The Ultimate Guide to Becoming a Driving Instructor

ULTIMATE GUIDE TO... Intelligent Instructor

BECOMING A DRIVING INSTRUCTOR BECOMING A DRIVING INSTRUCTOR

How to qualify

Prepare for the challenges ahead

Training tips

Learning made more effective

Part 3 test prep

Easing the way to ADI qualification

Develop your essential skills

Lesson planning, risk management, building rapport

Business advice

How to start out as an ADI

AL SUTTIE EDITOR

FOREWORD

WELCOME to the Intelligent Instructor Ultimate Guide to Becoming a Driving Instructor. If you’ve not already started your journey to being a Driving Instructor, this guide is an essential first step to working in an exciting, fulfilling industry where you are not only teaching a vital life skill but actively helping to improve road safety.

We look at all the key stages on the way to becoming an Approved Driving Instructor (ADI). There is also valuable insight from many experienced ADIs on a wide range of areas you need to know about, such as how to teach and keep on learning on your exciting journey ahead.

Becoming an ADI requires commitment and energy, but you are already on the way to success by reading our guide. Good luck for your training and new career as a Driving Instructor!

THE TEAMGET IN TOUCH

PUBLISHER: Richard Storrs EDITOR:

The ups and downs of a DRIVING INSTRUCTOR

Becoming a Driving Instructor offers a rewarding, involving career, but there is plenty to consider before committing. Here, we look at the pros and cons of the job.

Fancy a job where you get to meet lots of interesting people, make a positive impact on their lives, earn a good salary, work flexibly, and indulge in your passion for driving? This isn’t a job application to be the next Lewis Hamilton, but it is what inspires many of us to look at becoming an Approved Driving Instructor. That coveted ADI

status is a key goal in the driving instruction process, but there is plenty to consider beforehand for anyone looking at this as their career. Here, we look at the key benefits of being a Driving Instructor, as well as some of the downsides you will need to weigh up just as with any job – even a Formula 1 star!

First off, anyone thinking of being a Driving Instructor must have an interest in other people. If you enjoy interacting with new people regularly and helping them to learn a vital new skill, this is the perfect role for you. There are hundreds of thousands of learner drivers at any one time and almost all of them choose professional

driving instruction for at least part of their training ahead of sitting a driving test. There is also a large backlog of pupils waiting to sit their driving tests, so ongoing tuition is needed by many of them to maintain their driving skills at the standard required to pass the test. This is welcome news for anyone looking to become a Driving Instructor as it means there is plenty of work available.

Even with the high demand for Driving Instructors, there is still plenty of scope for the job to be flexible for you. By

managing your diary, especially with apps such as Drive.Day, you can organise your working day, week, and month to suit your schedule and family life. Few other jobs allow you this degree of flexibility and it’s why many Driving Instructors enjoy a high level of job satisfaction as they don’t feel they are tied to someone else’s timescales.

However, as a Driving Instructor, you will also have to be flexible about when you work if you intend it to be your full-time occupation. Many pupils will want to fit in lessons around their own working lives or school times, so you may have to start work early in the morning or work evenings and weekends. The upside to this is it can give you time to yourself through the week to relax or take care of administrative tasks. It’s also time you can use for exercise to counter the hours you spend in the car while giving lessons.

Even when you might have to work outside of what many will think of as normal office hours, becoming a Driving Instructor gives you the chance to be your own boss. Whether you opt to work with a franchise or as an independent, you are largely in charge of your own work schedule, how many pupils you take on, and the hours you work.

Being the boss does come with responsibilities, so you will have to learn a lot of skills that

are not directly related to teaching a learner to drive. These skills are important to running a business, though, which is what you are doing as a Driving Instructor. Some people are more organised than others and are happy with admin, so it’s an important point to consider when thinking about becoming an instructor. Are you willing to look after payments, bills, tax, vehicle running costs, marketing, a website, social media, and ongoing development for you and your business? Don’t panic if that all sounds too much – you can still become a Driving Instructor but perhaps working for a franchise is a better option where much of this additional effort is taken care of for you.

At its core, of course, being a Driving Instructor is about people, and you will get to meet all sorts as pupils. Being friendly, courteous, interested, and professional is the ideal mix of traits for a Driving Instructor, and you can brush up on them as part of your ongoing development to further improve rapport with students. You will also learn endless patience with other drivers on the road, who are not always as considerate of a learner as they should be.

As well as the huge variety of people you will meet, being a Driving Instructor is also a great career for ongoing professional development

“ Few other jobs allow you this degree of flexibility and high level of job satisfaction”

The national standard for driver and rider training can help. It explains everything you'll need to include in a structured learning programme:

� knowledge

� skills

� understanding

Read more about the standard and the learning to drive syllabus:

www.gov.uk/dvsa/driving-standards

ADI code of practice

The approved driving instructor (ADI) code of practice sets out how driving instructors should:

� behave in their personal conduct and business dealings

� advertise their services

� settle disputes with their pupils

www.gov.uk/dvsa/adi-code

opportunities. Qualifying as an ADI is not the end of the process as you will experience Standards Checks throughout your career to ensure you are maintaining the required standard of training. However, beyond that you can also look at a number of other areas to develop your skills and many Driving Instructors add to their skills so they can teach Potential Driving Instructors. You can also learn new methods and techniques to help pupils, which is highly recommended as no two pupils will ever learn in exactly the same way. The more you can adapt your teaching practices to suit, the greater number of pupils you can teach and progress through to a successful driving test pass.

On top of the broad mix of people you will meet, being a Driving Instructor also means you are rarely in the same place two days in a row. This keeps the work interesting as you teach pupils in different

environments, and also teach learners at varying stages of ability. Another big plus point for many Driving Instructors is that, over time, they become an important part of their community. There are many instructors who have taught generations of the same family to drive, and being part of a community’s fabric also helps your business as your name is trusted and passed around learner drivers.

Lastly, we cannot talk about why you should consider a career as a Driving Instructor without mentioning the financial side of the job. Your earnings will depend greatly on how many hours per week you work. Some Driving Instructors prefer to work part-time to fit in with their lives, but most are full-time. The salary range is broadly between £30,000 and £50,000, though you will have to factor in all the usual taxes and outgoings, plus the cost of your car, insurance, and

“The more you adapt your teaching practices, the more pupils you can teach”

maintenance. Even so, there is the potential for a very good living as a Driving Instructor.

One other point to bear in mind for anyone starting out their journey to becoming a Driving Instructor is you can earn while you learn. As a Potential Driving Instructor, you can start to charge for lessons before you have passed the Part 3 exam. This requires you to have a PDI licence and you can only work in this way for up to six months. Even so, it’s a great way to gain practical experience ahead of sitting the Part 3 exam and help cover the expense of insurance and vehicle running costs.

IT’S O�.

BECOME A DRIVING INSTRUCTOR WITH THE

You can choose between two training options:

• Premium one-to-one training

• VR training

Earn while you learn…

Start teaching real pupils and get your career moving with our Trainee Partner franchise once you’ve: Passed your Part 2 Completed 40 hours of Part 3

LAURA MORRIS GO GREEN DRIVING INSTRUCTOR TRAINING

Do your RESEARCH

There are so many training options available, it’s important to know what it includes and how it’s structured.

Looking for a local trainer early on is beneficial so that you have support, a point of contact to ask questions and help you network in your local area, and so you can start your practical Part 2 training early on. Local trainers will often be happy for you to observe their lessons to gain experience.

Having a trainer who isn’t local is also an option, especially if they come highly recommended and you wish to train with them. There’s nothing wrong with this and buddying up with a local instructor too.

Different franchise options will suit different PDIs, depending on your circumstances. For example, some franchises include the use of a car and insurance, though often with a higher franchise fee. Smaller or local franchises may offer cheaper franchise rates but you need to source your own car.

Doing your research is vital. You may have had good recommendations for a national franchise, yet the local trainer might not suit your needs and style. Ask to speak to the trainer you will be allocated, especially if you are training through a franchise. Furthermore, ask to speak to PDIs who are training with your trainer, and seek other recommendations and reviews. Don’t feel pressured into making a decision – take time to think about it and speak to several trainers or training organisations. Check contracts and the small print, look for the length of the contract, and the cancellation period too.

Aim for a training package with a clear structure, so you know what’s included. Know what you are getting for your money and what training to expect, with no hidden surprises. Your training should be up to date, relevant, balance

theory and practice, and be flexible and accommodating to your needs. Training sessions should be fun, inspiring, use your transferrable skills, professional, and provide you with training materials and reflective logs and feedback.

