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Focus Groups and Journey Audits: The Royal Blind School
A5.2 Two focus group discussions were held at The Royal Blind School ( RBS), Craigmillar Park, Edinburgh on the 28/09/05 and 5/10/05, both between 4 p.m. to 5:30 p.m.
A5.3 Seven pupils, aged between 15 to 18 attended, two ex-pupils aged 20 and 23 as well as representatives of the RBS Mobility Department. All pupils described themselves as 'confident' bus travellers.
A5.4 After initial consultation with staff, it was decided to conduct discussions directly with pupils as a group within the school rather than individual audits with pupils. The route selected for the audit was one that pupils undertake as part of their mobility training 4 and therefore all were familiar with the route and able to evaluate this journey retrospectively.
A5.5 The first meeting focused on a journey from the RBS to Waverley rail station, via a bus journey. The whole journey was broken down into several individual stages, detailed below, and pupils were invited to comment on aspects of each stage. The second meeting focused on bus travel and walking in Edinburgh generally.
Journey from RBS to Waverley Rail Station
Walk from RBS to bus stop
A5.6 The route from the RBS to bus stop is relatively short (approx 25 m) and involves leaving the school grounds, walking along East Saville Road and then turning left onto Craigmillar Park and a short walk to bus stop- see Fig A5.1.
Engineering summary
A5.7 The pavement surface is in relatively good condition for both sections of this journey, although, in some part paving slabs were loose and uneven.
User evaluation
A5.8 No problems were reported by pupils regarding the actual pavement condition.
A5.9 The main problem for this part of the route concerned the presence of obstacles obstructing the pavement area. Parked cars overlapping onto the pavement area seemed to pose the greatest problem. A few pupils reported that they had walked into parked cars on route. A second problem concerned the presence of leaves on the pavement area (during autumn time). This made the pavement area 'slippy' to walk on. The third problem identified concerned overhanging trees/vegetation which several pupils had walked into, as it could not be detected by their canes. The final problem concerned poor levels of street lighting, which caused problems when walking at dusk/night.
Fig A5.1: RBS and local area
Bus Stop Assessment (Craigmillar Park)
Engineering summary
A5.10 Bus stop on dedicated bus lane. No obstructions to alighting or boarding buses. Limited protection from elements .
User evaluation
A5.11 All participants felt safe waiting at the bus stop on Craigmillar Park. A few pupils commented on the lack of protection provided, in terms of when it was raining or windy. Pupils are trained to stand outside the shelter so that they can be seen by approaching drivers (if they stand inside buses generally drive by without stopping) which meant the wait at the bus stop was uncomfortable for them in these conditions.
A5.12 One problem identified concerned the positioning of the 'new' real time information signs. Pupils are taught to stand at the edge of the bus shelter and face oncoming traffic, in order for bus drivers to be able to clearly see their canes, and identify that the person is visually impaired. The positioning of the RTPI sign is very close to edge of bus shelter and a few pupils commented that this may have resulted in drivers not seeing them and driving past. The bin photographed below, when first installed, was positioned at the road edge. It obscured pupils' canes and drivers, not realising the pupils were visually impaired, were not pulling into the stop. The RBS asked Edinburgh city council to re-site the bin (to where it is now) and the problem was solved, but the RTPI post was installed a few months later and the problem re-emerged.
Fig A5.2: Bus stop on Craigmillar Park
Bus Stop Information Provision
Engineering summary
A5.13 Paper based information is provided on pole adjacent to bus stop. RTPI sign present.
User evaluation
A5.14 The majority of participants thought the paper-based information provided at the bus stop was illegible to them. The font size was too small, which was made worse due to poor colour contrast, and it was also positioned at different height.
Fig A5.3: Timetabled bus information adjacent to bus stop
A5.15 All participants were unable to see or read the information displayed on RTPI screens, which was largely due to the height and positioning of displays, further compounded by the size and colour (lack of contrast) of the information displayed.
