Content guidelines

How to plan, write and manage content on the Suffolk County Council website.

You can help us improve these guidelines by emailing feedback to digitalcontentteam@suffolk.gov.uk.

We've created these guidelines for suffolk.gov.uk editors. 

This guidance may also be useful for people in Suffolk who manage or edit:

  • other Suffolk County Council websites
  • district, borough, town or parish council websites
  • NHS, police, university or other public sector websites
  • community, voluntary or charity websites

Guidelines: how to plan, write and manage your content

You can read a summary of the content guidelines below. For more detail and examples read the full guidance.

Plan your content 

Before you start, be clear about the: 

  • purpose of your page - who's it for, what do they need and why will it help them?
  • user journey - where has your user come from, what is their task and where do they need to go next?
  • information you need to include - make a bullet point list of what to cover (this will form the structure of the page)

How to write for suffolk.gov.uk

You should:

  • aim for a reading age of 9 to 11 years old 
  • write in plain English
  • use short, simple everyday words
  • avoid jargon
  • explain any technical, legal or other specialist words or acronyms
  • use the active voice, avoid passive language ('Report a pothole online', not 'Potholes can be reported online')
  • address the user ('you can report...') 
  • front-load page titles, headings and bullets (keywords first)
  • keep your sentences short (fewer than 25 words)
  • make paragraphs concise (possibly one sentence)
  • use positive contractions, for example 'we'll'
  • not use negative contractions, for example 'don't' 

Create clear page titles and summaries 

Your titles and summaries need to be clear, simple and descriptive. 

The character limit is: 

  • 65 for titles
  • 160 for summaries 

Page titles should be front-loaded (keywords first), with the format type (consultation, guidance) at the end of the title.

You don't have to include every word of the page title in the URL. Contact the Digital Content Team about creating a short URL for your page. 

Keep summaries active. Explain what people can do on the page. Avoid redundant words. 

Format your content 

People do not read a whole page. Your content needs to be easy to scan.

Use formatting techniques and features to make content clearer, including:

  • the inverted pyramid (most important information at the top)
  • headings to make the page easier to scan
  • bold text for highlighting important details
  • bullet points for lists
  • number lists for instructions
  • tables when needing to present lots of data 
  • buttons for the most important link (for example: download the form, proceed to payment)
  • accordions and tabs to make page more usable

Adding links, documents, images and videos 

Make sure you understand how to publish these content types.

Links

  • Links should make sense in isolation
  • Write link text as an action, starting with a verb (for example: 'Find out more about tax on GOV.UK')
  • Open internal links in the same tab, and external links in a new tab
  • Do not link headings, use URLs or 'click here' as link text or repeatedly use the same link text for different links

Documents

  • Publish information as page content (HTML) not files (such as PDF) wherever possible
  • Save files in open document formats, for example .doc instead of .docx, and .csv instead of .xlsx
  • Follow good practice file naming conventions 
  • Your file size should be less than 1MB
  • Document links should make sense in isolation, be written as an action and include file details, for example Download the example document (Word, 12KB)
  • Check the accessibility guidance for how to make your document inclusive

Images

  • Image types include informative (to explain), decorative (to improve look and feel) or functional (for user actions, like a 'start' button)
  • Use images to inform, avoid decorative images (with some exceptions) and use built-in CMS options for functional images
  • Images should not contain text (except logos)
  • Add alternative text (alt text) description to informative images to explain what they show
  • Decorative images do not require alt text, as they don't convey information 
  • Do not link images, especially for navigation - for example a linked image of a button or tile
  • Check detailed guidance for how to upload and display images on a page

Videos

  • You can embed videos on your page (for example, from YouTube), and adjust the dimensions
  • Make sure any prerecorded video includes closed captions (CC) to describe dialogue and sound effects
  • The video will need audio description (AD) if there's visual information not explained in the main audio track
  • It's best practice to provide versions of your video that includes British Sign Language (BSL) interpretation, but this may not always be practical
  • Live video does not need to include CC, AD or BSL, but this is best practice and should be considered where appropriate 

Other media

We can embed the following types of media on suffolk.gov.uk: 

  • maps (such as Google maps) 
  • infographics (such as Piktochart)
  • digital magazines (for example PageTiger/Issuu)
  • audio content (which will need a transcript)

Follow the style guidance

The way we write should be consistent across every page on suffolk.gov.uk.

Make sure you know how to write things like:

  • acronyms
  • addresses
  • dates and times
  • money and fees
  • numbers and ages
  • units of measurement
  • web terms

Make your content accessible

Accessibility is not just about making content inclusive for people with disabilities and impairments. Accessible content is more usable for everyone. 

Content on suffolk.gov.uk should comply with Level AA of the Web Content Accessibility Guidelines (WCAG) 2.1.

Here's a summary of how to make your web content accessible:

Text content 

  • Page titles should be descriptive and not duplicated 
  • Headings should be descriptive, and properly tagged and nested
  • Link text should make sense in isolation (and not repeated for different link destinations)
  • Instructions should not rely on sensory abilities, such as vision
  • Tables should be simple, easy to use with a keyboard and have descriptions set using 'caption' 
  • Acronyms and initialisms should be explained in full the first time you mention them
  • Technical information requiring a high reading age should have a plain English summary
  • Content should be written and formatted so it's easy to scan and understand - see 'Writing for suffolk.gov.uk'

Images, video and audio content

  • Images used to inform should have alternative text (alt text) description added to explain what the image shows
  • Images used for decoration do not require alt text, as they don't convey information 
  • Images should not contain text (except logos) 
  • Videos (prerecorded) should include closed captions (CC) describing any dialogue and sound effects
  • Videos (prerecorded) should include audio description (AD) for any visual information not explained in the main audio track
  • Videos (prerecorded) should be made available featuring British Sign Language (BSL) interpretation where appropriate
  • Videos (live) including CC, AD and BSL is best practice, but not always practical and not mandatory on suffolk.gov.uk
  • Videos should have a title attribute included in the HTML embed code
  • Audio content should have a transcript 

PDFs and other documents

  • Titles should be descriptive and set in the file’s properties
  • Headings should be descriptive, set using Styles (not bold, underline or making the text bigger) and nested properly
  • Instructions should not rely on sensory abilities, such as vision 
  • Link text should make sense in isolation (and not used for different link destinations)
  • Images (including charts, shapes and icons) should have meaningful alt text description, and not contain text (except logos)
  • Tables should have a description, and be simple enough that you can tab through them (but never used for page layout)
  • Videos should include closed captions (CC), plus added audio description (AD) where needed
  • Audio content should include access to a transcript
  • Bookmarks should be added to long documents
  • Slides in PowerPoint decks have their own specific accessibility requirements, such as unique titles and reading order 
  • Spreadsheets in Excel have their own specific accessibility requirements, such as good sheet structure and setting column headings correctly
  • Check Accessibility should be used before saving and publishing to find accessibility issues, e.g. poor colour contrast
  • Documents should be made available in accessible alternative formats (such as easy read or large print) where appropriate

Maps

  • It's hard to make maps accessible (for example a Google Map embedded on a contact page)
  • If a map exists to provide directions, this information should be published in text format in addition to the map

If you're a suffolk.gov.uk editor you'll be able to view:

Make your content easy to find in search engines

Many people start their visit to suffolk.gov.uk by using a search engine. This means it's important people can find your content in Google.

