Procurement and distribution

Introduction

This chapter explores approaches to procuring bikes for children and young people and distributing them to families.

Approaches to procurement

An important early step for many projects was procuring bikes for children and young people. The projects range in size and approach, and the number of bikes issued by August 2022 ranged from 8 to 1,000.

Table 7: Volume of bikes

Project	Planned volume of bikes at proposal stage	Volume issued at August 2022
Angus Re-Cycles	500	1,000
Barnardo's Gearing Up	30	21
Bike for Good	239	189
Clackmannanshire Bike Buddies	160	194
Cycling Friendly Secondary Schools	400	276*
Equality Cycles	300	325**
I Bike	292	303***
Pedal Up Shetland	50	8
Rock Up and Ride	800	462

*Mid-September 2022: 276 bikes acquired by 24 secondary schools. 14 schools in process of purchasing/ submitting reports on acquired numbers.

**Includes 21 bikes loaned short term to wider young people and family members.

***142 bikes went out on individual loan, the reset were used to run cycling sessions within schools.

Eight projects procured bikes directly. One project, the Cycling Friendly Secondary Schools grant programme, did not procure bikes directly as schools were provided with grants to purchase the bikes they needed. This project provided pre-application support to schools to help identify bike suppliers, distributors and refurbishing organisations, and provided guide prices and specifications. Schools made varied applications in terms of the quality of equipment requested – often depending on the knowledge held within the school - and have received advice regarding the specification and quality of equipment to ensure it meets the needs of young people.

The projects used different types of bikes including:

• new bikes – from local suppliers, national suppliers, bike manufacturers and international suppliers
• recycled bikes – refurbished at existing local third sector organisations and cycle shops; or
• unused or abandoned bikes – to be refurbished within the project itself

Table 8: Type of bike

Project	Refurbished - in project	Refurbished - locally sourced	New	Notes
Angus Re-Cycles	Yes	No	No	No note
Barnardo's Gearing Up	No	Yes	No	21 refurbished, 1 repair of own bike
Bike for Good	No	No	Yes	No note
Clackmannanshire Bike Buddies	No	Yes	Yes	127 refurbished, 67 new, 1 repair of own bike
Cycling Friendly Secondary Schools	No	Yes	Yes	Schools decide approach
Equality Cycles	No	Yes	Yes	304 new bikes, 21 refurbished
I Bike	No	No	Yes	No note
Pedal Up Shetland	No	Yes	Yes	3 new, 5 refurbished
Rock Up and Ride	No	Yes	Yes	455 new bikes, 7 refurbished

Across the projects, whether bikes were new or recycled, all of the projects were conscious of quality and safety, opting for higher quality bikes that would last and withstand regular use. Partners commented that the quality of the bikes was important, and they valued that projects had selected good quality bikes. They felt this would encourage sustained use and combat any stigma associated with receiving a free bike.

Because these bikes are high quality, I feel that the children won’t stand out in the wrong way. - Project partner

The bikes they’ve chosen are good bikes. - Project partner

Buying cheaper bikes is a false economy, as you end up investing more to maintain them. - Project lead

A few projects noted that there were differing needs for localities in rural and urban areas. In rural areas, bikes were less likely to be used for commuting to and from school (due to the distance), but would be valuable in helping young people travel independently to socialise. Projects also noted that in rural areas it was important for young people to have bikes that allowed them to make full use of the terrain, such as mountain bikes. One project found that it was challenging to get bikes delivered to an island location, due to practical issues around the supply chain.

Procuring new bikes

Projects offering new bikes liaised with both manufacturers and retailers. Some project leads found that liaising with manufacturers directly worked well, allowing them to negotiate price, model and delivery. Having a dedicated liaison within the manufacturer also helped build these relationships.

Some projects found that purchasing some bikes from the manufacturer that required assembly could be substantially cheaper than purchasing ready built. However, this resulted in increased staff time to assemble the bikes once the parts were delivered. Some projects also found it challenging to identify space in which to build a high volume of bikes. A few projects felt that these logistical challenges would need to be explored if scaling the project up. Where bikes were purchased in parts, bikes were assembled by qualified staff, sometimes working alongside others such as volunteers or school pupils undertaking bike maintenance courses.