There’s also nothing wrong with having more than one trainer. Different trainers can provide varying yet valuable insight and experience. However, you may receive conflicting information, so having a trainer who can back up their answers with publications or further resources is crucial. If you feel a trainer isn’t working for you, speak to them or the franchise to resolve any issues. Ultimately, the quality of your training will affect your success as a driving instructor, so having a trainer or training structure that works for you is a must.

The nature of the job is a practical skill, so quality in-car training is essential. However, there are many good online resources and courses tailored to driving instructors and suited to PDIs at different stages. Some offer a structured, comprehensive course, such as our Go Green Driving Instructor Training courses, while others offer one-off courses or interactive online sessions. Online courses can be a good option if you are struggling to find a quality local trainer that suits your needs. You may also find that while you are getting decent training, you want to ‘fill in the missing gaps’ and learn in your spare time.

The road to BECOMING AN ADI

Becoming an Approved Driving Instructor can seem daunting, but the process is logical. Here are the steps to follow.

Some people are born to be Driving Instructors and others come to the job through a multitude of different routes. You can use the Driver and Vehicle Standards Agency website (www. safedrivingforlife.info/ driving-instructor-suitabilityassessment/) to see if you are suited to the role, but if you are reading this it’s likely you are already on the way to choosing this as your new career. This prompts the question of what exactly is involved in training

as a Driving Instructor?

The simple answer is a lot of learning and passing three exams, but the reality is more involved. It’s far from insurmountable or complex, but it can be a little daunting when you’re at the start of the process, so here’s our guide to training to become an Approved Driving Instructor.

APPLY TO BE A DRIVING

INSTRUCTOR It sounds obvious, but applying to be a Driving Instructor is the first

step on this journey. The process is slightly different if you are training in Northern Ireland as you will need to complete a separate enhanced security check. However, after that, the process is much the same across the whole of the UK and you can use the government website (www. gov.uk/become-a-drivinginstructor) to check your eligibility. This sets out four simple questions to be sure you are at least 21-years old, have held a driving licence for a

minimum of three years, the type of driving licence you hold, and that you have no current motoring convictions. It also asks that are not registered as a Driving Instructor in Northern Ireland or the Republic of Ireland. Pass this and you are free to apply to be a Driving Instructor.

DBS CHECK A Disclosure and Barring Service (DBS) check is required as part of your application to be a Driving Instructor. It currently costs

£8.22 for those in mainland United Kingdom – there is a separate check for those in Northern Ireland. The DBS check requires three forms of proof of your identity, and you can choose from a passport, driving licence, utility bill, or bank statement. The check establishes whether or not you have a criminal record, and whether you qualify to train as a Driving Instructor. You will also now need to register with the DVSA (Driver and Vehicle Standards Agency).

DO YOU NEED A TRAINER? With background checks complete, you are now on the path to training as a Driving Instructor. One of the most commonly asked questions by those starting out is “Do I need a trainer?”

Officially, you do not need a trainer to help guide you through the process, but given the amount of information you need to take on board and the high bar set for the exams, it is difficult for anyone to qualify without an ORDIT (Official Register of Driving Instructor Training) approved trainer. Many trainee Driving Instructors will choose to train with a franchise, but you can ask a local independent ORDIT-registered instructor to help you. You can also choose to have more than one trainer to give you as broad an experience as possible. There are also training schools specifically for

Driving Instructors, as well as fast-track and more onlinebased options. Most trainees will opt for a mix of training, but it’s important to find the balance that works best for you to maximise your chances of passing the exams.

PART 1 The ADI Part 1 test costs £81 each time. When you pass, you must take Parts 2 and 3 within two years or you will have to begin the process from the very beginning.

The Part 1 test is in two sections. The first is a 100-question multiple choice questionnaire where you must score at least 80% in each category. Those categories are: road procedure; traffic signs and signals, car control, pedestrians, and mechanical knowledge; the driving test, disabilities, and the law; and publications and techniques. You have 1½ hours for this. A useful aid is the Official DVSA Theory Test and Hazard Perception Kit for Approved Driving Instructors that costs £30 for a year’s subscription. The second section takes half an hour. You watch 14 video clips to identify hazards as they appear. A minimum score of 76% is needed to pass. You must pass both sections of Part 1 at the same time.

PART 2 For many trainee Driving Instructors, the ADI Part 2 exam can seem like the easier test. However, it puts

“One of the most commonly asked questions by those starting out is “Do I need a trainer?”

“

Part

2 puts your driving under close scrutiny to ensure it is of a high standard”

your driving ability under close scrutiny to ensure you are both fit to drive and your driving is of a high standard. You have three opportunities to pass this exam and failing all three means waiting two years to resit from when you passed the Part 1 test.

This exam involves five parts, starting with an eyesight check to read a new-style number plate from 27-metres distance, or an old-style plate from 27.5-metres.

Next are the “show me, tell me” questions. There are three “tell me” questions before you begin driving, followed by two “show me” queries during the drive. These latter questions can be, for example, about using the windscreen wipers or lights, so you must be familiar with the car’s controls.

General driving ability is another area for assessment in Part 2 and covers handling of the controls, correct road procedure, anticipation, judgement of speed, distance

and time, as well as consideration of other road users and driving in an environmentally friendly way. You might be asked to perform an emergency stop.

The examiner will certainly ask you to perform two of the following manoeuvres: parallel parking, reversing into a parking bay and drive out, drive into a parking bay and reverse out, or pulling up on the right-hand side of the road, reverse, then rejoin traffic.

Lastly, there will be an approximately 20-minute session of independent driving following either satellite navigation instructions or road signs.

During all of this, you can make no more than six driving faults and no serious or dangerous faults to achieve a pass.

TRAINEE INSTRUCTOR

LICENCE With Part 1 and 2 of the exams successfully passed, you can move straight to Part 3, or you can choose to be a Trainee Driving Instructor for up to six months. A Trainee Driving Instructor licence costs £140 and allows you to offer paid driving lessons to pupils. More importantly,

this intermediate step gives you a chance to gain more practical experience prior to the Part 3 exam. To apply for this licence, you will need at least 40 hours of training with a qualified ADI.

PART 3 The third and final hurdle to becoming a qualified ADI is the Part 3 exam. It costs £111 to book and takes place from a driving test centre. As well as an appropriate car for the test, you will also need to bring your driving licence and a suitable pupil, who can be a real learner or someone who is a qualified driver, but not a qualified ADI or another trainee preparing for the Part 3 test. You will also need to bring a log of your training to date.

The test takes around 45 minutes and the examiner will assess your skills as an instructor and look for client-centred learning. At the start, you will be expected to have a discussion with the pupil about lesson goals and risk management, and this should take no more than three minutes. You can also not spend the entire lesson on a single manoeuvre. During the lesson, you can stop safely to give feedback to the pupil. At the end, you have a maximum of three minutes to reflect on the learner’s performance during the lesson.

As an instructor, you will be marked on 17 areas of competence that are grouped into lesson planning, risk management, and teaching and learning strategies. Following this, the examiner will award a score out of a maximum of 51. Between 43

and 51 is a Grade A pass, while a Grade B pass is awarded for a score between 31 and 42. Both of these mean you have passed the Part 3 exam and can join the Approved Driving Instructor register. A score of

30 or less is a fail, and you can also fail if you score seven or less in the risk management section or the examiner stops the lesson because you have put yourself or someone else in danger.

REGISTER AS AN ADI

Congratulations, you have passed all three exams and can apply to become an Approved Driving Instructor. For this, you will need to pay £300 to join the register and do this within 12 months of passing the Part 3 exam. When you receive your certificate, you can begin paid lessons, set up your own driving instructor business or join a driving school. Applying to become a fully-fledged ADI in Northern Ireland is a slightly different process.

To reach this point will realistically take at least six months, and up to a year for some depending on the amount of time they can devote to training.

The benefits of being a driving instructor and how to earn more money

Being an approved driving instructor is a rewarding vocation where you’re teaching a valuable life skill. Here are some of the perks to being an instructor.

Be your own boss

You don’t have anyone telling you what to do and when to do it. You’ll be in charge of your own schedule and make decisions that affect your life.

Teaching is rewarding

You’ll meet lots of new people and teach them an important life skill. Taking a complete beginner and guiding them through to passing their driving test is an extremely rewarding experience.

Work-life balance

Making sure you strike the right amount of time off, as well as earning a living can be tricky in a normal 9-5, but as a driving instructor you control your own hours, enabling you to work around your own schedule.