You can make your page easier to find. You should: 

  • write titles, summaries and page content in terms people use to search 
  • ensure your sub-headings are well structured
  • avoid publishing information as images
  • add alternative text to images
  • add metadata to the page
  • avoid duplicating content 
  • not publish pages with little information
  • get links to your page from authoritative, trusted websites

Edit and proofread before publishing

Before you publish you should: 

  • edit your content to make it clearer and more concise
  • proofread it to spot typos and other errors

Common mistakes to avoid include: 

  • misspellings 
  • homophones
  • tautologies
  • apostrophes
  • technical differences, for example: fewer versus less

Manage your content after publishing

After you publish your content you should: 

  • keep your pages and documents accurate and accessible - you should regularly review them
  • understand how people are using your pages with Google Analytics
  • be prepared to work with the DCT on fixing issues, for example broken links 

For more detail about anything in this summary, read the full guidelines.

If you have any questions please contact digitalcontentteam@suffolk.gov.uk

This section includes: before you start

Before you start

What's the purpose of your page?

Every page on suffolk.gov.uk should have a purpose. Before you proceed be clear about:

  • who your page is for (your user)
  • what they need to do (user needs)
  • why they need to do it (how does it help them?)

What's the user journey?

Pages don't exist in isolation. They are one step in someone's journey through a website, online service or the internet in general.

Make sure you understand: 

  • where your user is coming from - what are they expecting to find when visiting your page?
  • what their task is, for example finding information or accessing a service
  • where they need to go next (the 'call to action', usually a link)

You should also think about how to help people 'self-serve' (complete their task themselves without contacting us).

What does your page need to include?

Before writing the actual content, make a bullet list of what the page needs to cover. It might help to format this as questions the page needs to answer. 

For example, an 'Apply for a skip licence' page list might include:

  • What is a skip licence? (Assume the user knows nothing)
  • How will the licence help the user?​
  • Who provides the licence and how does it work?​
  • What’s the eligibility to apply for the licence?​
  • Is there a cost or deadline when applying for the licence?​
  • How long will it take to apply for a licence?​
  • What does the user need to know/to hand before applying for a licence?​
  • What happens after the user applies for a licence?​
  • How does the user start applying for a licence?

You can see that this list is the basis of your page structure. 

You should now be ready to write a page that:

  • has a clear purpose
  • works as part of a user journey
  • includes all the content required to meet user needs  

This section includes: how people read on the web, front-loading, reading age, plain English, tone of voice, sentences and paragraphs, active voice, addressing the user, when to use 'we', contractions, behaviour nudges, writing about disability

Principles of writing for suffolk.gov.uk

Your content should come across as:

  • useful by answering a question or helping to complete a task
  • clear by writing simply so everyone can understand
  • specific by using precise language, such as 'must' for legal requirements
  • concise by only including what we need to tell people
  • authoritative by being straightforward, but not too casual or informal

How people read on the web

People read differently on the web compared to on paper.

They will scan web information, rather than reading every word, looking for what they need. Research shows that people only actually read 20 to 28% of a webpage. 

Website users will also read in an F-shape pattern. They scan across the top of the webpage, then down the left side and across to find what they need. 

This means your content should be written so people can easily scan it. Users should be able to understand the information without having to read every word in order. 

Front-loading

The way people read online means you should 'front-load' page titles, sub-headings and bullet points. This involves putting the words people are scanning for at the left of the title, heading or bullet.

Example: 'Roadworks in Suffolk', not 'Find out about roadworks in Suffolk'. 

Reading age

Applying a reading age to content tells us how hard it is to read. The higher the reading age, the more difficult it is to understand. 

There are many readability tests, such as the Flesch-Kincaid readability test

Many website users have a low reading age. This may be due to poor literacy skills, or because English is not their first language. 

You can make sure content easier to read and understand by writing simply and concisely. Simple writing makes content easier to understand for all users, not just those with a low reading age. 

For suffolk.gov.uk we aim for a reading age of 9 to 11 years old.

Test the readability of your content by using an online tool like Hemingway Editor

Plain English

You should write content simply, using plain English. This will make it easier for people to understand your information. 

Plain English means using short, simple and familiar everyday words. It avoids long words, technical language or jargon, which is vague and unspecific. 

For example, this sentence is full of jargon:

'We engage in horizon-scanning to anticipate future growth of demand for services.' 

You could instead write it in plain English:

'We plan for who might need to use our services in future.'

If you need to use legal, medical or other terms only known to specialists, explain what it means using plain English. 

Jargon to avoid

  • agenda (unless it's for a meeting)
  • deliver (pizza and letters are delivered, services are provided)
  • dialogue (we speak to people)
  • drive (you can only drive vehicles; not schemes or people)
  • foster (unless it's children)
  • horizon-scanning (more likely you’re planning for future needs)
  • impact (as a verb)
  • progress (as a verb – say what you’re actually doing)
  • strengthening (unless it’s strengthening bridges or other structures)
  • tackling (unless it's rugby, football or another sport)

Here is a longer list of words to avoid from GOV.UK

Everyday word alternatives

  • ‘buy’ instead of ‘purchase’
  • ‘about’ instead of ‘approximately’
  • ‘working with’ instead of ‘collaborating with’
  • ‘begin’ instead of ‘initialise’
  • ‘talking to’ instead of ‘engaging with’
  • ‘changes’ instead of ‘modifications’
  • ‘many’ or ‘several’ instead of ‘multiple’
  • ‘put in place’ instead of ‘implement’

Here is an A to Z of alternative words

Tone of voice

Your content should have a neutral and consistent tone. It should not have a distinct individual style. 