Partners indicated that ordering at scale and leaving a longer lead in time would further reduce the cost of buying bikes to build within pilot projects. One supplier suggested that a central hub for building bikes using qualified mechanics may be an efficient option.

There’s a much higher added discount if a customer builds their own bikes. - Partner

It takes 2 years to build a bike, so with that much notice we can custom build bikes and it brings down costs. So the more advance planning you do, the better in terms of value for money. - Partner

However, an evaluation of two of the projects recommended that in the future the project used pre-built bikes to save the staff time spent assembling them.

Most projects sourcing new bikes and accessories found that there was likely to be some time (ranging from weeks to months) from order to delivery. This was due to the significant increase in demand for bikes since the onset of the coronavirus pandemic, along with challenges in the global supply chain. Some also found it challenging as they needed to order bikes in advance of delivery and often did not know what sizes would be required. Projects also had to consider how to balance giving young people choice in the brand, type and colour of bikes with the need to procure effectively and efficiently. 

The timescales are tricky, and it’s hard for me to predict what size and how many of each thing we need. - Project lead

Most projects offering new bikes sourced them from a range of suppliers, and directly from manufacturers, according to availability and delivery schedules. This provided projects with a good range of options to offer young people. Working with a mix of national and local suppliers worked well. National suppliers were able to fulfil large orders at competitive prices but could be less flexible. Local suppliers (of new and recycled bikes) were better placed to respond quickly and with smaller orders, or for accessories.

One project found just one supplier that could provide the bikes in a reasonable time frame, and another chose to source all the bikes from one manufacturer after speaking with several. For this project, there was only one manufacturer that could supply the quality and quantity of required bikes within the required time frame. The manufacturer felt able to work with this project easily, as the project lead was able to provide clear information on the type, style, number and size of bikes required. The manufacturer was happy to negotiate a competitive price for the bikes, as they felt the free bikes pilot aligned with the company’s ethos.

Discussion with a small number of bike shops highlighted some concern that the pilots engaging directly with suppliers would bypass the bike shops, which could potentially significantly impact on their business. Bike shops were pleased to be involved in the pilots, but aware of the potential impact of the approach on their bike sales – with children’s bikes representing a big part of their business.

Procuring recycled bikes

Recycled bikes were sourced in different ways. One project – Angus Cycle Hub – refurbished bikes within the project. All bikes were originally intended for landfill sites, and were re-purposed and put through a pre-delivery inspection. Through this approach, it has learned:

The value of having an agreement with the local authority – Angus Cycle Hub has an agreement with Angus to collect all disused bikes. It does not have the same agreement in Dundee.

Matching supply and demand is challenging – The approach is dependent on the bikes coming through the recycling centres, which has created some supply challenges for the most popular sizes and types of bike.

Another two projects worked closely with a local social enterprise which recycled bikes. Projects found that working with suppliers of recycled bikes could have wider benefits as they were often already well embedded into the community or could offer additional resources, such as bike maintenance. However, at times – in some projects – using recycled bikes limited young people’s choices as the stock of recycled bikes depended on what had been collected or donated. These projects also found that it was challenging to access enough recycled bikes to meet demand through this route. These projects identified other ways of accessing refurbished bikes for example through purchasing ex-hire bikes from local hospitality and leisure venues, supplemented with new bikes when needed.

We realised early on that we had a supply chain issue, we couldn’t get enough recycled bikes when we needed them. - Project lead

An evaluation of two of the projects found that using new bikes sped up the procurement process and reduced the time mechanics spent repairing and servicing bikes.

In a few cases, partners indicated a preference for recycled bikes as they were sustainable and environmentally friendly.

Because they bikes have been recycled its an easier sell to parents. - Teacher, primary school

However there were some issues with the quality and style of some of the recycled bikes, in some projects. In one project, the project leads and bike supplier carefully selected high quality recycled bikes for young people. The young people did not like the bikes as they had strong ideas about the brand and style they preferred. The project and partners emphasised that the bikes were high quality refurbished bikes, with quality parts, but were not brand names. The same bikes were valued and accepted by younger children at a different project.