Earn more money as a driving instructor

At Adrian Flux we offer a referral scheme to help you earn extra cash, and help your pupils get the insurance they need. We offer bespoke policies for young drivers, and if you refer a pupil to us, we’ll give you a kick back fee.

BLAINE WALSH GO GREEN DRIVING INSTRUCTOR TRAINING

The Building BLOCKS

The Part 1 and 2 tests can often be down-played, but realising their importance towards your training throughout your journey to qualifying is vital.

Driving- The Essential Skills (DES) and apps such as Theory Test Pro have their advantages. However, understanding the true meaning behind the text that you’re reading and the questions you’re being asked is valuable. Having in-depth Part 1 knowledge will aid your Part 2 driving as you seek to understand the road far better. Your Part 1 knowledge will also help with the technical aspects and legislation that you will come across when teaching and training for your Part 3. Ensure that for Part 1, you are using a variety of resources such as DES, The Highway Code, Know Your Traffic Signs, Driving Instructors Handbook, the ADI1 (the examiners guidelines to Parts 2 and 3, standards checks, and ORDIT tests), the DT1 (the examiners guidelines to the learner driving test), the National Standards to driving cars and light vans, and the National Standards to driver and

rider training. Different resources will have a variety of information to support your Part 1, 2 and 3 training, as well as your career for the years ahead.

Your Part 2 driving is also essential. This isn’t ‘just’ a drive, it’s you demonstrating to the examiner you know exactly what you should be teaching a pupil, as well as having the ability to be proactive, plan ahead, and are fully aware within your driving, which ultimately underpins your skills as an instructor.

Your Part 1 and 2 build a foundation towards your instructor skills, giving you a solid base to work with. Any gaps in your theoretical knowledge or a lack of practical driving ability will be evident once you start Part 3 training and teaching real pupils. The examiner on your Part 3 will pick up on the things you are saying or doing, or not saying or doing, which can ultimately lead

to a fail. Quite often this comes down to a lack of knowledge or skill that could have been embedded much earlier.

Having a good trainer from an early stage will support you to ensure these skills are embedded, helping you to seek different resources and understand the reasons behind the Part 1 questions you’re asked, as well as embedding your technical driving ability and your high five driving skills - Awareness, Planning, Anticipation, Car Control, and Judgment. You want to be in a position where your Part 1 knowledge and your Part 2 practical ability is just natural.

A good trainer will also introduce elements of Part 3 training into your Part 1 and 2 learning. For example, your eight fundamental instructor skills include being able to give directions and instructions effectively, and this is something that can be incorporated into your daily driving so by the time you reach your ‘proper’ Part 3 training, your directions have become natural. This eases the pressure so you devote more time to other elements of your training.

Using a trainer at this early stage also allows you to build great rapport, giving you time to become familiar with your trainer, and for them to understand how they can best work with you, understanding your preferred learning styles. In turn, this allows your Part 3 training to run more smoothly. Don’t be tempted to skip over the value that Parts 1 and 2 have to offer.

JEFF LUCAS

AAT

Keep it simple, CLEVER

Making things simple is the smart thing to do. Here’s how to make life easier for Part 3 of the ADI exams.

If you’re training to be an instructor with a driving school, or perhaps you’ve been watching videos or reading books about the Part 3 test, it’s likely your head has been bombarded with the importance of the 17 competencies you’ll be assessed against. You might also be feeling overwhelmed and a bit stressed.

Having spent spent nearly 20 years helping PDIs pass their Part 3 without needing worry about the 17 competencies, I can tell you PDIs need to understand and use three simple words: discovery, clarity, and practice.

If you follow this Part 3 methodology, you’ll find training for your final ADI exam much simpler. It will massively improve your chances of passing (hopefully first time) and boost your confidence as

an instructor. Let me briefly explain why this approach to Part 3 is so simple and successful.

When boiled down into its most basic form, every driving lesson should simply be a series of conversations and experiences, and applying a repeatable teaching process which will work with any student, any subject, and any level of ability. This is what using discovery, clarity and practice will help you do. Let’s drill down into those three words in a little more detail.

Discovery: at the start and throughout a lesson, it’s critical for you as the instructor to

discover some important information from your student: how they are feeling (both physically and mentally); have they done any driving since you met them last, and if they have, how did that go; what are you going to both work on in this lesson and why?

Clarity: once you have that important baseline information, you can establish clarity on what you are going to practice, where you are going to practice that, and how you are going to support the learner.

Practice: after the initial discovery and clarity phase of a lesson, which should only take a few minutes, you can then do a short burst of focused practice (ideally no more than 10 minutes).

After that, it’s simply a case of rinse and repeat. Following the first burst of practice, pull over and go back into discovery mode. Find out what went well or perhaps not so well – and why? Then use that brief conversation to get clarity on what you are going to do next, where, and how. And then put in another short burst of practice.

Using discovery, clarity, and practice instead of stressing about the 17 competencies is helping hundreds of PDIs and we have fantastic feedback.

Simplifying Part 3 of the test helps you and your learners, helping you both to enjoy the process much more.

“PDIs need to understand and use three simple words: discovery, clarity, and practice.”

RED: AWARD WINNING TRAINING PROVIDER

RED has been awarded Intelligent Instructor’s Training Provider of the Year 2024 for its exceptional training programme, reflecting our commitment to delivering top-quality learning. So what does it mean for you, starting your career as a driving instructor?

CONSISTENCY & QUALITY

We’ve won Feefo’s Platinum Customer Service award for three consecutive years, proving our consistent quality in instructor training. RED attracts a constant flow of new students willing to pay a premium rate, and our instructors work on average 30 hours per week, earning more for every hour worked. Great income and job satisfaction: RED puts you in control of your career.

&

RED has two App products: RED Complete Driving Theory and Learn to Drive with RED - a more comprehensive App to improve students’ learning effectiveness and engagement.

CHRIS BENSTED DRIVING INSTRUCTOR AND TRAINERS COLLECTIVE

Theory should NOT BE A HURDLE

Far from being a hurdle to success, the theory part of becoming a Driving Instructor should be the foundation for future success.

Historically, Part 1 of the Approved Driving Instructor test has been met with ‘Go away and do your theory, and then we’ll start your training.’ Why? Because the knowledge, understanding, and challenges in Part 1 should form the backbone for Parts 2 and 3. This isn’t changing, and it leads to ADIs replicating this with their learners over and over again. We should be learning first and testing second, not vice-versa. It isn’t solely the fault of the training providers. It is a battle on two fronts as the content of the theory tests could be better. The other lesson I hope to teach is just because it isn’t on the test doesn’t mean it’s not important.

Part 1 sounds like where your training should begin, but sadly this is often not the case. The theory arena needs to change. Theory training should not be unusual, yet it is, and here are a few key elements.

◆ Rules before exceptionsDifferent is dangerous, so it can be too easy to focus on ‘the exception.’ Without the stability of the rule, it can rapidly become confusing and misunderstood.

◆ Help is available. ‘Additional Accommodations’ can be requested and range from voiceovers to rewording the questions. Not everyone is built the same.

◆ Four Bands are not enough.

One of the big challenges with Part 1 is how hard it is to know where you are going wrong. The limited sections and feedback don’t favour analysis and improvement. Consider starting with the L-test (Learner) theory which has a clearer breakdown.

You should start now as you mean to teach in the future. Allocate yourself to a period of discovery and learning. You can find the beginnings of this in the DVSA-recommended reading list. If you’re not an avid reader, the Kindle app can read the digital versions to you. Alternatively, get a theory trainer and do some discovery lessons. What you learn now will benefit you, your new business, and thousands of learners in the years to come. Understanding is more important than knowledge, so test yourself using the DVSA Revision questions, but do not use these to learn, just test yourself and affirm your learning. They are the revision, not the lessons. Remember not all the content is in the revision questions - there are common questions that catch people out about rote or gestalt learning (Band 4), or mechanical elements like drum vs disc brakes and differential (Band 2).

Once you have done this and been successful, join me in not just telling learners to ‘use an app or ‘read the Highway Code’ and instead educate them either directly or with the help of available resources.

FLEET TRAINING COULD BE YOUR NEXT STEP!

As you embark on your journey to becoming an ADI, you’re preparing to help new drivers gain the skills and confidence they need to succeed on the road. But have you considered expanding your expertise beyond individual learners and tapping into a new market?

At PDT Fleet Training Solutions, we not only work with ADIs who are passionate about teaching learner drivers, but also those interested in delivering high-quality fleet driver training. Fleet work involves training experienced drivers, often in corporate settings, through engaging classroom sessions and practical on-road coaching.