Websites are not a conversational medium. They are different to how we might communicate with a user on webchat or social media.

Example: 'You can contact us', not 'give us a ring'. 

Using a neutral tone ensures content is consistent and appropriate across every page. 

Sentences and paragraphs

Shorter sentences are easier to read.

Here's an example of a sentence that's too long: 

If a sentence in your webpage is over 25 words in length, try editing it into two or more shorter sentences without any unnecessary words included. 

Instead you should write: 

'Sentences over 25 words are too long. Edit long sentences into two or more shorter sentences.'

Separate two sentences using a full stop, not a semi-colon. 

Concise paragraphs are also easier to read. Try to break up long paragraphs into a series of short paragraphs. 

Sometimes a paragraph can be a single sentence. 

Active voice

Write using the active voice. It's clearer and more direct. Avoid passive language. 

Example: 'Report a pothole online' is active; 'Potholes can be reported online' is passive. 

You can find out if your writing is active or passive using Hemingway Editor

Address the user

Refer to the user as 'you' where possible. It helps make content clearer. 

Example: 'You can apply using the portal', not 'Applications can be made using the portal'. 

When to use 'we'

You can refer to Suffolk County Council or a specific service as 'we' if it's clear who 'we' are.

Users can arrive at a webpage from anywhere. So be clear in your title, summary and first paragraphs if 'we' are the whole council, a directorate or specific service.  

Contractions 

Use positive contractions such as 'you're' and 'we'll'. 

Do not use negative contractions such as 'can't' or 'don't'. These are harder to read, and users may misunderstand them. 

Using contractions does not make your content unprofessional or too casual. It's an everyday way of speaking that makes content feel more natural. 

Behaviour nudges

Nudges are psychological techniques used to shape a person's behaviour.

They've been used by companies for a long time. Now they're increasingly being used in the public sector, for example: to encourage better health choices. 

We use behavioural nudges to manage the user journey on suffolk.gov.uk. 

There are many reasons we might want use behavioural nudges. For example, to encourage people to contact us online. This saves money compared to phone calls.

Examples of nudges: 

  • '80% of people report a problem using our online tool' - emphasising online is the norm
  • 'The main way to pay is to use the online portal' - establishing digital is the default
  • 'If you apply by post it'll take longer to hear back from us' - here there's an incentive of quicker response
  • 'By contacting us online you help us spend more on front-line services' - this appeals to ego of having a positive affect on society

Nudges are not a 'dark art' if used for the right purposes. Our aims for nudging people are ethical and justified.

Research shows that nudges can work even if we're told we're being nudged. This means you can be transparent with users, and let them know why we are trying to shape their behaviour. 

Disability

Some tips for writing disability-related content:

  • Be consistent – try to avoid slipping into a patronising tone
  • Use appropriate terms (‘disabled people’ or ‘people with disabilities’, not ‘the disabled’)
  • Avoid medical labels – they reinforce stereotypes of disabled people as ‘patients’
  • Be mindful – many people don’t consider themselves ‘disabled’, but identify as having a ‘health condition or impairment’
  • Stay positive - avoid phrases like ‘suffers from’ or ‘confined to’ which suggest pain and victim status; use ‘has [condition or impairment]’
  • Write normally – aim to create content for disabled people in the same way you would for everyone else

Here is more guidance about words to use and avoid when writing about disability

This section includes: page titles, summaries

Page titles

Title length

Your title should be 65 characters or less (including spaces).

Longer titles are harder to read, and Google cuts off titles after 65 characters. 

Make your titles clear and descriptive

Most people who use suffolk.gov.uk start with a search engine, such as Google. Your page title should:

  • be written using the language people would search for
  • make sense on its own 

You should not use the terms most people use if there is a misconception. For example, it's the Register Office, not Registry Office. 

If you must use official terms in a page title, use plain language in your page summary.

Example: the 'Household Waste Recycling Centre' page should mention 'tip' or 'dump' in the summary. These are the keywords people may use when searching. 

Using ‘ing’ in titles

Use the active verb (for example ‘Apply’) if you use the page to start a task.

Example of good form title: 'Apply for a school place'.

Use the gerund (‘Applying’) if the page is about doing the thing, but you do it elsewhere.

Formatting your title

You should put the format type at the end of a page title, not the beginning. This follows our guidance about 'front-loading' titles and sub-headings. 

Examples:

  • 'New Lowestoft highways works consultation', not 'Consultation about the new Highways works'
  • 'Trading Standards guidance' not 'Guidance about Trading Standards'

Setting URLs

Keep your URL short - it doesn't need to include the full page title. 

If a page is several levels deep in the page tree, a long page URL means the full web address of the page could be very long. This can sometimes lead to issues accessing the page.

For example 'New Lowestoft highways works consultation' could just have the URL /lowestoft-highways-consultation.

You can contact the Digital Content Team to set a short URL for your page. This generates a web address that's:

  • more memorable
  • easier to share in marketing materials

An example would be suffolk.gov.uk/lowestoft-highways.

Summaries

Summary length 

Keep all summaries to 160 characters (including spaces). Google usually only shows the first 160 characters in search results. 

Describe the page content

The page summary is one of the things people see in search engine results (along with the page title and URL). So your page summary needs to clearly explain what the user will find on the page, and how it could help them. 

Example: the 'Blue badge scheme' page the summary could be:

'How to apply for a Blue Badge, the eligibility criteria, how to renew or replace your badge, and what to do if you are a new applicant.'

Include keywords in your page summary that people might search for but that you haven't included in your title. 

Do not repeat the title in your summary. Use the summary to expand on the title. 

Formatting your summary 

Keep summaries active and include a verb.

Examples: 

  • You can apply...
  • How to pay...
  • When reporting...

Summaries should end with a full stop. This can help people who use assistive technology like screen readers.

Avoid redundant introductory words

These do not tend to give the user any more information than what they would already assume.

Examples:

  • Information about...
  • A consultation on...
  • This form will allow you to...
  • Please complete...

Remove as much as you can without losing critical information.

This section includes: page length, inverted pyramid, sub-headings, bold text, bullet points, number lists, tables, shoutboxes, buttons, accordions and tabs

Page length

There is no limit to page length on suffolk.gov.uk. 

However, always make sure a content page is only as long as it needs to be. 