In another project, partners reported some issues with the quality of recycled bikes provided, reporting rusty chains, broken brakes, broken seat posts and other maintenance issues. Many of these bikes were returned as the young people did not want to accept them. Partners felt that this created some issues, as families felt that they did not want to complain too much about something which was free.

Wider equipment

Most projects offered young people a bike, along with a helmet, lock and lights, and showed them how to use the accessories. Some projects also offered additional accessories such as pads, gloves, a waterproof jacket, mud guards, rain covers or bike maintenance equipment. One project worked with a partner that provided a welcome pack, including a bike maintenance booklet – highlighting how to keep the bike in good condition, do basic checks and maintenance and protect from theft – a personal cycling chart and local map with active travel routes.

While some projects found that by going directly to suppliers they could get a better price for equipment like helmets, locks and bells, others found that local businesses offered flexibility and could respond to smaller orders.

Approaches to distribution

Pilot projects distributed bikes to children and young people in a range of ways:

• distribution through schools – often connected to the Bikeability stage
• distribution through cycle clubs
• young people coming to a hub or centre to collect their new bike
• home delivery of bikes at a time that suits the family
• attending a local bike shop to choose their bike
• delivery of the bike through partners with strong connections to families and young people.

Projects worked with families who often didn’t have access to transport and were felt to be in transport poverty. In some cases, projects found that families could come to their base to pick up the bike. For example, Bike for Good which worked with a school cluster and had a local base in that area found that this approach worked well. This arrangement required Bike for Good to purchase containers to store the bikes once they were built and awaiting collection. This created a slight logistical issue as the bikes were in a different location from their shop.

However, most projects made arrangements for delivery or distribution in the community in other ways. For example:

Equality Cycles distributed the bikes at school, or delivered bikes to families at home if required.

Rock Up and Ride distributed bikes after four cycle training sessions, to ensure young people had developed cycling skills and demonstrated commitment. Bikes were handed out on the day of the final session, either on location or transported back to the school for distribution.

Angus Cycle Hub delivered bikes to families at home, and explored options for future distribution through bulk delivery to partners.

I Bike distributed bikes through a presence in the schools one day a week, with a shipping container at each school to store bikes and equipment. To enable pupils to bring bikes to and from school some have had to be transported in a minibus as catchment areas are large for rural or denominational schools.

Gearing Up purchased a stock of bikes and a selection were taken to the first meeting with participants, so they could choose the right bike for them (based on model, size and colour). Young people took part in a six week programme involving essential cycle skills, maintenance skills, route planning and cycle trips. Bikes and young people required transportation to each session. The bikes were then delivered to their home address at the end of the programme, with their permission.

Bike Buddies set up pop up shops in schools with a selection of bikes, so that children could choose their bikes and take part in a programme of cycle training and cycle maintenance at school using their bike.

It’s not just about giving out bikes, we wanted to teach kids how to use the bikes. - Project lead

Projects found that having the flexibility to deliver the bikes to young people at suitable locations helped to reduce the barriers to access and build relationships with families. Projects delivering bikes to families at home found that this wasn’t particularly efficient or environmentally friendly.

A few projects found that they had to organise additional storage to assist with bike assembly and distribution, often in the form of shipping containers. One project has a warehouse which it has found works well as a storage space for bikes awaiting distribution or maintenance, and a separate office space. The warehouse does not have heating, and the project would ideally like a single space that can hold bikes and where staff can work.

Everything has been seamless, from fitting the bikes to getting them delivered to the children. - Teacher, primary school

The pupils receiving the bikes link in with P5 Bikeability training at school, and Equality Cycles attends to support bike repair and bike maintenance skills. In addition, St. Pauls Youth Trust runs weekly Dr Bike sessions in the local community and drop-in Dr Bike sessions at the school throughout the year.

Participant experiences of accessing bikes

Overall, the parents, carers and young people involved in this evaluation felt that the quality of the bike they received was high. This applied to people receiving recycled bikes and new bikes.

