggle to follow instructions. The following can be useful for supporting them.

Try not to introduce any new communication devices or strategies, as this could become overwhelming and confusing. Stick to what the learner usually uses.

Be consistent with instructions. Use language and communication techniques the learner understands and is familiar with.

Sometimes it can help to limit verbal instructions and use only symbols and photos, especially if the learner has become dysregulated. This allows the learner processing time to respond to what you’re asking.

Try to find something that motivates them to walk, such as a small toy, keyring, a lanyard of symbols, or even singing songs.

Even if it’s already a slow journey, try to pause and allow the learner time to process instructions.

With regular practice, their walking should improve, and you’ll be able to walk further distances. The more you practise walking together, the more confident the learner, and you, will become.

Sometimes there are parked vehicles or wheelie bins on the pavement, which can get in the way of pedestrians.

As travel companion, you will need to guide the learner around the vehicle or bins, keeping on the pavement where possible.

If the learner is using a wheelchair, adaptive bike, or mobility aid, you may need to help them find a safe place to dismount from the pavement, using a lowered
kerb area.

Sometimes this means fully crossing the road and walking on the opposite pavement before crossing the road again back to the original pavement used. It’s best to use the safest route, rather than the quickest one.

Any obstruction will restrict your view of the pavement and road. Always explain to the learner why you’re adjusting the route, so they understand the reason for leaving the pavement.

A driveway is a private road providing access to a house or garage, usually leading off from a public road. It may be very difficult for the learner to recognise where driveways are and to understand vehicles may need to drive on the pavement to access the driveway. Remember driveways and entrances can be concealed by hedges and fences, so visibility can be difficult for pedestrians and for drivers.

To help the learner recognise a driveway, explain there’s often a lowered kerb or short ramp that allows the vehicle to drive from the road onto the pavement.

Look up the driveway to see if there’s a vehicle there. Look for a driver in the driving seat and listen for any engine noise. But remember, electric cars may not have a loud engine noise.

Look for white reversing lights on the rear of the car, or head lights switched on at the front of the car, and explain this indicates the car may be preparing to move.

It’s important for the learner to know that drivers can either go forwards or reverse backwards into, or out of, a driveway. That’s why they need to understand what to look for on the front and the back of vehicles, which is covered in section 4 of the guide.

Stop to allow the vehicle to pass if it’s safe to do so. Be mindful that some drivers may wave at you to cross the driveway entrance. Always look around, including behind you, to check for obstacles before crossing. If it’s not safe, just calmly remain standing and let the vehicle pass.

Tell the learner if there’s no pavement or footpath, you should walk on the righthand side of the road. This way, you can see the vehicles travelling towards you, and drivers will be able to see you more clearly too.

When drivers can clearly see pedestrians, they should slow down and give you more space.

It’s also recommended pedestrians stop walking and stand as close as possible to the side of the road – next to a hedge, fence, or wall – to allow vehicles to pass safely.

It’s advised to avoid walking along a bend in the road, at night, or, there’s a lot of traffic. But if you have to, you should walk in a single line, walking one person behind the other.

If needed, hold hands with the learner to keep them safe. Depending on their age and needs, you could use a buggy or walking reins.

If you’re walking with younger children, depending on the needs and understanding of the young person with complex ASN, you can give them a sense of responsibility by encouraging them to hold hands with another child.