PDT is the UK’s fastest growing and forward-thinking training organisation, delivering over 28,000 courses annually to prestigious clients across the country. By adding fleet training to your skillset, you’ll not only broaden your experience but also increase your earning potential.

Whilst qualifying as an ADI, you’ll be eligible to apply for our fleet driver training opportunities. Successful candidates benefit from ongoing funded development, flexible working, competitive pay rates, and the chance to take on a variety of rewarding training work close to home. Our supportive team will guide you through the interview and assessment process, helping you transition into this dynamic sector.

Train JOURNEY

When you think you want to become a Driving Instructor, here’s what you need to know about the training journey.

Once you have made the important and exciting decision to become a Driving Instructor, one of the most critical next choices you will make is how to train. While the official testing process overseen by the Driver and Vehicle Standards Agency (DVSA) sets out what is expected of you when you become an Approved Driving Instructor (ADI), there are many way to go about this. For a very few trainees, the way to achieve success will be to do it alone. It is possible to become an ADI in this way, but it’s unusual and ignores so much of the support, information, and other resources that are out there to help you succeed. Also, by training without experienced ADIs and ORDIT (Official Register of Driving Instructor Training) trainers, you are missing out on a wealth of knowledge that they are only too willing to share. For almost all trainee driving instructors, they will seek out assistance to some degree or other, so let’s look at what’s on offer.

WHO TO TRAIN WITH?

Becoming a Driving Instructor is not dissimilar to learning to drive – it may be possible to do it on your own, but professional tuition is going to be far more likely to bring you the success you want. This is why you need to seek out the advice and instruction from an ADI. Some ADIs in your local area will be very happy to sit in with you and offer advice and help on what is required to pass the three exams that will allow you to work as an ADI. If you’re very

lucky, you might find a local ADI who will give their time for very little in return because they want to see another fellow professional teaching learner drivers to a high standard. However, it’s more usual for ADIs to charge for the tuition they give you as this is another form of driving lesson.

While a Driving Instructor does not have to pass any additional exams to offer tuition to a trainee driving instructor, most have joined the voluntary ORDIT list that is run by the DVSA. This gives you as a trainee the peace of mind that your instructor meets the standards set out by the DVSA.

There is no rule against having more than one instructor when you’re a trainee. You may find that different instructors help as they have a particular experience and expertise in different areas. And never underestimate the power of a good relationship and rapport with an instructor. If you don’t gel with an instructor, don’t be afraid to talk to them about this or change to a different instructor.

A lot of trainee Driving Instructors will opt to train with one of the many franchises that are out there, such as The AA, Bill Plant, BSM, DRIVE, GoGreen, Inspire, LIDIA, RED, and many others. This offers a one-stop option that is very appealing, but bear in mind you will be tied to the company for a predetermined period of time in return for the training they provide. The advantages here are the franchise provides your

training, car, insurance, and booking lessons when you are qualified, so you can focus on being an instructor.

Going down the franchise route also offers you support through the Part 1, 2, and 3 exams, and you will be training with others in the same position as you so you can share knowledge and experiences. However, as with any other training situation, don’t feel you have to accept the first trainer provided to you if you don’t feel it’s working in the way you want to learn. Remember, this is about you training to be an ADI and following your dream.

When choosing a trainer, aside from them being ORDIT-listed, a good look at what’s included in their training programme is vital. Some offer the basics to see you take on the three exams needed to become an ADI. Much better is to find a trainer that will not only give you the nuts and bolts of what’s required, but additional support and flexibility to fit in with your learning goals. Many trainee Driving Instructors have to work while training, so check this in advance. Equally, for some trainees, an intensive course can work more effectively. Does the training provider offer online tutoring, video courses, one-to-one driver training, and support if you decide to work with a Trainee Instructor Licence?

TIMINGS How long it takes to qualify as an ADI will be different for every person looking to be a Driving Instructor. As a rule of thumb, many ADIs go from applying to be a Driving Instructor and beginning their training to passing the Part 3 exam and receiving their certificate from the DVSA in around six months. That requires a lot of commitment and hard work from the trainee, and you will have logged many hours of in-car training as well as study to reach this point. However, there is no shame or stigma in taking longer and many ADIs will happily tell you it took them up to a year to become fully qualified.

Alternatively, you may choose to fast-track the process with a more intensive course, and many of the driving school franchises offer this as an option. Some say they can take you from beginner to ADI in as little as a few weeks, but two months is a more realistic timeframe.

COSTS Regardless of how you train or who you train with, there are some fixed costs to becoming an Approved Driving Instructor. The first is £8.22 for a Disclosure and Barring Service (DBS) check, or if you are training in Northern Ireland you will need a criminal record check.

After this, the fees for the three exams are £81 for Part 1,

“ Find a trainer that will give you the nuts and bolts, and support and flexibility”

then £111 for Part 2, followed by a further £111 for the Part 3 test. All in, this means you will have to pay a minimum of £311.22. However, if you opt to work with a Trainee Driving Instructor licence after passing the Part 2 exam, you will need to pay £140 for this.

As a qualified ADI, you will also have to pay £300 to gain your first ADI certificate, which is also the green badge that you display in your car to prove you are a fully-fledged ADI to pupils. It also costs £300 to renew your registration if you let it lapse for any reason.

For those who choose to train with a franchise, the costs vary based on the type of

training provided. A basic package costs from around £1200 and will usually include an initial driving assessment, in-car training, tutorials, and online resources. A more comprehensive training course comes in around £2500 and will offer far more one-to-one in-car training and more dedicated time with tutors. Additional training is another option you can choose, which will be priced at the normal Driving Instructor rate for that school.

These can be substantial sums for many trainees to pay out in advance, especially with no guarantee of passing the exams first time. To counter

this, many schools offer a pay as you go option, so you pay monthly instalments rather than everything up front. Also, many larger franchises will refund your training fees after an agreed period when you successfully qualify as an ADI and have worked for their franchise for that predetermined time.

If you don’t have a car provided as part of a franchise deal, you will have to source one and that usually means leasing a dual-control car from a specialised ADI lease firm. Prices start from around £400 per month including VAT and maintenance, which means you don’t have to pay for routine

servicing. However, you will have to pay for insurance, road tax and all the other normal running costs of a car.

Another cost to consider when training is how much you will spend on marketing your business when you qualify. You may decide to have a website, which involves design costs, domain name fees and hosting. You may also want business cards or leaflets to give to potential pupils. There is also advertising in local newspapers or online to factor in, as well a diary management app, though some like Drive.Day offer the first year’s use for free to get you started. The sooner you think about these costs, the

more you will be prepared for them. Being part of a franchise will take away some of these costs when you start out.

CHALLENGES

Becoming an ADI and finding the right trainer, or combination of trainers, requires research and patience. However, it’s worth the effort as a happy, supportive learning experience will allow you to enjoy the process rather than be anxious or feel you have made a poor choice.

Another challenge for some trainee Driving Instructors will be a disability. This is no impediment to becoming an ADI and, for some learner pupils who also have a disability, it can be very reassuring to have lessons with a disabled ADI. Even if you cannot drive a car with a manual gearbox, this does not prevent you from following the dream of being an ADI as you will simply be restricted to teaching in a car with an automatic gearbox.

Perhaps the biggest challenge for most trainees is the pressure they put on themselves to pass the three exams. When you pass the Part 1 exam, you must sit the following two tests within two years or you will have to go back to square one to begin the process from the start. For the Part 2 exam, you have three chances to pass it, but if you fail at the third attempt you will have to wait two years from

when you passed the Part 1 exam before restarting the process from the beginning. The same system applies to the Part 3 exam, where you have three opportunities to pass the exam. However, if you fail on the third attempt, you will have to wait two years from when you first passed the Part 1 exam before beginning the whole process from the start.

BADGES There are two types of Driving Instructor badge, or certificate. The first is the pink badge that denotes a Trainee Driving Instructor licence. This is provided to those who have passed the Part 1 and 2 exams but have yet to sit the Part 3 exam. The pink badge costs £140 and allows the trainee to give paid-for lessons to pupils, as well as giving them the chance to gain experience and confidence ahead of the Part 3 exam. However, the Trainee Driving Instructor licence is only valid for up to six months, so this is not an indefinite way to offers pupil lessons without having to sit the Part 3 exam.

When a trainee Driving Instructor has successfully completed the Part 3 exam, they must register as an ADI within 12 months, which costs £300. When you register, you receive your first ADI certificate, which is the green badge that allows you to charge for lessons and also means you can set up your own business or join a driving school.

“ The sooner you think about these costs, the more you will be prepared for them.”