Table 9: Participant experiences of accessing bikes

Q: How happy are you with the bike?	Excellent	Good	Average	Poor	Very poor
Children and young people (n=47)	62%	30%	4%	2%	2%
Parents and carers (n=41)	78%	17%	5%	-n/a	-n/a

It was excellent. Not just the bike but the helmet and lock, everything was really good quality. - Parent

I was amazed at the quality. - Young person

Children and young people rating their bike good or very good talked about the bike being in great condition, being easy to ride, being comfortable to use and being the right size. Children and young people rating their bike average, poor or very poor were small in number, and gave different reasons including the bike being a bit small or the handlebars twisting round.

There were few variations in views based on project approach. Views on quality of recycled bikes rated very similarly to new bikes. All of the children and young people using a bike subscription service felt their bike and equipment were excellent quality.

Many parents and carers mentioned that their child already had a bike but it was old, expensive to repair, rusty, second hand or otherwise low in quality. The pilots were an opportunity to access a high quality, reliable, safe and usable bike. A few participants mentioned feeling much happier riding their bikes over longer distances, as they weren’t worried about it breaking. A few also highly valued the lock provided with the bike, and liked that the bike was secure and could not be stolen. A few mentioned that they liked that the bikes were light, and so could be carried indoors for storage.

A few participants particularly liked that their bike was recycled. Others were very happy that their bike and associated equipment were brand new.

They are taking waste and making use of it. It's inspiring. - Young person

The parents, carers and young people involved in this evaluation were positive about the way in which they received their bike – whether delivered to their home, distributed at school or in a community setting, or picking it up from a community location.

…the approach and how they were brought to us and stuff was easy. - Parent

Both the bikes were delivered. I was given the day and time, so made sure I was home. They brought the bikes in a van and then brought them over to the house and gave me the receipts and stuff. - Parent

It was easy, I just filled in a form and send measurements, leg length, that kind of thing, and then a couple of weeks later got a phone call saying they were ready to pick up. - Parent

At one project, parents indicated that they particularly liked the approach of holding sessions to build cycle skills and then provide the bikes to children to take home.

Overall, most young people were happy with the help they got to choose the best bike for them.

Table 10: Participant experiences of choosing the right bike

Q: How do you feel about the help you got to choose the best bike for you?	Excellent	Good	Average	Poor	Very poor
Children and young people (n=63)	67%	24%	6%	2%	2%
Parents and carers (n=41)	54%	34%	10%	2%	n/a

Young people indicated that they were happy with how they were matched with their bike. Young people commented that they liked that their bike was fitted and that they knew it was the right size for them. Young people liked being able to choose the colour of their bike, and where possible the style and design of their bike. A few young people mentioned that it would be useful for participants to have different colours of bikes, so that if they all take them to school they can tell whose bike is whose.

A few had been able to talk about the type of bike they needed, and make sure that it was a really good fit for their needs. Many of these young people indicated that they used their bike every day. However, young people who did not get a choice of bike were also generally very happy with the bike they received, feeling it was a good size and good quality. Many said that they were pleased to be getting any bike. A few parents mentioned that their child did not get a choice of bike, or the chance to talk about their needs, but that they knew they could swap it if they had any issues.

Bikes are good but maybe be nice to chose them. - Young person

Most parents responding to the survey said that it was very important to them that bikes are provided to meet different needs (58%),

Participants valued being provided with equipment such as helmets, locks, rain covers and lights. Children and young people mentioned the helmets being comfortable, and enjoyed having a new helmet, light and lock. Almost all parents responding to the survey (98%) said that it was very important to them that the project provided safety equipment like helmets.

Table 11: Participant experiences of safety and other equipment provided

Q: How happy are you with the other equipment (like helmets, locks, lights or rain covers)	Excellent	Good	Average	Poor	Very poor
Children and young people (n=45)	71%	18%	9%	n/a	2%
Parents and carers (n=41)	78%	17%	5%	n/a	n/a

A few young people, of all ages, mentioned that they didn’t wear their helmet. This was for a range of reasons, including the helmet being uncomfortable or itchy, and feeling that they are a good cyclist so won’t fall off. One girl said she didn’t cycle to school because her parents made her wear her helmet and it was uncomfortable with her school hairstyle. A few young people said that they just wear their helmet sometimes and a few said they would only wear their helmet if a teacher told them to.

A small number of young people mentioned that it would be useful to have a set of mudguards for their bike, as they rode in all weathers and their clothes could get muddy.