Providing technical support to transport planners to help manage and improve transport services and systems.
Apprentices learn to provide technical support across the planning, design and assessment of transport systems and services. The training covers transport modelling and demand forecasting using specialist software, data collection and analysis, stakeholder and public consultation, and the application of national and local planning policy. Apprentices also develop an understanding of sustainable development, health and safety requirements, and project management principles. Throughout, they are expected to maintain professional conduct and contribute to continuous professional development.
Working under a senior transport planner, apprentices spend most of their time in an office environment carrying out data collection, running transport models using software packages, and writing up findings in reports. They may help prepare documentation for planning applications, contribute to public consultation exercises, and liaise with colleagues across planning, engineering and environmental teams. Occasional site visits and meetings with clients or regulatory bodies are also part of the role. Document control and quality compliance apply to most tasks they complete.
Completing this apprenticeship typically leads to roles such as assistant transport planner or transport planning technician within a consultancy, local authority, government agency or infrastructure provider. From there, progression commonly moves towards transport planner and, with further study or experience, senior planner or chartered status through a professional body such as the Chartered Institution of Highways and Transportation (CIHT) or the Transport Planning Society (TPS). Employers range from small specialist firms to large multidisciplinary consultancies, as well as developers, research organisations and central government departments.
Sorted by achievement rate.
No training providers currently listed for this standard.
Completing this apprenticeship typically leads to roles such as Assistant Transport Planner, Transport Planning Technician or Transport Planning Assistant. Day-to-day responsibilities at this stage include supporting the production of Transport Assessments and Travel Plans, collecting and analysing traffic data, running demand forecasting models, and contributing to stakeholder consultation activities, all under the guidance of a more senior planner.
With a few years of experience, technicians commonly move into Transport Planner or Junior Transport Planner roles, taking greater ownership of projects and client liaison. From there, two broad tracks tend to open up: a technical specialist path focused on transport modelling, data analysis or a particular mode, and a project leadership path moving towards Senior Transport Planner or Associate level. Chartership with the Chartered Institution of Highways and Transportation (CIHT) or the Transport Planning Professional (TPP) qualification supports both routes.
Local authorities are consistent employers, particularly in highway and planning departments. Private sector demand comes from planning and infrastructure consultancies ranging from small specialist firms to large multidisciplinary practices. Roles also exist within government agencies such as National Highways and Transport for London, with developers, and in rail, bus and active travel organisations. The mix of public and private sector work means technicians can move between client-side and consultancy roles throughout their careers.
Learning takes place in the workplace alongside structured off-the-job training, so apprentices build technical knowledge and practical skills at the same time. Throughout the programme, they develop competence across transport planning principles, data analysis, modelling, policy application, stakeholder engagement and professional conduct. Before moving to final assessment, the apprentice and their employer must confirm readiness at a gateway point, demonstrating that the required knowledge, skills and behaviours have been met. Final assessment then confirms the apprentice can perform competently in the role. Assessment models for many standards are currently being updated, so check the standard's gov.uk page for the current specification.
Gathering workplace evidence consistently throughout the programme is far more manageable than trying to reconstruct it at the end. Apprentices should keep records of real tasks, such as data collection exercises, transport modelling work, contributions to stakeholder engagement, and document control activities, as these build the body of evidence needed for final assessment. Regular reviews with both the employer and training provider help track progress against the knowledge, skills and behaviour requirements and ensure gateway readiness is not left to the last minute.
Look for providers with an achievement rate above 65% on their FATP profile, and check whether employer satisfaction scores reflect active engagement with the transport planning sector, not just generic construction or built environment delivery. Strong providers will have tutors or skills coaches with direct transport planning backgrounds, covering areas such as transport modelling software (VISSIM, SATURN, or similar), traffic data collection, and planning policy frameworks. Check that the curriculum maps explicitly to K4 and S5, the modelling and forecasting elements, as these are technically specific and can be thinly taught on programmes built around broader planning standards.
Be cautious of providers who list this standard alongside a large volume of unrelated construction or civil engineering apprenticeships, with no clear specialist transport planning delivery team. If a provider cannot name the software packages covered or explain how apprentices gain exposure to real transport planning workflows, that is a gap worth pressing. Declining achievement rates paired with large cohort numbers, vague answers about workplace mentor support, or no evidence of alumni progressing into assistant planner or technician roles should all give pause.
Employers set their own entry criteria, but most expect GCSEs in maths and English at grade 4 or above, or equivalent qualifications. Some employers accept relevant experience in place of formal qualifications. The apprentice must be employed in a role where they can carry out genuine transport planning tasks, so the job itself needs to involve technical support on planning, design or assessment work, not purely administrative duties.
The typical duration is 30 months, though this can vary depending on prior experience and the pace of learning. The apprentice remains employed throughout, applying their learning directly to real projects. Off-the-job training forms part of the programme, but the specific minimum requirement is subject to current government reforms. Check the current specification on the Institute for Apprenticeships and Technical Education pages on gov.uk for the latest guidance.
Before moving to end-point assessment, the apprentice must pass through a gateway, where their employer and training provider confirm they have met the required standard across knowledge, skills and behaviours. Assessment models for many standards are being updated under current Skills England reforms, so it is worth checking the current specification on gov.uk for the most accurate details. Generally, the apprentice must demonstrate competence in transport planning tasks rather than simply completing coursework.
The funding band for this standard is £13,000. Larger employers paying the apprenticeship levy use their levy account to cover training costs. SMEs not paying the levy co-invest with the government, typically contributing 5% of the training cost. Employers with fewer than 50 staff taking on an apprentice aged 16 to 18 pay nothing for training. Funding covers the training provider's fees only, not the apprentice's wage.
Day-to-day work involves collecting and analysing transport data, running forecasting models using specialist software, and contributing to transport assessments and reports. The technician supports stakeholder engagement activities, helps interpret planning policies, and applies health and safety procedures on projects. They work mostly in an office, with occasional site visits or client meetings. Tasks are assigned by a more senior professional, but the apprentice is responsible for completing them to agreed specifications and timescales.
Completing this apprenticeship typically leads to roles such as assistant transport planner or transport planning assistant. From there, progression routes include higher apprenticeships or degree-level qualifications in transport planning or a related discipline such as civil engineering or town planning. Larger consultancies, local authorities and government agencies all employ transport planners at more senior levels, and professional registration with bodies such as the Chartered Institution of Highways and Transportation becomes a realistic next step.
Tell us a bit about your team and we'll send a shortlist.
Tell us your requirements and we'll match you with the right training providers.
Curated by Alex Lockey, FATP founder and editor. Last reviewed: .
Sources include the apprenticeship's official specification on apprenticeships.gov.uk, Skills England guidance, IfATE archive records, DWP funding bands, and provider data sourced directly from the public Apprenticeship Provider and Assessment Register (APAR). Standard reference: 100.
Some sections on this page were drafted with AI assistance from published source data and reviewed by a human editor before publication. See our editorial methodology for how we maintain this content. Spotted something out of date? Tell us.