THE UK S FASTEST GROWING DRIVING SCHOOL

DEUCALION MCGREGOR-SIMS

GO GREEN DRIVING INSTRUCTOR TRAINING

Eight Fundamental Instructor Skills for SUCCESS

These eight skills are key to effective teaching, ensuring both instructor and pupil experience productive lessons.

1 IDENTIFYING LEARNING GOALS AND NEEDS Every pupil is brings different levels of experience, confidence, and learning styles to their lessons. Your first task is to identify your pupil’s individual learning goals and needs. This involves conducting a thorough initial assessment and maintaining an ongoing dialogue to adjust these goals as necessary. Understanding what your pupil aims to achieve helps tailor lessons.

2 BEING AWARE OF YOUR SURROUNDINGS Driving is about navigating through various environments safely and efficiently. Instructors must cultivate a heightened awareness by keeping an eye on the road and being cognisant of other road users, road conditions, and potential hazards. Demonstrating this skill consistently helps instil it in pupils.

3 TIMING OF DIRECTIONS AND INSTRUCTIONS

Giving instructions at the right moment is crucial to instruction. Too early and the

pupil may forget or become confused; too late and they may not react safely. Perfecting the timing of your directions creates a smooth, controlled learning experience, ensuring your pupils respond appropriately.

4 ENCOURAGING

PUPILS TO ANALYSE AND PLAY

A

PART IN THEIR OWN

LEARNING Empowering your pupils to take an active role in their learning process can significantly enhance their progress. Encourage them to analyse their driving, reflect on mistakes, and think critically about their decisions. This helps them understand their strengths and weaknesses, and fosters a sense of responsibility.

5

USING THE APPROPRIATE LEVEL OF INSTRUCTION

Each pupil’s ability and confidence level dictate the instruction they require. A beginner might need step-bystep guidance, while a more experienced pupil may benefit from broader tips, Q&A, and more autonomy – often

referred to as ‘prompted instruction.’ Adjusting your instruction to suit ensures the pupil remains engaged and appropriately challenged, promoting continuous improvement until they can handle independent driving.

6 GIVING FEEDBACK

Constructive feedback is essential for development. It should be specific, actionable, and balanced – highlighting both strengths and areas for improvement. Effective feedback helps pupils understand what they are doing well and what they need to work on, providing a clear path for progression.

7 FACILITATING LEARNING Facilitation is about creating an environment where learning can thrive. T his uses a variety of teaching methods, incorporating practical and theoretical elements, and adapting your approach to fit the pupil’s learning style. Facilitating learning also involves being patient and supportive, promoting a positive and stress-free learning atmosphere.

8 TIMEKEEPING Time management is critical for any professional. Good timekeeping ensures lessons start and end promptly, covering the planned material without feeling rushed. It also demonstrates professionalism and respect for your pupil’s time, which is crucial for building trust and reliability.

LYNNE BARRIE UK DRIVER TRAINING

Accentuate the POSITIVE

Learning good feedback skills is vital for you as a Driving Instructor and for your pupils’ success.

Bill Gates said: “We all need people who will give us feedback, that’s how we improve.” It’s also why good feedback skills are so important during a driving lesson. A calm conversation with your pupil about their learning and progress is an essential part of your teaching and their learning. We all need to experience feedback in order to learn and improve. It aids self-awareness, enhances self-esteem, raises morale, encourages people to want to learn, offers reassurance, motivates people, and it helps to improve individual performance. Feedback is about communication and requires active listening, asking questions, allowing reflection, and helping to clarify and summarise learning.

Client-centred lessons need you to encourage learners to consider issues so they can develop self-feedback. You need to give feedback too, and it helps if learners understand why

feedback is important and why you would like theirs.

Observing lessons, I’m amazed at how quickly PDIs and ADIs point out what’s wrong but are slow with what’s correct and good. Pupils often don’t realise for themselves what they are achieving and how they are improving. Praise and encouragement are vital: consider how often you use these in a lesson, as well as how often you criticise, even if it is meant to be constructive. How often do you pull over to talk because something has gone wrong or needs improving compared to discussing what went really well or asking Why do you think I liked the way you…?’ Pointing out the good moments and positive details increase a pupil’s awareness of their strengths and boosts their confidence.

We can all fear failing and not being perfect, so it’s vital pupils understand we all make mistakes but we can learn and improve from them. Treat

mistakes as an opportunity to examine and learn. Don’t dwell on them too long - use them, then move on. My pupils smile when I say ‘Remember Fido!’Forget It, Drive On.

Here are some ideas for effective feedback. Give feedback as soon after the event as possible and focus on the positives. Do it privately wherever possible and make it part of your rapport with a pupil. Stay in the here and now, don’t bring up past mistakes unless it’s to highlight a pattern of behaviour.

Encourage pupils to discuss what’s happening in the lesson, letting a conversation take place using their feedback too. Be sensitive to the possible impact of your feedback and consider it from their point of view. However, be honest. Encourage reflection and use open questions such as Did it go as planned? If not, why not? If you were doing it again, what would you do the same next time and what would you do differently? Why? What makes you think that? What did you learn from that? How confident are you that you can do that?’

Feedback is a vital part of the learning process, and a skill that can always be improved. Consider and reflect on how well you give and use feedback in your lessons. As an instructor, do you keep it positive, begin by asking the pupil for their feedback and self-assessment? Do you link it to the lesson goals and keep it non-judgmental?

Establish a climate of trust where the pupil invites feedback and welcomes it.

LYNNE BARRIE

EMMA COTTINGTON UP DRIVING SCHOOL

Learning to drive is a relationship between two people, the person wanting to learn a new skill and the person supporting them. As with any relationship, it’s people coming together with their own inner worlds and concepts, navigating how they can work together for a common goal. It’s important to recognise that although the learner driver is seeking support from someone in their learning, this doesn’t mean they don’t have their own thoughts and ideas on how things can be done in the car. It is widely believed that learning comes from within, and this can be gained from the learner through effective communication and rapport. Communication is a fundamental skill we often take for granted. It can be the difference between building a relationship or one breaking down. Split into three elements, communication is made up of words, tone, and body language. Great communication happens

Learning to LISTEN

Learning to listen to your pupils is as important as what you can teach them.

when we can use all three elements together, matching tone and body language to the words used. Effective communication works only with good listening skills. We must be prepared to be fully present with the person, listening carefully to the words and tone used, and watching the body language we are receiving. Using activelistening skills allows us to hear the things that aren’t being verbalised but being shown to us through non-verbal body language and getting curious about any discrepancies we feel there are between the two. When communication is used effectively, we begin to build a rapport with the person we are engaging with. This builds trust and understanding, allowing an amicable and open space for exploration. Rapport is a key component in the relationship we form in driver training, fostering trust between the trainer and the trainee, and is a solid foundation for more open and

honest communication. The two go hand in hand: we must have good communication to build rapport and having rapport in turn deepens our communication.

If we consider the belief that learning comes from within and driver trainers are facilitating that in the learner and the space between the two, we are asking someone to be vulnerable with their inner world. This acceptance of vulnerability requires a rapport in the relationship so the learner feels safe, accepted for who they are, and not judged for what they may present and want to explore. We are, in effect, asking for their thoughts, feelings, and beliefs, some of which they may have been carrying their whole life. It’s important as a driver trainer that we recognise our role in having empathy for the person we are supporting and approaching them with unconditional positive regard to build trust and rapport.

Learners who have a relationship with their trainers built on rapport and trust are much more likely to engage in their lessons, be proactive, and be open to conversations that challenge them, if required. Trainers and learners aren’t always going to have the same beliefs, but rapport allows a conversation when there is a difference between the two people, so that a mutual understanding can be achieved to facilitate learning, ensure safety, and actively reduce the chance of a breakdown in the relationship.

LEE SPARY PDI DOCTOR

The art of ANTICIPATION

Anticipation is the key to successful risk management and to passing the Part 3 exam.

As a new instructor, you’ll come across the term ‘risk management’ when you’re introduced to the Part 3 marking sheet. It’s one of three sections that split the 17 exam competencies and it’s vital that you demonstrate your role as the arbiter of safety. However, it’s much more than just a role and your success here depends on your mindset.