You can use the formatting guidance in this section to ensure your content is clear, concise, and easy to scan.

Inverted pyramid

The inverted pyramid is a practice where you put the most important information at the top of the webpage. 

The pyramid shape reflects that your writing should go from the broadest facts down to the smallest details. 

For example on an 'Apply for a school place' page, information about:

  • how, when and where to apply should be at the top
  • how we process applications should go at the bottom

Find out more on the Nielsen Norman Group website: Inverted Pyramid: Writing for Comprehension

Headings

Use headings to divide up the content of your page. This helps people scan the content and find information relevant to them. 

Headings must be descriptive, and properly tagged and nested.

Descriptive headings help people by making it clear what that section of the page is about. 

Tagging and nesting headings allows people, screen readers and search engines to understand the structure and order of the page. 

You can tag headings correctly by setting the right heading level from the options in the CMS. For example, the first heading after the page title should be 'Heading 2'.  

You should nest headings like this: 

  • Heading 1 is the page title
  • Heading 2 is used to divide the page into sections
  • Heading 3 is used to divide the content under a Heading 2
  • Heading 4 is used to divide the content under a Heading 3

If a page is only divided using Heading 3 or Heading 4 search engines and screen readers will see the page as 'missing' a Heading 2. 

If you use headings out of order - for example multiple Heading 3 uses then Heading 2 at the end of the page - screen readers would jump straight to the Heading 2. 

Do not use Heading 5, 6 and so on. Too many heading types are confusing. 

Do not link any part of headings. 

Bold text 

You can use bold to help users scan for important information, such as dates or costs.

Example: 'The deadline for applications is Friday 30 October'.

It can also be used for emphasis.

Example: 'Do not report this online if it's an emergency'.

Use bold sparingly to avoid it becoming meaningless and distracting. Some pages do not need any bold text. 

Do not bold a whole sentence, paragraph or link. 

Bullet points

Use bullet points to make lists easier to scan. Bullets are appropriate when the order of list items does not matter.

When using bullets:

  • write a lead-in line ending in a colon, for example ‘When using bullets:’
  • use lowercase at the start of each bullet if continuing the sentence
  • don’t use ‘or’, ‘and’ or a semi-colon after each bullet
  • don’t add a full stop after the last bullet point
  • limit yourself to 5-10 items per bullet list

Good example

On suffolk.gov.uk you can: 

  • report
  • apply 
  • pay

Bad example

On suffolk.gov.uk: 

  • you can report
  • you can apply
  • you can pay

Number lists

Use numbered lists to present ordered information.

For example, step-by-step instructions to complete a task:

  1. This is step 1
  2. Here's step 2
  3. And now step 3

Tables

Use tables to display information such and timetables, opening hours or budget figures. Do not use tables to control the layout of your page.

Example of a well formatted table: 

Opening hours

Monday to Friday 9am to 5pm
Saturday 10am to 4.30pm
Sunday Closed

Shoutboxes

Shoutboxes look like this. You can use them to highlight important information. 

Avoid overusing shoutboxes, as this makes them less noticeable. 

Buttons

Use buttons to highlight the most important link or download on the page.

This is known as a call to action. It's the main thing the user needs to do when visiting the page. 

For example, on the 'Pay an invoice' page, the link to the external payment form should be a button.

Example button 

Proceed to payment

The link text on a button should describe what happens when you click the button.

For example: On the 'Pay an invoice' page the button text should be 'Proceed to payment'. It should not say 'Make a payment' or 'Pay now' as the user can't complete their payment by clicking the button. 

Do not use more than one or two buttons on a single webpage. 

Accordions

Accordions are webpage features that expand to show more content. On this guide, "Formatting your content" is an accordion. 

Use accordions for long pages where the user may only need to look at one section of information. For example, FAQ pages. 

Treat the accordion title as a Heading 2. 

Tabs

You can use tabs to segment your page content. 

On suffolk.gov.uk, the first tab is always 'open' and displays its content. 

Use tabs for similar reasons to accordions, but where your page sections are limited. (You can only add up to 5 tabs on a suffolk.gov.uk webpage.)

Treat the tab title as a Heading 2. 

This section includes: links, documents, images, videos and other media

Links

How to format links

Links should make sense in isolation. 

It's also good practice to write link text as an action, starting with a verb. For example: 

You should set:

  • internal links (for a page on the same website) to open in the same browser tab
  • external links (for another website) to open in a new tab

Link practices to avoid

Do not:

  • link headings
  • use a full URL as the link text
  • use generic link text such as 'click here'
  • repeatedly use the same link text for different links
  • list links under generic 'further information' headings

Documents

How to publish information

Publish information as website content (HTML) rather than files (such as PDFs) wherever possible. 

This is because PDFs: 

  • do not change size to fit a web browser
  • are not designed for reading on screens
  • don't allow us to track how people use them offline
  • can be hard for some people to access
  • are harder to keep up to date

More information: Why GOV.UK content should be published in HTML and not PDF

'Open' versus 'closed' file formats

Don’t save documents in formats such as .docx or .xlsx. These are ‘closed’ formats, which means they can’t be opened and edited in all software applications.

Use .doc or .csv instead, which are open ‘formats’. 

Document file names

Give all files you upload a meaningful file name. Do not use vague file names, for example, v62.pdf or application-form.pdf.

A good file name will make sense to the user if they find it in their download folder. It also makes it easier to analyse data in Google Analytics.

The file name should:

  • be written entirely in lowercase
  • use hyphens or underscores instead of spaces
  • make sense out of context, for example, v62-application-vehicle-registration-certificate.pdf

The file name should not include:

  • a version number, ‘draft’, ‘clean’ or ‘final’, unless those words are part of the document title
  • a date, unless the date is part of the document title, for example, a business plan for 2016 to 2017

Document file size

The maximum file size for suffolk.gov.uk is 5MB. You should aim for your file to be less than 1MB if possible.

There are many free online tools that can shrink your file size. 

Formatting your document link

The format for document links should make sense in isolation. It should also include a verb if possible (making the link an action). 

Include the file type and size in brackets after the document link. 

Good example: Download the example document (Word, 12KB)

Bad example: You can download the document here

Document accessibility

Be sure to read the guidelines section on accessibility to make your documents more inclusive.

Images

Types of image

There are three main types of image: 

  • informative - which help to explain something visually
  • decorative - to improve the look and feel of the page
  • functional - for a user action, such as a print icon or 'start' button

How to use images

Use images to inform the user. 