Bus Journey to Princess Street
Engineering summary
A5.16 Several bus services run from the bus stop, most of which go to Princes Street, although several (approximately one third) go to other destinations. At the time of the audit, buses to Princes Street arrive every five minutes.
User evaluation
A5.17 All Edinburgh bus drivers are told that if a visually impaired person is waiting at a bus stop (if they see someone with white cane or guide dog) they should pull up at bus stop and ask which number bus they are waiting for. The majority of participants agreed that generally all buses stopped at the bus stop and shouted out the number of the bus to them, and therefore boarding the correct bus was not usually a problem. A couple of participants did recount times when buses had not stopped, and driven past (this may be related to the positioning of new RTPI signs mentioned above, or buses being full or drivers not bothering to stop).
A5.18 All participants agreed that buses were easy to board, and generally they were provided with sufficient time to reach a seat and sit safely. Pupils with additional physical problems causing balance problems are taught to ask drivers to wait until they are seated, and most drivers do oblige.
A5.19 Pupils are trained to inform drivers of their required destination stop, and ask the drivers to inform them when they arrive there. All pupils agreed and recounted times that drivers had forgotten to inform them that they had reached their correct stop, on more than one occasion. For many of these times, it appears that drivers had either simply forgot, or had been distracted by other passengers (e.g. tourists asking for directions), although often it is because the bus is simple very busy with lots of people getting on and off. En route to Princes Street (on North Bridge) there is a driver shift and change-point, and in many instances the first driver did not inform new driver that a visually impaired person was on board and had requested to get off at a particular stop.
A5.20 The internal layout of 'older' Lothian buses provided a seat adjacent to the driver's cab, and pupils were trained to use these seats if possible. This allowed pupils to learn over and ask driver if they were concerned and also meant they (pupils) were very visible to drivers who were less likely to forget they were on board. The layout of new buses meant pupils had to sit half way down the bus and several pupils suggested this factor had resulted in an increase in the number of instances when drivers had failed to inform them of their stop.
A5.21 Several participants suggested potential solution to this problem, primarily some form of audible-voice warning for passengers as buses approached each stop, or some form of electronic note-pad which drivers would 'tick' and then be reminded when the required stop approached.
A5.22 No participants expressed any specific concerns over alighting from buses at Princes Street, although many stated they were usually helped, or offered help by members of the public to allow them to alight safely.
Walk from Bus Stop to Waverley Station Entrance
Engineering summary
A5.23 The pavement route to the entrance to Waverley station is relatively short (about 5m) and in good condition.
User evaluation
A5.24 All participants were happy with the quality of the pavement area. A couple did comment that at certain times, that section of the pavement was particularly crowded, with people congregating around the two bus stops, and over spilling onto the pavement area (see Fig A5.4). In most instances other pedestrians did move out of the way to allow pupils to safely pass, although sometimes other pedestrians were pre-occupied (e.g. tourists taking photos, looking at landmarks, or oncoming buses) and this had resulted in collisions between pupils and members of the public.
Fig A5.4: Pavement section to station entrance
Entrance to Waverley Station
Engineering summary
A5.25 To enter Waverley station passengers must traverse a series of steps ( Waverley steps- see Fig A5.5). The edges of steps had previously been painted yellow to allow a colour/contrast at step edges and provide a warning to visually impaired pedestrians. General neglect and lack of maintenance had led to a deterioration of the warning strips, which in some parts were totally gone. Handrails are provided on one side and in the middle of the step area. Handrails conform to guidance on height, but are not continuous, i.e. the middle handrails 'match' the steps, but the handrails on the 'Princes Mall' side do not, and at the bottom flight, the steps are angled and therefore dangerous for pupils to negotiate.
Fig A5.5: Waverley steps leading to Waverley station
User evaluation
A5.26 The first problem identified by participants concerned the lack of, inconsistency and visibility of warning strips on steps. This posed problems for several pupils for them to safely traverse the stairs.