I’ve received hundreds of requests from ADIs and PDIs struggling to pass their Part 3 exam, mostly on their third attempt at the point they reach out. Many of these have had the same feedback: ‘You were not far enough ahead of your pupil.’ What does this mean? Of course, it’s about getting your

eyes way ahead down the road - pupils often look down the bonnet with ‘dipped beam’ eyes, if you will – and your eyes should always be on full beam. This allows you to be aware of your surroundings earlier than the pupil, so you’ll be able to see what your pupil is going to need to tackle first. When it comes to your management of risk, the key is anticipation. Any incident where your pupil does something suddenly is simply something you were either not expecting to happen or didn’t know what decision the pupil had made. If you’re not expecting it, it could catch you out. This leads to many a failed Part 3 or standards check

“You’ll be able to see what your pupil is going to need to tackle first.”

exam, not being able to say or do what’s needed to manage the risk because you weren’t prepared for it.

The advice when you’re looking ahead is always the same: anticipate. For example, meeting traffic: what mistakes could your pupil make here? Not observing to the right before moving out? Too close to the cars on the left? Moving through a gap when it’s not safe? What could you ask to find out what they’ve decided? What would you say if what you’re expecting did happen? What would you do?

Similarly, when crossing traffic to turn right with a red car approaching from ahead. If your pupil is driving independently, how will you find out what they’ve decided to do? It will either be ‘I’m going to stop and wait’ or ‘I’m going.’ Find out, be inquisitive, ask: ‘What’s your plan for the red car? Are you planning to stop or go?’ By asking the questions that you don’t know the answer to, you’ll discover the answer you need to manage the risk.

The other factor that’s on your side is it’s your route. You made it, you know what’s ahead, so think ahead too. What might happen there? What might I need to say or do if it did?

If you can manage the risk proactively, you’re managing the risk well. Reactive risk management only occurs when you don’t know what’s about to happen. It’s in your best interest to find out and that’s the art of anticipation.

TRACEY FIELD CONFIDENT DRIVERS

Creating CONFIDENCE

Are your students struggling with driving test nerves? Here are strategies to help them, and you, manage this effectively.

A manageable level of nerves can be beneficial ahead of a driving test as it can enhance focus and performance. However, when nerves become excessive, they can have a detrimental impact on driving performance on test day.

There are many factors that contribute to driving test anxiety and what causes nerves for one person may not affect another. Common causes of test nerves can include past experiences, negative thinking habits, fear of the unknown, fear of tests and examiners, gaps in knowledge or understanding, and lack of trust in driving ability. Knowing the cause of your pupils nerves is an important factor in how you support your student. There is no one size fits all solution.

Once you have identified the cause of nerves or anxiety, the next step is to decide which stress management techniques, as well as confidence-building

strategies, would be most effective. Identifying any gaps in knowledge or understanding and then filling them is always a good place to start. If we don’t know what to do, or why we need to do it, in a particular situation this will generally result in feelings of doubt and uncertainty, which can increase stress and lead to anxiety.

When you know what you need to do and why, you feel more confident. Other confidence building strategies include managing negative thinking patterns, encouraging the use of reflective logs, and additional practice. An essential component of building confidence is encouraging students to drive independently. Provide ample opportunities for them to make decisions and drive without your active involvement. This prepares them for the independence they will need during their test and

afterwards, and empowers learners with the knowledge to trust their driving decisions and ability – knowledge is power.

Consider incorporating stress management techniques into lessons so students discover what works best for them. This can help them in lessons, during the driving test, and beyond as these are transferable life skills. These can include breathing exercises, mindfulness, or relaxation techniques.

In addition, provide your students with practical tips. There are lots of simple suggestions such as talking themselves through a driving task, having a banana before their test, breathing techniques, maintaining good posture, and even humming or singing. Encourage them to find what works best for them and practice these techniques during lessons so they become familiar and comforting by the time their test arrives.

Reassure students to maintain their usual habits and routines during the test. If they have certain practices during lessons or strategies for specific manoeuvres, ensure they maintain these habits to provide a sense of familiarity and reduce anxiety. By incorporating these practical strategies into your lessons, you can help your students build the necessary confidence to overcome nerves during their driving test. Remember: a one-size-fits-all approach doesn’t work for everyone, so be prepared to adapt your approach based on individual student needs.

National Driving School

AcciDON'T offer a franchise that puts you in control of your earning potential.

We offer a standard franchise or a franchise with a Ford Puma or Focus.

What comes with your franchise:

• Delivery of pupils

• Manage diary bookings

• Full access to an online diary

• Call handling

• Customer support

• Marketing

• Social media coverage

• Business cards

• Integrated map technology

AcciDON'T also offer vocational training in Darlington.

We offer courses from car to articulated lorry and bus.

Intensive Training Specialist

AcciDON'T offer intensive courses at locations across the country.

We are always looking for instructors who want to specialise in delivering intensives for our MoD (Army) contract or the growing number of civilian enquiries.

What do we do:

• Delivery of pupils

• Manage diary bookings

• Test booking

• Customer support

• Marketing

• Social media coverage

• Business cards

• Integrated map technology

• We only book courses with confirmed tests

To get in touch please scan here:

LEE JOWETT KNOWLEDGEABLEE INSTRUCTOR TRAINING

Keep it CLIENT-CENTRED

Teaching and learning strategies are a crucial. We look at the four competencies that define our teaching role as being client-centred.

WAS THE TEACHING STYLE SUITED TO THE PUPIL’S LEARNING STYLE AND CURRENT ABILITY? This is an extremely person-focussed competence and a great step into client-centred learning. Building an understanding of how your pupils process information - verbally, visually, practically, and having teaching strategies that benefit your pupils gives you a much wider toolkit to adapt lessons. If something isn’t working for a pupil, a change of input could make the difference.

WAS THE PUPIL ENCOURAGED TO ANALYSE PROBLEMS AND TAKE RESPONSIBILITY FOR THEIR LEARNING? A crucial difference between clientcentred approaches and instructor-led approaches is the development of the learner’s own thought processes rather than attempting to transfer knowledge from teacher to pupil. The ability to analyse situations and take responsibility are crucial skills

for safer drivers post-test. A big part of our role as driving educators is to develop our pupils’ ability to look at their driving and consider what they did well, what they need to improve, and how they plan to improve it, so taking responsibility for their own development. Develop these skills by asking them to reflect on the driving they have done.

WERE OPPORTUNITIES AND EXAMPLES USED TO CLARIFY LEARNING OUTCOMES? This competence considers the age demographic that we teach and acknowledges that our pupils bring a wealth of knowledge to their learning. Learning is deeper when it is drawn from prior experience rather than transferring knowledge from instructor to learner. Consider your pupils life experiences and the views they will hold around driving, they will have been developing these from around the age of six.

When beginning new subjects, consider what similar

experiences they can apply from topics they have already covered. On your Part 3, if the lesson is approach speed to roundabouts, how many different situations do they approach well on the way to the training area? If you can link those examples and help the learner to ‘clarify the learning outcome’ before they reach the roundabout, you will have done a great job on this competence.

DID THE TRAINER MAINTAIN AN APPROPRIATE NONDISCRIMINATORY MANNER THROUGHOUT THE SESSION? It is easy to fall into the trap of reinforcing your pupils’ attitudes towards others and increasing the risks they may take post-test by colluding with their views. We may agree with a pupil’s view on certain drivers, but we don’t understand where those views originate from or how they impact on their behaviour due to their personality traits or emotional states in the future. Developing empathy towards the ‘offending driver’ can ease your pupil’s strength of opinion and de-escalate their responses. We must also consider inhibiting beliefs and how people’s belief system around who they are can have an impact on their future actions. A pupil who believes they get everything wrong will carry that limiting belief into potentially dangerous situations. If we help the pupil understand their strengths, this begins to create an enabling belief they can carry forward post-test.

DIANA TODD AND PHILLIP COWLEY INSPIRE INSTRUCTOR TRAINING

keys to opening up LEARNING

Driving instructors should emphasize five key skills to their pupils. Integrating these skills into each lesson helps learners gain confidence.

CAR CONTROL Car control is the foundation of all driving skills, involving the management of steering, clutch, brake, and gear selection. For instance, when teaching a learner to make a right turn, ensure they can smoothly control the vehicle’s speed and direction, manoeuvring it into the correct position without hitting or getting in the way of anything. This foundational skill supports more complex tasks, such as navigating roundabouts and lane changes remain consistent.

AWARENESS Awareness encompasses what the learner can see and what they can’t. Encourage learners to scan their environment, understand the road layout, identify hazards and opportunities for progress. When approaching a junction for a right turn, learners should be aware of the junction’s presence well in advance. They should consider factors such as narrow roads, approaching people, emerging cars, obstructions, and oncoming traffic.