Avoid using images for decoration (unless the page serves a specific marketing or promotional function). 

  • informative example: an image showing pothole depth is informative, as it can help explain what a dangerous pothole looks like
  • decorative example: an image of children in a classroom on a school term dates page is decorative, as it does not help explain anything

Functional images like buttons and navigation tiles should be added to a page using built-in CMS options, not by inserting an image file. 

Adding description to your image

Add alternative text (alt text) description to your image. This tells people with screen readers what the image shows. It'll also help people find your page through search engine image results. 

For example, 'A dangerous pothole with a depth of X centimetres' is good alt text for an informative image. 

You don't need to start alt text with 'Image of...' as screen readers will announce that it's an image before reading out the alt text. 

Decorative images do not require alt text, as they don't convey information.

Image practices to avoid

Do not link images, for example an image of another website to take the user to that site. 

Do not publish images containing text (except logos). This can be hard to read, and makes the information inaccessible to screen readers and search engines. 

Uploading and adding images to a page

Images uploaded to suffolk.gov.uk should be:

  • a JPG or PNG file format
  • maximum 1200px wide 
  • less than 1MB file size

You should usually display images on a page in these dimensions: 

  • 1200px wide for a full-width landing page image
  • 850px wide for a typical content page feature image (top of the page)
  • 400px wide with text wrapping around if positioned in the body of the page

Videos

You can embed YouTube videos on suffolk.gov.uk and change the dimensions as needed. 

Your video (if prerecorded) should include closed captions (CC) for things like dialogue and sound effects. It may also require audio description (AD) if there's visual information not described in the main audio track. 

It's best practice to also provide a version of your video that includes British Sign Language (BSL) interpretation, but this may not always be practical. 

Live video including CC, AD and BSL is best practice, but not always practical and not mandatory on suffolk.gov.uk.

You should add a 'title' attribute using HTML when inserting the video on the page. 

Other media 

We sometimes embed other media formats on suffolk.gov.uk. For example, Google maps or digital magazines using publishing tools such as PageTiger or Issuu. 

Please ask the Digital Content Team about adding non-standard media to a page. 

This section includes: abbreviations, acronyms, addresses, capitalisation, dates and times, hyphens, italics, money and fees, numbers and ages, quotations, semi-colons, singular and plural, symbols, units of measurement, web terms

Abbreviations

Avoid abbreviating words and phrases. They are harder to read, and may sound confusing when using a screen reader.

For example: write 'for example' in full rather than 'e.g.'

Acronyms

When first mentioning an acronym on any page, write in full with the acronym in brackets.

For example: start by writing ‘Multi-Agency Safeguarding Hub (MASH)'. You could then refer to 'MASH' for the rest of the page.

Addresses

When writing addresses use the format:

Suffolk County Council,
Endeavour House,
8 Russell Road,
Ipswich,
Suffolk,
IP1 2BX

Capitalisation

Capital letters make sentences harder to read.

Begin page titles with a capital letter and continue in lowercase.

Example: 'Apply for a school place' not 'Apply For a School Place'. 

Never write in all capitals; it looks like shouting. The exception to this is when using acronyms or initialisms, for example ACS, DVLA or HMRC.

Dates and times

Use the date format ‘Thursday 16 October 2018’ 

Do not use 24-hour clock - this requires extra effort for the user to 'convert' the time. Write '5pm' not '17:00'.

Write date and time ranges using the format 'Monday to Friday, 9am to 5pm' not 'Mon-Fri, 9am - 5pm'

Be specific with dates if you can.

Example: 'Applications open on Monday 12 September' not 'Applications open next Monday'.

Hyphens

Examples of words on suffolk.gov.uk that should include hyphens:

  • by-election
  • co-ordinate
  • in-house
  • on-site

Words that shouldn't have hyphens:

  • email
  • ebooks
  • ecommerce
  • online

Italics

Do not use italics on suffolk.gov.uk. 

Italics are harder to read online, and can add tone to information which we want to avoid. 

Money and fees

Write money in the format: £2.50; £250; £2,500, £25,000, £250,000; £2.5 million; £2.5 billion.

Numbers and ages 

The conventional way to format numbers is to spell numbers up to ten, then use digits for larger numbers. For example, 'nine', ten', '11', '12'. 

On suffolk.gov.uk, always use digits unless you're starting a sentence with a number.

Example, you would write 'There are 3 ways to apply', but 'Three ways you can apply'. This makes it easier for people to scan for numerical information.

The format for large numbers is: 100; 1,000; 10,000; 100,000; 1 million; 1 billion. 

Write decades using the format ‘1980s’, not ‘1980’s’, ‘80s’ or ‘eighties'.

When writing ages, use the formats 'The 21-year-old woman' and 'The woman is 21 years old'. 

Quotations

Write quotations like this:

  • The councillor said: “This is an example quote.”
  • The councillor said he was “very happy” with his quote.
  • The councillor said he’d give one more quote that was “great”.

When dividing long quotations into shorter paragraphs, use this format:

The fire officer said: “I like giving example quotes too.

“It’s useful to know how to write quotations so I can teach others.

“I especially like quotes that continue onto three or more lines.”

Semi-colons

Do not use semi-colons to separate two sentences. Use a full stop instead.

Semi-colons are harder to read and may not be understood by users. 

Singular and plural

Write collective nouns as singular entities. This includes companies, governments and other organisations or groups. 

Example: ‘Suffolk County Council is’ not ‘Suffolk County Council are’.

Symbols 

Do not use asterisks (*).

Do not use ampersands(&). For example, write 'Roads and transport' not 'Roads & transport'.

Do not add exclamations(!). If you need to highlight important information use bold text for the relevant part of the sentence. 

You can use the symbols for percentage ('%') and the pound sign ('£').

Units of measurement

Use metric units on suffolk.gov.uk.

If you need to use imperial units, provide a conversion to metric units. For example, 'The road is 10 miles (16km) long.'

Write temperatures in the format 'Today's temperature is 23C'. 

Web terms

When linking to a website use the format 'suffolkjobsdirect.org'. Do no include 'http://www.' prefix characters or any unnecessary slashes. 

Write: 

  • website not web site
  • webpage not web page
  • webchat not web chat

This section includes: summary guidance, text content, headings, links, images, video and audio content, PDFs and other documents, maps

Accessibility, compliance and responsibilities

Accessibility is not just about making content inclusive for people with disabilities and impairments. Accessible content is more usable for everyone. 