A5.27 A further problem concerns the provision of handrails at the side and middle of steps. Pupils are taught to use handrails as guides when traversing steps. In this instance gaps between certain sections of the handrails disorientated some pupils and made the task of moving down (or up) more difficult.
A5.28 When dry, the steps presented no real problems, but in wet conditions several pupils commented that the steps became very 'slippy' to walk on, increasing pupils' safety concerns whilst traversing the steps.
A5.29 A further problem mentioned concerned the presence of 'homeless' people, or Big-issue sellers who stood at the top of the stairs, or sat further down blocking the stair area.
A5.30 The final concern expressed concerned the presence of 'gangs of youths' or drunks who congregated around the step area, mostly at night time. Some pupils recounted incidents whereby they had been verbally abused, and for a couple where people had deliberately tried to trip them up.
A5.31 To enter the actual station area two further sets of stairs must be negotiated. No pupils expressed any concerns about using these steps, which were described as 'easy' to negotiate due to the presence of continuous handrails, which could be used as a guide.
Inside Waverley station
A5.32 Upon entering Waverley station, the greatest problem experienced by participants concerned finding the correct platforms. This was largely concerned with the physical layout of the station, lack of (legible) information providing directions to correct platforms and the level of crowding which prevented pupils' movement.
A5.33 Several participants stated they made use of 'disabled assistance 5 and in most instances there appeared to be no problems with this service (pupils were met at the correct time and escorted to the correct platforms). One ex-pupil did recount an episode when his 'escort' failed to show.
A5.34 Several participants commented on the new announcement system employed at Waverley, whereby trains are called two minutes before departure, or platform changes are announced with similar short notice. This did not allow sufficient time to reach the correct platform.
A5.35 In order to reach certain platforms, passengers must cross an internal roadway, used primarily private cars dropping off passengers and taxi collecting. A zebra crossing is provided, although several participants commented on difficulties using this crossing, and safety concerns due to drivers not stopping.
A5.36 A further problem identified concerned the lack of, or in some areas absence of tactile warning in some parts of the station. This confused some pupils and restricted their ability to move around the station safely.
A5.37 Pupils were not asked to evaluate specific train journeys they had previously made, although were asked to describe any problems they experienced after returning to Waverley station following a train journey.
A5.38 The majority of participants expressed no real concerns and in most cases had been approached by rail staff and asked if they needed assistance.
A5.39 In the few instances reported by participants whereby they had not been offered assistance by rail staff, members of the public had either approached them and offered assistance, or they had asked them to escort them to the steps leading onto Princes Street.
Main problem in using Waverley Station
A5.40 Participants were asked to indicate the main problem for them in using Waverley station.
A5.41 The main problem experienced by all participants was reaching the correct platform safely and in time to catch their train. Several participants suggested potential improvements that would assist them in achieving this task, in the form of more staff to identify them and assist them to correct platforms, more frequent audible warnings regarding platform changes, more and greater consistency regarding tactile paving warning and directional information provision.
A5.42 It should be noted that Waverley station is due for extensive refurbishment and consultation has taken place with RNIB representatives on the type of improvements to be made, which does include some of the factors mentioned above, including an upgrade of Waverley steps and installation of lifts.
Return Journey: Exiting Waverley station to Princes Street
A5.43 Two sets of steps lead from Waverley station to Waverley steps and onto Princes Street (see Fig A5.6). No participants expressed any concerns when travelling up these stairs and used the handrails for guidance.
Fig A5.6: Steps leading to exit from Waverley station via Waverley steps
A5.44 As with comments before, several participants expressed concerns navigating Waverley steps and onto Princes Street, due to inconsistencies in handrails, the slippery surface in wet conditions and being unable to distinguish individual steps due to the yellow warning strips not being clearly visible.