ANTICIPATION Anticipation is the ability to predict potential developments based on current observations. Aim to teach learners to foresee what might happen on the road, which is a crucial life skill. For example, when approaching a right turn, they should anticipate the need to stop or slow down for oncoming traffic. If there are double yellow lines, expect parked cars just beyond them, requiring a middle-of-the-road turn. This skill reduces reaction times and develops better driving strategies.

PLANNING Planning involves creating a strategy based on observations and anticipations. Before making a right turn, learners should plan their actions: reducing speed, positioning the car correctly, and choosing the appropriate gear. This forward-thinking approach ensures smooth and safe manoeuvres. Learners should also be able to adapt, such as if a car emerges unexpectedly.

JUDGEMENT Judgement is about deciding if it’s safe to execute a planned action. At a junction, learners must judge when it is safe to turn, considering the speed and distance of oncoming traffic. Good judgement combines the other four skills above, leading to safer driving decisions. Judgement is often the hardest skill to teach as it is experienceled. You can improve learning by asking how and why a learner made certain decisions, focusing on the factors considered rather than judging the decisions.

PRACTICAL APPLICATIONS

Teaching skills over specific topics allows learners to practice them even as passengers in a car or on public transport, introducing them to real-life situations to improve their experience and learning. These skills lead to more adaptable and confident drivers, and ultimately make our jobs as instructors more productive.

For example, navigating a roundabout requires the five key skills set out above:

◆ Car control: positioning the vehicle correctly and managing speed.

◆ Awareness: observing traffic flow and signage, looking for blockers and gaps

◆ Anticipation: predicting other drivers’ behaviours.

◆ Planning: deciding when to enter and which lane to use.

◆ Judgement: determining the safest moment to join or leave the roundabout.

MIKE FOWLER DRIVE DRIVING SCHOOL

1

Five steps to learning HEAVEN

An instructor needs to consider many factors to ensure they are maximising learning. Here are five things you can do to improve pupil learning.

IDENTIFYING NEEDS AND GOALS There is more to identifying learning needs than asking ‘What do you want to do today?’ This question is often vague and met with a response like ‘You’re the instructor, you tell me!’

Identifying learning needs starts with recapping the pupil’s previous experience: what did we look at last session? What did you do well on? What can be improved? Where do we start today? Structuring the start of your session in this way ensures the needs identified by your pupil are specific enough to achieve their goals.

2

SHARING RISK AND RESPONSIBILITIES As your pupil’s skills increase, the amount of help they need should decrease. If the number of tasks the pupil needs help with is too high, the jump in task demand is typically too big for them, and the chunk of learning needs to be reduced.

Discussing this with your learner can be done in a multitude of ways, ending with a

summary such as: ‘Okay, you’ll be able to handle the mirrors, signals, and positioning. I’ll help you with the speed and gear, and you’ll take the observations at the junction.’ We can see here the specific learning need highlighted by the instructor’s level of help – speed and gear.

3

DOING YOUR JOB When you identify a learning need, and a level of instruction to develop that need, the next steps are getting out there and doing it. Your job is more than just giving directions: you must deliver the help agreed before you move off, watching the learner to ensure they are doing their part too. Awareness of the pupil’s actions is paramount, as is awareness of the surrounding areas so you keep the learning environment safe and maximise your pupil’s development.

If you do your job and deliver the level of help agreed, your learner should succeed.

4 ELICITING FEEDBACK AND ADAPTING Regular

feedback is key to maximising a pupil’s learning and ownership of the process. This may simply be discussing the task before resuming practice. However, the pupil’s feedback may reveal aspects of the lesson to adapt.

If you have structured your pupil’s learning into bitesize chunks, it’s rare you would need to completely change the whole theme of the lesson unless it’s safety critical, but progression from one chunk of practice to another allows your pupil to see development.

As an example, you may decide to give less help (decreasing level of instruction), or try a busier environment (increasing task demand). This matches the pitch of the lesson, and the lesson structure, to your pupil’s ability.

5

REFLECTION A time will come where the pupil can reflect on their performance. Have they developed the learning need they were aiming for and achieved their goals? What went well? What do they want to improve? What are the next steps?

This could simply be continuing the lesson theme but advancing the route or ‘pressure testing’ the learning, for example taking the speed on approach that’s been perfected at T junctions and testing it at roundabouts.

Whatever is decided, it’s important the pupil takes ownership of the learning process, with instructors facilitating learning taking place on the pupil’s terms.

NICK TAYLOR ADI REGISTRAR, DVSA

Be a guiding LIGHT

Driving Instructors play a key role in guiding learners to become safe and sustainable motorists.

As a Driving Instructor, you’ll play a vital role in helping people gain an important life skill and make a significant contribution to road safety. Many of the instructors I work with impress me with their professionalism and commitment. The best instructors use their experience to guide students, who are often young, on the importance of becoming safe drivers as well as being ready for their test. They also play a vital role in educating students on their role and responsibilities in terms of safety and sustainability when driving.

Working with developing minds is challenging at times. It means you need to know the best ways to interact with students, and the environment you need to create to teach. If you have not already done so, I’d encourage you to read our

guidance on becoming a Driving Instructor on www. gov.uk/apply-to-become-adriving-instructor. This sets out your main responsibilities as an instructor.

It’s also important you read and familiarise yourself with the National standard for driver and rider training. This explains everything you’ll need to develop a successful driver training programme. You will need to continue to use this when you are fully qualified. At DVSA, we work hard to make sure our GOV.UK guidance is easy to understand and accessible. To help you through the qualification process, we have created a step-by-step guide.

I would also recommend signing up to our email alerts, DVSA Direct, so we can contact you if there are any changes to the way instructors are regulated or to the learning to

drive or driving test process. We will also invite you to webinars or take part in research to help us understand how easy our services are to use and to improve road safety. You can choose which topics you would like to receive information on.

Another way to keep updated with industry news is by reading our Despatch Blog – giving advice and information to driver and rider trainers. You can subscribe to this to make sure you never miss one.

Joining an industry body, which represents the interests of the driver training industry, is another great way of staying up to date. The National Associations Strategic Partnership (NASP) is focused on promoting the interests of Driving Instructors. It is formed of representatives from the Approved Driving Instructors National Joint Council, the Driving Instructors Association, and the Motor Schools Association.They work closely with us to make sure we view our services through the eyes of customers and help us to make improvements that support the driver training industry.

Progressing from Potential Driving Instructor (PDI) to Approved Driving Instructor (ADI), and beyond, is a job with a lot of responsibility. By using the guidance and support available, you can improve the likelihood of you qualifying. This will assist you in being ready for the challenge of training Britain’s new drivers and helping them become safe and sustainable motorists.

DAVE LEVERTON BILL PLANT DRIVING SCHOOL

CPD MADE EASY

THE IMPORTANCE

OF CPD Although I left school with relatively few qualifications, I’ve accumulated quite a number during my working life, and it’s fair to say that none of them took quite so much hard work, effort and practice as becoming an Approved Driving Instructorand I say that having studied full-time for a year to achieve my Level 7 coaching diploma! After working so hard to become an ADI, it’s very easy for newly qualified instructors to take the view that having achieved the required standard, the priority now is to concentrate on reaping the financial rewards of that green badge in the window. With a full diary and a healthy bank balance, why would anyone

feel the need to undertake further training?

It’s a very good question, especially as, unlike other regulatory bodies, the DVSA doesn’t enforce annual continuous personal development (CPD) as a mandatory condition of retaining that treasured ADI status. The DVSA does ask if you commit to ongoing CPD when applying for a new certificate, but no evidence is required when it’s time to renew your ADI registration. All of which gives the impression that CPD isn’t really that important, which of course is completely incorrect, but why?

At its most basic level, the answer is that there’s a standards check somewhere on the horizon, so just keeping those basic skills fresh should be motivation enough. CPD is

Continuous Personal Development should be an enjoyable, fulfilling way to improve as a Driving Instructor. We look at why and how to achieve this.

more than just retaining basic skills and information though. As humans we have a constant need to develop our existing skills and learn new ones. It’s essentially how we’ve survived and evolved as a species. When we fail to do this in our professional lives, we run the risk of becoming stale and find difficulty in adapting to new situations or challenges. For ADI’s, this becomes especially problematic as the role of a Driving Instructor and the expectations from pupils, parents and even the DVSA are constantly evolving.

CPD doesn’t need to be arduous though. In fact, if you have made it this far, then you are already undertaking CPD - well done! CPD in very simple terms is any activity you undertake that helps develop your professional or personal skills and knowledge, which can be anything from reading an article online to studying for a degree. The choice is entirely yours - the trick is identifying what it is you can benefit most from, and crucially, what you are likely going to enjoy doing.

