## ## |e
~|e
~||| |---|---|---|---| |Summary ofthe main
achievements
ofthe charity
during the year||This was the charity's first full year ofoperation
after it's registration.
The
activities ofthe charity continued
tobe impacted
by the effects ofthe
Covid pandemic as it limited some ofour activities which were dependent
on face toface interaction
with schools and the public, especially
in the|| |||first half ofthe year. However, despite this, we continued to promote|| |||alternatives
to driving and educating
on the benefits ofactive travel to|| |||school with various degrees ofsuccess.|| |||One ofour key achievements
during the year was the distribution
ofour|| |||'Getting to school guide'. This provided
practical solutions for parents on|| |||how to reach school without
driving to the school gates, induding
detailed|| |||maps for cycling and public transport
routes forthe local school area. In|| |||addition to our digital product which we shared via our website
in 2020,|in| |||the current year, we produced a printed
booklet which was distributed
to|| |||local schools and was received extremely well. Itproduced
great interest|| |||by schools and parents
both in the local area and outside, and it was|| |||actively promoted
by sustainable
travel solution
digital platforms.|| |||The pandemic also saw an increased focus on Cycling Lanes,
Low|| |||Traffic Neighbourhoods
(LTNs) and School Streets (streets around|| |||schools with restricted traffic during school drop offand pick up hours of|| |||the day). Green School Runs supported
the implementation
ofthese
in
the local area and
actively informed
on their health benefits, especially|in| |||the context ofthe school run, via our social media channels.|| |||During the year, we have continued
our Park 8 Stride system
in|| |||conjunction
with a local major shopping
centre which provided free|| |||parking spaces for the morning
and afternoon school drop off and pick up
times for local schools. This enabled parents
with no option but to drive,|| |||to park forfree fora iimited period oftime further away from the schools|| |||and then 'stride' with their children
to/from school. Thus reducing the|| |||number ofcars at the school gates which would have reduced air|| |||pollution,
traffic congestion
and enabled
kids to walk part ofthe distance|| |||to school and thus also experiencing
the health benefits ofactive travel.|| |||We continued
to actively engage with key stakeholders
(including the|| |||local council and the City of I ondon Corporation)
to extend the Park 8|| |||Stride offering also at other locations
in the area.|| |||Our website and engagement
on social media via Facebook and Twitter|| |||continue tobeakey form for dissemination
ofour educational
material|| |||and raising awareness
ofthe effect ofair pollution from car traffic and car|| |||idling on health and welf-being. 0/e provided
information
on the benefits|| |||ofactive travel and various means to achieve this, ranging
from walking|| |||and cycling, walking buses to park and stride
We continued
to digitally|| |||share our Getting to school guide which we distributed
directly to local|| |||schools and the wider community
through
our website.|| |||During 2021 we completed
the project which we had started
in 2020 in|| |||partnership
with Plume Labs as part of our effort to educate and raise|| |||awareness ofair pollution. The project provided
the opportunity
for|| |||schools and students to collaborate and gather air quality data. The|| |||results were aggregated
and presented to the participating
schools.|| |||In the last quarter of2021, Green School Runs entered
into a new air|| |||quality project in partnership
with the loca(area Neighbourhood
Forum|| |||and volunteers
including
children
from local schools. The project will be|| |||one year in duration
and will gather data on nitrogen
dioxide levels at10|| |||location
in the area.|| |0
9)
CI
Gl
I
ID
O.|CI
Cll
CI
A0
Cl|6
Kl
0
Cln
00
CL
CI|o~||OlSl
CO
Ol
e
Ol
OI
U
Ol~|Ol
OI
Ol
(
Ol
Ol|Cry|0
CI
0
CO|0
0|0
(D
CI|I
'Z
O|Tl
g
R.
g.
O|0
S
CI
0
N|0I
CI
G|Ol|||||| |---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---| ||||e|||9||||||||||||||| ||||Ol|0|||5
g&
Mo|||||||||||||| ||||||||||||||||||0|||e| ||||||||||||||||||||lb|| |||||||||||||||||III|ge|Ct.|CC|a| |||||||||||||||||||Ol|A|| ||||||||||||||||||CA||CO|| ||||||||||||||||||||CL|| |||||||||||||||||||||~| |||||||||||||||||0||||| |||||||||||||||||||~|Ol|| |||||||||||||||||Cl||c||| |||||||||||||||||||a-|a|| |||||||||||||||||Cl||OI||| |||||||||||||||||CI||||| |||||||||||||||||O|||m|| |||||||||||||||||||~|a.|| |||||||||||||||||||m|2|| |||||||||||||||||CC||||| ||||||||||||||||||||pl'|| |||||||||||||||||0
~t'||a||| |||||||||||||||||Cl||Q||| |||||||||||||||||CI
Cl||L'||| |||||||||||||||||||CL||| |||||||||||||||||||Ol||| |||||||||||||||||0||||| |||||||||||||||||||I||| |||||||||||||||||Cy||Ql
Ol||| |||||||||||||||||CC||||| |||||||||||||||||CI||||| |||||||||||v|a|||||CI
CC||QI||| ||||||||||||CII|||||||||| ||||||||||||CII|||||||||| |3||||||||||||| |---|---|---|---|---|---|---|---|---|---|---|---|---| ||||||||||o~|||| |||||||||||0||| |Vt||||||||||||| ||||||||||CO|||| ||||||Gl|||||||| ||||||ID|||||||| ||||||QlO|||||||| ||||||Cl|||||||| ||ee|Q.|~|||||EDel
l||||| ||w|Ot||||||n||||| ||||Il
CL|CO
Ch|C)|||PDQ.||||| ||o||m|||O||Zl||||| ||e
CCl|C
g
tO|R|||Il
e|Q
Ol|EP0||||| ||lh||Q.|||||||||| ||||[B|||||lTl||||| ||o
Q.
emO
ee CLg|||||O
e
e
e|~t
C
Qg
lo|O
3||||| ||||||||||||O
4|~| ||4| |---|---| ||SL| ||4| |e
gY|&| |40|| |4|34| |4|| |Ol|CL| |4|(D
4| |S|Q.| |Ql|tl
C| |---|---| |Ol|| ||4| |4|4| ||4| |lO|| ||A4| ||4| ||4| ||l5| |Oc
4
1
~I|| |4
O|(
c| ||CP|