Pavement area to crossing on princes Street
A5.45 On exiting Waverley Station pupils must turn left and walk along a section of pavement, past two bus stops to the crossing facility. In general, this section of pavement posed no problems for any participants, although a few comments were made suggesting repairs are required in some sections as the pavement surface was a bit uneven. The main problem encountered by participants concerned crowds of people standing at the two bus stops which block off the pavement area and impede their movement abilities. Again, participants stated that generally members of the public would move out of the way to let them pass, although in a few cases they were distracted (looking the other way, taking photos etc.) and collisions had occurred.
A5.46 Several participants expressed safety concerns over the adjacent marble steps leading to the Princes Mall shopping centre and low walls alongside the pavement route (see Fig A5.4). Tactile warnings are provided alongside the steps for some sections, although some participants felt they were not clearly distinguishable to them and not detected by their canes when walking (see Fig A5.4). There are now 'ribbed guide tactile paving slabs' at the top of these steps, although some participants felt they were not clearly distinguishable (no colour contrast) to them even though they should be able to detect this paving with their canes and feet (see Fig A5.4).
Crossing Princes Street to reach bus stop for return journey
Engineering summary
A5.47 In order to reach the correct bus stop to return to the RBS participants are required to cross over Princes Street. This is a Puffin crossing with a rotating cone to allow visually impaired and hearing impaired pedestrians to know when the signal has been activated. Good tactile paving (back to the building line) is provided, which makes it easy to locate the crossing. Also, there is a slight ramp from the pavement area, which provides good definition to users when on the road area.
User evaluation
A5.48 The main problem identified by participants concerned the lack of crossing time provided to cross the road safely. Princes Street is a relatively wide street and participants felt they were not given enough time to cross safely. The audible signal last about 5 seconds, although crossing time is longer, but pupils cannot see the signal to confirm it is still safe to cross. Pupils are taught not to rely on, or to copy other pedestrians (although they can seek guided assistance if they are uncertain if it is safe to cross) and so are dependent on audible assurance that it is safe to cross.
A5.49 In order to use the rotating cone (feel it) pupils have to stand very close to the signal box and when it spins they have to realign themselves to the actual crossing point before setting off. The main impact of this was to further restrict time available for them to cross the road. Heavy flows of pedestrians crossing in both directions can often impede pupils' progress in crossing the road and sometime block access to the crossing signal box to allow them to use the rotating cone.
Fig A5.7: Crossing point on Princes Street to reach return bus stop
Bus Stop on Princes Street
Engineering summary
A5.50 The correct bus stop for pupils to return to the RBS is relatively close to the crossing point and the short pavement journey did not present any problems to participants. Bus stop locations have recently changed on Princes Street and this had caused some confusion to pupils initially in locating the correct stop. There are several bus stops in close proximity which also makes it hard for pupils to identify their correct stop.
Fig A5.8: Pavement section to bus stop on Princes Street leading to return bus stop
A5.51 Many bus services leave this stop, although pupils can only catch three services to return to the RBS. Many participants were unable to distinguish the approaching bus numbers and as with the inbound journey, are forced to rely on bus drivers or members of the public to inform them which is their correct bus.
Bus Stop information provision
Engineering summary
A5.52 Paper based information is provided for all bus services.
User evaluation
A5.53 Several pupils commented on being unable to read the information provided at the bus stop. The main problems are the font size and lack of colour contrast of timetable information, compounded by the information being placed at different heights. The bus stop was usually very busy and other passengers waiting on seats also obscured information displays.
Bus journey back to RBS
A5.54 Again, the main concern expressed by participants was anxiety that drivers would forget to inform them when they had reached the correct stop.
Road crossing on Craigmillar Park
A5.55 Upon alighting from the bus, pupils must walk along a short section of pavement and cross over to RBS. No pupils expressed any concerns about walking on this section of pavement. Following discussion with the City of Edinburgh Council, the crossing has been set to the quickest possible response rate (about 5 seconds) and the crossing time and length of audible signal have also been extended. Several pupils commented on the quality and usability of this particular crossing compared with other crossing generally, e.g. " it's the best crossing in Edinburgh" and " It's the only one I feel safe using".