Content on suffolk.gov.uk should comply with Level AA of the Web Content Accessibility Guidelines (WCAG) 2.1.

This is an international best practice standard, and from 23 September 2020 it'll be a legal requirement.  

You can read our accessibility statement for suffolk.gov.uk. This explains our level of compliance with accessibility standards and regulations. 

As a website editor the content that you’re responsible for making accessible includes:

  • text content
  • images, video and audio content
  • PDFs and other documents
  • maps (for example Google maps embedded in a page)

As website admins and coordinators the Digital Content Team (DCT) is responsible for:

  • interactive tools and transactions (such as forms or decision trees)
  • mobile responsiveness (how usable the website is on different devices)
  • navigation and search functionality
  • design (for example fonts and colour contrast)
  • pop-ups and other dynamic content (such as feedback forms) 
  • HTML checks 

The DCT is also accountable for the overall compliance of suffolk.gov.uk with accessibility standards and regulations. 

Summary: how to make web content accessible

Text content 

  • Page titles should be descriptive and not duplicated 
  • Headings should be descriptive, and properly tagged and nested
  • Link text should make sense in isolation (and not repeated for different link destinations)
  • Instructions should not rely on sensory abilities, such as vision
  • Tables should be simple, easy to use with a keyboard and have descriptions set using 'caption' 
  • Acronyms and initialisms should be explained in full the first time you mention them
  • Technical information requiring a high reading age should have a plain English summary
  • Content should be written and formatted so it's easy to scan and understand - see 'Writing for suffolk.gov.uk'

Images, video and audio content

  • Images used to inform should have alternative text (alt text) description added to explain what the image shows
  • Images used for decoration do not require alt text, as they don't convey information 
  • Images should not contain text (except logos)
  • Videos (prerecorded) should include closed captions (CC) describing any dialogue and sound effects
  • Videos (prerecorded) should include audio description (AD) for any visual information not explained in the main audio track
  • Videos (prerecorded) should be made available featuring British Sign Language (BSL) interpretation where appropriate
  • Videos (live) including CC, AD and BSL is best practice, but not always practical and not mandatory on suffolk.gov.uk
  • Videos should have a title attribute included in the HTML embed code
  • Audio content should have a transcript

PDFs and other documents

  • Titles should be descriptive and set in the file’s properties
  • Headings should be descriptive, set using Styles (not bold, underline or making the text bigger) and nested properly
  • Instructions should not rely on sensory abilities, such as vision 
  • Link text should make sense in isolation (and not used for different link destinations)
  • Images (including charts, shapes and icons) should have meaningful alt text description, and not contain text (except logos)
  • Tables should have a description, and be simple enough that you can tab through them (but never used for page layout)
  • Videos should include closed captions (CC), plus added audio description (AD) where needed
  • Audio content should include access to a transcript
  • Bookmarks should be added to long documents
  • Slides in PowerPoint decks have their own specific accessibility requirements, such as unique titles and reading order 
  • Spreadsheets in Excel have their own specific accessibility requirements, such as good sheet structure and setting column headings correctly
  • Check Accessibility should be used before saving and publishing to find accessibility issues, e.g. poor colour contrast
  • Documents should be made available in accessible alternative formats (such as easy read or large print) where appropriate

Maps

  • It's hard to make maps accessible (for example a Google Map embedded on a contact page)
  • If a map exists to provide directions, this information should be published in text format in addition to the map

If you're a suffolk.gov.uk editor you'll be able to view:

Text content

Page titles

Your page should be titled properly.

If it's not, users won’t understand what it's for and will struggle to find what they need using search.

Make sure your page title is descriptive, meaningful and suggests in plain English what the page is about.

For example, 'Apply for a school place' is more helpful than simply 'School applications'.

Check that none of your titles are duplicated. If two pages have the same title, how is the user supposed to know which one to use?

Headings

It’s important that any headings you’re using are descriptive, and properly tagged and nested.

Descriptive headings are helpful because they clearly tell people what that section of the page is about. 

Tagging and nesting your headings properly means people and screen readers can understand the structure and order of your page. 

Never use bold, underline or bigger text size to try and signify a heading. 

For more details of how to tag and nest headings see the 'Formatting your content' section of the guidelines. 

Links

The link text you’re using should clearly explain where any links will take the user.

This is important because screen reader users often scan through lists of links in isolation. This means they don’t have the surrounding context to help them understand what the link is for.

If the link text still makes sense in isolation and clearly explains where the link goes, it’s likely the text you’re using is accessible.

If you’re using link text like ‘click here’ or ‘more information’ then you’re probably not meeting this requirement, as link text like that doesn’t describe where the link will go or what it’s for.

You can find guidance on writing good link text if you’re not sure.

Instructions

You need to make sure you’re not conveying instructions in a way that relies on a user’s ability to see the page.

For example, only sighted users will understand instructions like ‘click the green button’.

Users who can’t see the page won’t know what you’re referring to, because instructions like that rely on visual descriptions.

Tables 

Keep your tables simple. Avoid complex tables with nested, merged or blank cells. You should be able to easily tab through a table using a keyboard, cell by cell and row by row.

Tables should have descriptions, set using 'caption' (not a heading above the table).

Acronyms and initialisms 

These should be explained in full the first time you mention them.

For example you could write 'Adult and Community Services (ACS)' initially, then 'ACS' throughout the rest of the page. 

Technical information 

Any document or page content requiring a high reading age should be accompanied by a plain English summary.

For example, if your page included a legal document about planning regulations you should add an explanation of what the document is about in simple language. 

Images, video and audio content

Image description

Images used to inform should have alternative text (alt text) description to explain what the image shows. Without this, anyone using a screen reader would miss out on what the image is being used for.

The alt text can be left blank for decorative images, as these don't convey information the user needs to know. 

If you're in doubt about whether your image is informative or decorative, add alt text. 

Images containing text

Your images should not contain text (unless the image is decorative and not intended to communicate information).

This is because screen readers won’t be able to read the text within the image. The information should be published as normal page text instead.

This doesn’t include logos and brand names - it’s okay for those to contain text.

Audio content description

Your videos or audio content should be clearly described so that users who can’t hear them can still access the information.

This means checking that videos have closed captions (CC) explaining any sound effects and dialogue. 

It's best practice to also provide a version of your video that includes British Sign Language (BSL) interpretation, but this may not always be practical. 

You should also include transcripts for any audio content you publish.

Audio descriptions for video content

Your video may cover something that’s not described in the audio track – the contents of a chart or graph, for example.

If you were only following the audio, you’d miss this information. To make sure users can access the information they need, you’d need to add audio description (AD) to describe anything not covered in the main audio track.

Sign language interpretation

It's best practice for both prerecorded and live video to be available featuring CC, AD and British Sign Language (BSL) interpretation, but this not always practical and not mandatory on suffolk.gov.uk.

PDFs and other documents

If you're a suffolk.gov.uk editor, you can read our guide to creating accessible documents for full guidance relating to PDFs and Microsoft Office documents.

Titles 

A document title is metadata. It will display at the top of the document’s application or in the tab of a web browser.  

If someone’s using a screen reader (a type of assistive technology that reads out the content of the document) the title will be the first thing it recognises. 

To set the title in the document's properties, right-click on the file in Windows Explorer and select: Properties > Details > Title 

Headings 

If you simply use bold, underline or larger font size to signify a heading, a screen reader won’t be able to differentiate this from normal text.  

When headings of a document are set correctly (using Styles) and nested properly, a screen reader will recognise that they are headings and understand the structure of the document. Anyone using a screen reader will then be able to scan through the headings in the right order to find the information that’s relevant to them. 

You should set the headings in a Microsoft Word document by highlighting your text and selecting the relevant heading using Styles (e.g. Heading 2).  

Be sure to nest your headings properly. For example, don’t start using Heading 3 then later start using Heading 2 – a screen reader will jump to the first Heading 2 thinking that’s the first heading in the document.  

Instructions 

If instructions are conveyed in a way that relies on someone’s ability to see a document clearly, this will exclude some people, e.g. those with visual disabilities or impairments. 

Check that you’re not referring to any instructions in the visual context of the document.  

For example, “Find our contact details in the green box below” is not inclusive as it relies on people being able to see colours and shapes. 

Links 

People using screen readers often scan through links without the surrounding context of a page.  

This means links need to make sense in isolation. You should understand what will happen and where you’re going by the link text alone.  

It’s also good practice to write the link text as an action, starting with a verb, e.g. ‘Read, download, visit, find out…’ 

Do not use the same link text for different destinations, for example Download annual report” where each link takes you to a different year’s report. 

Images  

A person may not be able to see non-text content in a document if they’re using a screen reader or have a visual impairment. 

You can add alternative text (alt textto describe what the image shows. E.g. a photo of a firefighter might have the alt text: “Image of a firefighter putting out a fire”. 

Screen readers and some people will also struggle to make out text in images. So avoid using images containing text (unless it’s a logo).

Never use images of tables, for example a screenshot you paste into a document.

Tables  

Some people may not be able to access the information contained in a table if they have a disability or impairment. 

For example, someone with a visual impairment will need thtable structured in a way that their screen reader can understand. Someone with a mobility issue might need to access the table using only a keyboard.  

Keep tables simple. Make sure the relationship between the data make sense.  

Complex tables with nested, merged or blank cells are difficult for people using assistive technology, so avoid them if possible. You should be able to easily tab through a table using a keyboard, cell by cell and row by row.  

It’s good practice to add a description for tables in the surrounding text, explaining any important information shown, e.g. ‘Table of pothole repairs for Suffolk, showing that the rate of repairs has increased 20% since 2018’.  

Video and audio  

If you insert video or audio content into your document – e.g. a PowerPoint presentation – you need to make sure it’s accessible.  

People with a hearing disability or impairment may not be able to hear the dialogue or sound effects for your video. Without captions they wouldn’t be able understand the video.  

People with a visual disability or impairment may not be able to see your video. They’re relying on the audio track (dialogue and sound effects) to understand the video.  

Obviously audio files (e.g. an MP3 recording or embedded SoundCloud track) are not inclusive for people who cannot hear.  

Every pre-recorded video should include closed captions (CC). These should describe audio such as dialogue and sound effects. (It may not be possible to add accurate captions to a live video stream.) 

If information is presented in the video that’s not described in the audio track (e.g. a title or table not mentioned by the dialogue), then audio description (AD) needs to be added to the video.  

Where audio is added to a document, you should include access to a transcription.  

Bookmarks  

Long documents can be hard to use for people with screen readers. Adding bookmarks can help them skip through the content to information that’s relevant.  

Slides 

We only publish a relatively small number of PowerPoint files (.pptx) online 

However many PowerPoint slide decks are converted and published as PDFs (carrying over accessibility issues). 

Many of the instructions for making PowerPoint slide decks accessible are the same as general Office document guidance, for example adding alt text to images and ensuring links make sense on their own. 

Specific accessibility guidance for PowerPoint includes: 

  • when creating a new slide, use the built-in slide layout options 
  • setting a unique title for every slide 
  • use large text size (18pt or more) and sans serif font  
  • having enough white space (don’t overwhelm people with ‘busy’ slides) 
  • checking the reading order for every slide – this is the order screen readers will read out elements such as titles, text and images 

Spreadsheets 

We only publish a relatively small number of Excel spreadsheet files, but it’s important that they’re all accessible.    

Many of the instructions for making Excel spreadsheets accessible are the same as general Office document guidance, for example adding alt text to images and ensuring links make sense on their own. 

Specific accessibility guidance for Excel includes: 

  • having good sheet structure, which involves: 
  • logical sheet content order (going left to right, top to bottom) 
  • the A1 cell including information about the sheet (like a webpage title) 
  • giving all sheet tabs unique names 
  • avoiding blank rows, columns and sheets 
  • specifying column header information (set using Header Row, not styling) 
  • using text wrap to better format column/row width and height 
  • not hiding items (confusing if using a screen reader) 
  • not using Excel for anything other than spreadsheets and charts 

Accessibility Checker 

The ‘Check Accessibility’ feature is a built-in support tool in Office documents. It’ll help you ensure your document is accessible before saving and publishing.   

You simply need to select Review > Check Accessibility to bring up the tool.  

It may be worth referring to the checker regularly as you work through a document. This could prevent repeating the same accessibility mistake – saving time compared to checking accessibility only when you’re finished.   

Alternative formats

Documents should be made available in accessible alternative formats (such as easy read or large print) where appropriate. For example, for service information aimed at people with learning disabilities. 

It is not always practical to make all documents available in all formats, so it is not expected for every document on suffolk.gov.uk. 