Fig A5.9: Road crossing on Craigmillar Park
A5.56 Pupils must then walk back to school on the route (reversed) described earlier. Similar concerns were expressed due to parked cars, leaves on pavement area, overhanging vegetation and inadequate lighting. The pavement area is in relatively good condition (see Fig A5.9), although in some parts, pavements are a bit uneven and present tripping hazards for pupils.
Bus use in general
A5.57 Pupils were then asked to comment on using buses in Edinburgh generally .
A5.58 Again, the main concern expressed by pupils concerned drivers forgetting to inform them of their correct stop.
A5.59 Pupils are issued with a bus pass (Scottish Blind Person's Travel Card), although are restricted to using the pass outwith weekday morning peak times. A couple of pupils recounted times when they had been questioned about the validity of the pass at night times and on one occasion had been made to pay by the driver. The Mobility Department at RBS insist that pupils always travel with their canes, as there have been occasions in the past when drivers have doubted the extent of the visual impairment of some pupils and therefore the entitlement to concessionary travel.
Main problem using buses in general
A5.60 Pupils were asked to state the main problem they experienced when using buses generally.
A5.61 For five participants the main problem they experience in using buses in Edinburgh concerned drivers not informing them of their correct stop. This created both fear and anxiety amongst pupils and was their greatest concern about using buses on an independent basis.
A5.62 Separate discussions with the two ex-pupils suggested that these concerns may reflect both the pupil's age and level of mobility training. As pupils get older and gain more experience using buses they become more confident, e.g. " After a while you know roughly how long the journey should take and as I get close to where I should be getting off I go up and ask the driver" and " I have learned from experience and take control of the situation".
A5.63 Three participants mentioned not being able to use buses during peak periods. When buses are full disabled people are not allowed to board and stand (must be seated), due to Lothian Buses' health and safety policy.
A5.64 For one participant (an ex-pupil) lack of information, or not being able to see information at bus stops, created the greatest problem for using buses independently. The RTPI information signs were described as 'totally useless to me'.
A5.65 It should be noted that the RBS have a good working relationship with Lothian Buses. When incidents such as drivers failing to stop, not informing pupils of correct stops or issues over validity of bus passes have occurred, staff and pupils have complained. The bus company always interview the drivers involved and give feedback to staff/pupils on the outcome.
Walking in general
A5.66 The main problem expressed by pupils concerned the presence of obstacles on pavement areas, which both impeded their progress and presented safety concerns when walking.
A5.67 A range of physical obstacles were cited, including advertising boards, rubbish bins, general litter, leaves and dog dirt. In some instances, the presence of obstacles had forced pupils to walk onto the road area increasing their concerns for personal safety when walking. Several pupils commented on dog dirt being a particularly unpleasant hazard. There are times when they do not realise that they have stepped in it and then have to clean their shoes but other times they are less aware that this has happened and may trail dog dirt into their living quarters. All pupils commented on the potentially serious health hazard of their long cane tips being contaminated by dog dirt, which then gets onto their hands during the process of folding their canes. A more recent problem identified regarding walking in the local area around the RBS concerned cardboard recycling boxes. These are left outside of residents' homes on the pavement area for collection and several pupils commented on the hazard that they posed.
A5.68 High levels of crowding in areas including Princes Street were cited by several participants as posing problems for them when walking. Generally, other pedestrians would move aside and let pupils past, although several pupils mentioned instances in the past when other pedestrians had walked into them, or they had walked into other pedestrians. The two ex-pupils walked on Rose Street rather than face the crowds on Princes Street.
A5.69 A further problem concerned the general condition of pavement surfaces. Loose slabs, cracks and uneven surfaces present tripping hazards to pupils and several pupils cited instances in the past when they had fallen. Cracked pavement surfaces were particularly hazardous to pupils when walking, as their canes would get caught in cracks causing 'jarring' of their cane arm which is 'very painful' for them. Several pupils commented they were forced to walk more slowly than normal in certain areas of Edinburgh due to the condition of the pavement surface.
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