Users can ask for content in an accessible alternative format of their choice, and we must consider their request. 

Maps

It’s very hard to make a map itself accessible to people who have visual impairments using some sorts of assistive technology.

However you should provide an alternative for users who aren’t able to use the map. For example, you’re presented not only with a map you could use to navigate, but also with a text address any user could access.

Check any maps on your webpages to see whether you’re providing alternative routes for users who can’t use the map.

This accessibility guidance for suffolk.gov.uk is based GOV.UK's guidance on doing a basic accessibility check

This section includes: why search is important, how search engines works, how to optimise your web content

Why search is important

Most people start their search for information online using a search engine.

Half of visits to suffolk.gov.uk start with someone using a search engine, such as Google. 

This means it's important that users can find your pages using search engines. 

How search engines work

Search engines aim to present the most relevant results for any search term. 

They do this by first building up an index of webpages on the internet. 

They then use a complex algorithm to rank pages for different search terms.

It's thought there are over 200 factors influencing the Google search algorithm.

Search Engine Optimisation (SEO) is the process of improving the ranking of your webpage on search results. 

SEO is a complicated and specialist practice. However, as a content editor you can influence how high your page appears for relevant search terms.

How to optimise your web content

Publish on an authoritative domain

Authoritative domains such as gov.uk or nhs.uk are more trusted by search engines. This means pages on those websites rank higher on search results pages. 

All pages on suffolk.gov.uk are considered authoritative and trustworthy. If you have the choice between publishing content on this website or a non-gov.uk domain, opt for suffolk.gov.uk; it will mean your page is more likely to rank highly with search engines. 

Meet the user need

Make sure your content is relevant and answers the questions people will have. 

If people visit your page and immediately return to their search results Google may think your page is not relevant. 

Include keywords people use to search

Write your page title, summary and content using the words and phrases people would use when searching. 

Do not try to 'trick' Google by repeating keywords unnaturally. This may result in a penalty, where Google stops your page from appearing on results pages. 

Make sure your page is well written and formatted

Write clear, concise and descriptive page titles, summaries, sub-headings and content. This helps both search engines and users understand what the page is about. 

Ensure your sub-headings are in a logical order. 

Do not put information in images

Search engines cannot read information in images, for example: text overlaid onto photos. 

If a lot of your page information is contained within images, search engines will think the page doesn't have much content. 

Add alternative text to photos

When you add photos to a page make sure you add alternative text (alt text). This helps the image (and page) show up in Google Image search. 

Avoid sparse pages or duplicate content

Google may penalise your website if it contains a lot of sparse pages or duplicate content. This means your website would not rank highly on search results pages. 

This would only apply to a trend found widely across a website, not just an individual page. 

Complete the page metadata

You can add metadata to your page when editing it in the Content Management System (CMS). 

This metadata is only read by search engines, and provides more information on what the page is about

Fix any usability issues

Make sure your page doesn't have issues that would cause a bad user experience, for example: broken links. 

Acquire good links from other websites

Search engines look at links to a page from other websites as 'votes' that your page is relevant and useful. 

Getting links from trustworthy and authoritative websites will help your page rank higher in search results. For example, if you publish a page related to healthcare for young people, links from NHS, university and other relevant websites will be beneficial. 

Be aware that it can take days or weeks for search engines to fully take account of all the links to your page and adjust its search ranking. 

Avoid bad links from other websites

If a lot of spam or low quality websites are linking to your page, search engines may penalise your page or website. 

There are lots of online tools to help monitor inbound links to a website. You can ask the Digital Content Team for more details. 

This section includes: editing, proofreading, misspellings, homophones, apostrophes, other common mistakes 

Editing and proofreading 

You should edit and check your content before publishing. 

Editing

You should edit content to be clearer, simpler and easier to scan. This can include:

  • rewriting in simpler language (plain English)
  • splitting sentences over 25 words into two or more shorter sentences
  • turning dense paragraphs into several shorter ones
  • deleting redundant words 
  • checking for readability using a tool like Hemingway 

Proofreading

To spot mistakes in your writing you can: 

  • spellcheck, but do not rely on it (it will not tell you if you’ve used a word in the wrong context)
  • change the font to make it unfamiliar
  • print it out so you're reading it in a different context
  • read it aloud
  • read it backwards
  • ask someone else to read it 

Common mistakes to avoid

Below are some common mistakes made by content editors. 

Misspellings

Write using British English, not American English.

Examples:

  • ‘recognise’ not ‘recognize’
  • ‘focused’ not ‘focussed’
  • ‘holiday’ not ‘vacation’
  • ‘pavements’ and not ‘sidewalk’
  • ‘lift’ not ‘elevator’

Make sure your spellcheck is set to British English. Refer to the Oxford English Dictionary if you’re ever unsure.

Homophones

These are words that are pronounced and spelled similarly, but have different meanings.

Make sure you’re using the correct versions of the following:

  • affect/effect
  • complement/compliment
  • formerly/formally
  • licence/license
  • practice/practise
  • principal/principle

Tautologies

This is when you use additional words that are unnecessary.

Examples of tautologies are:

  • new innovation 
  • mutual co-operation
  • past experience
  • honest truth

Apostrophes

Apostrophes are used to indicate possession or omission of words. 

Below are correct uses of apostrophes: 

  • This is Thomas' room
  • This is Thomas's room
  • Work will start in two weeks' time
  • Today's the day
  • You'll be contacted soon

Do not use an apostrophe when writing the plural of something, for example: there are 20 worker's. 

Other common mistakes

It’s easy to use the wrong version of the words below. Ensure you’re using the correct instance of the following:

  • a/an
  • farther/further
  • fewer/less
  • it’s/its
  • that/which
  • they’re/their
  • who’s/whose
  • your/you’re

This section includes: information accuracy, using analytics, monitoring issues

Keep your content up to date

You're responsible for ensuring your online information is accurate and accessible.

You should regularly review your pages to ensure content and documents are inclusive and up to date. 

Understand how people use your content

You can find out how people are using your pages with Google Analytics

Monitoring content for issues (quality assurance)

The Digital Content Team uses quality assurance software Siteimprove to monitor suffolk.gov.uk for issues. 

We may contact you about the following types of problems with your pages:

  • broken links
  • misspellings
  • poor readability
  • accessibility issues
  • SEO issues

Please email digitalcontentteam@suffolk.gov.uk with any questions about managing content. 

Last updated

These guidelines were last updated on 2 December 2019.