AS DRIVING INSTRUCTORS,

WE CAN ESSENTIALLY BREAK DOWN OUR CPD INTO FOUR SIMPLE CATEGORIES:

◆ Technical Skills - developing skills and techniques that are required to be a successful driving instructor and keeping up to date with new developments.

◆ Business Skillsunderstanding the legal and commercial requirements of running your own business and how to make it successful.

◆ People Skills - learning the techniques, strategies, and methods that are increasingly essential in delivering client-centred learning.

◆ Personal Skills - any additional learning or personal development that could benefit you or your pupils.

If we look at these collectively then the importance of CPD becomes clearer. It’s obviously important to keep technical skills up to date so that teaching is effective, and we provide the correct information and instruction. Let’s take recent changes to the Highway Code giving pedestrians priority at junctions. Any ADI not keeping up to date and changing their teaching is likely to have seen their pass rate dropping pretty rapidly.

Similarly, it’s also clear that running your business as effectively as possible will make you more money and result in less stress. However, the vast majority of people who enter the industry have little or no knowledge of running a business. Teaching people to

drive is the easy bit, while sorting out HMRC, data protection, insurance, social media, diary planning, pupil enquiries and more besides can be mind boggling, so it’s entirely logical that a professional ADI will devote time to making their lives easier and more profitable.

Perhaps the latter two categories are less obvious but arguably even more important than the day-to-day challenges of teaching and being selfemployed. The reality of modern day teaching is that Gen Z, and soon, Gen Alpha pupils, require very different skills from their driving instructor than just the psychomotor elements of learning to drive. Although there isn’t time here to get into the detail, the reality is that young people today struggle far more with their mental health and anxiety than previous generations as well as developing problem-solving skills later in life. Add in greater awareness and diagnosis of learning difficulties and neurodiversity, and you start to see the challenges facing ADIs.

The reality of the above is quite simply, client-centred learning in its purest form. In order to be able to adapt effectively to pupils’ needs, it helps to understand them and the challenges they are facing. Taking time to research conditions such as dyslexia, dyspraxia, autism, and ADHD is

surprisingly interesting, as is getting to know what causes their panic and anxiety. I believe it’s now so important to have at least a basic knowledge of these topics that they are now included in basic training for all PDI’s at Bill Plant.

Whether you attend a course or just spend time doing your own online research, it all counts as CPD, and more importantly, it will make you a better driving instructor and increase your pass rate.

CPD doesn’t have to be all about work though. Taking time to invest in your own health and wellbeing is also valuable for you and your pupils. A few years ago, the DVSA sent a communication to learner drivers suggesting they ask their instructor about mindfulness techniques. Many ADI’s took to social media to berate the DVSA for suggesting something so ridiculous, whilst the smart ones booked themselves onto a mindfulness course to learn some new skills.

Rather than seeing CPD as a chore, it’s important to reframe it as “me” time. The clue is in the title: Continuous Personal Development means exactly what it says. Taking time to improve and develop ourselves, invariably results in becoming an ADI with a broader skill set, happier pupils, a higher pass rate, and a full diary of pupils happy to pay more for the service and results you can offer.

‘ Improving ourselves invariably results in becoming an ADI with a broader skill set”

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STANDARD PROCEDURE

Far from being something to worry about, a Standards Check should be seen as a chance to improve your skills and development as a Driving Instructor. Here’s what’s involved in the Standards Check.

After you qualify as an Approved Driving Instructor, you must renew your registration every four years, which costs £300 and you will undergo a Standards Check (SC). The SC protects the public from sub-standard teaching and maintains safe standards for learners. Look at it

positively: it’s your chance to ask the examiner questions and to learn and improve - I know I have learnt from the experience each time. You are tested on your competency to teach to the national standards. The National Standard for Driver and Rider Training document can be viewed

LESSON PLANNING

1 Did the trainer identify the pupil’s goals and needs correctly?

2 Was the agreed lesson structure appropriate for the pupil’s experience and ability?

3 Were the practice areas suitable?

4 Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?

online at: www.gov.uk/ government/publications/ national-standard-for-driverand-rider-training

Please note the process for a SC is different in Northern Ireland and the SC can only be taken in English or Welsh. It’s similar to Part 3, but with more experience you should now be able to aim for a higher mark. It involves a Driver and Vehicle Standards Agency (DVSA) examiner observing a normal lesson to judge your teaching ability. You’ll be tested on three main areas: lesson planning; risk management;

teaching and learning skills.

You’ll receive a reminder from the DVSA that renewal is due, both by post and email, and you’ll have 10 days to confirm or request any changes. You book online and there is no fee. You have to take a SC even if you don’t have a car or are not working as an ADI. You can be removed from the ADI register if you do not book or attend your SC.

Most ADIs get a SC every four years and ideally a newly qualified ADI will have one within 12 months. However, you can also be asked to a SC based on your pupils driving test results. The DVSA monitors four indicators on ADIs on data taken from driving tests your pupils take over a 12-month rolling basis. The four indicators are: the average number of driving faults per test; the average number of serious faults per test; the percentage of tests where the driving examiner had to take physical action in the interests of public safety; and overall pass rate.

Each of the four indicators has a trigger point: average number of driving faults per test - six or more; average number of serious faults per test - 0.55 or more; percentage of tests where the examiner had to take physical action - 10% or more, and driving test pass rate - 55% or lower.

If you reach the trigger point for three or more of the indicators, the DVSA will write to ask you to book a SC. If you bring fewer than five pupils in a 12 month period, or you do not teach learners, you will have to take a SC once during each

four-year period you’re registered as an ADI.

WHAT HAPPENS NEXT?

The DVSA offers you an engagement call with one of its examiners. During the call, the DVSA will offer guidance and support to help you identify any areas for self-development, and they can also point you in the right direction for professional help. It is available for all ADIs in the UK who are called to take a SC and gives you the opportunity to make any improvements you may need. It’s a confidential, one-to-one, 15 to 30-minute phone call with guided questions. This is a voluntary opportunity to speak to an ADI examiner and a way to develop your skills by finding out about tools and resources available to you. It’s also an opportunity to discuss your driving test data report, and a way to ask any questions or share concerns about your standards check.

The DVSA will also send you a copy of your ADI test analysis report by email so you can discuss it during the engagement call. You will receive an email summarising the conversation, which will include useful links to support you. You won’t get another one if you need to take a second or third attempt at the SC and the call is not linked in any way to the outcome of it.

HOW TO PREPARE

Don’t wait for the invitation to attend a SC. Start planning early because if you have taken Part 3 or have had a previous SC, you can reflect on your learning and start to improve. If

TEACHING AND LEARNING STRATEGIES

1 Was the teaching style suited to the pupil’s learning style and current ability?

2 Was the pupil encouraged to analyse problems and take responsibility for their learning?

3 Were opportunities and examples used to clarify learning outcomes?

4 Was the technical information given comprehensive, appropriate, and accurate?

5 Was the pupil given appropriate and timely feedback during the session?

6 Were the pupil’s queries followed up and answered?

7 Did the trainer maintain an appropriate nondiscriminatory manner throughout the session?

8 At the end of the session, was the pupil encouraged to reflect on their own performance.

we continue to update our skills and give good lessons on a regular basis, the planning for a SC should not be overwhelming. It’s important to continually look for up to date knowledge, maybe by reading industry magazines and newsletters which are readily available, attending local ADI meetings, and attending training days or industry conferences so you can continue with your Continuous Professional Development

You may decide to do some training if it’s your first SC or if you think your skills need updating. Training can be reading suitable material, viewing the DVSA website to look at the requirements in more detail, or seeking out a

1 Did the trainer ensure the pupil fully understood how the responsibility for risk would be shared?

2 Were the directions and instructions given to the pupil clear and given in good time?

3 Was the trainer aware of the surroundings and the pupil’s actions?

4 Was any verbal or physical intervention by the trainer timely and appropriate?

5 Was sufficient feedback given to help the pupil understand any potential safety critical incidents? RISK MANAGEMENT as an ongoing process.

good ADI ORDIT trainer to help you with one-to-one practice. If you have failed a SC and are on a second or third attempt, it’s a good idea to get some training, or attend a workshop or online course, and ideally both. Don’t bury your head in the sand or be embarrassed by a fail, get some help.

ON THE DAY

You must take your green badge (ADI certificate), a pupil, and a suitable car to your SC. The pupil can be partly trained, trained, or a full licence holder. They cannot be an ADI or someone who is preparing to take the ADI Part 3 test. The examiner will watch you giving a client-centred lesson to your pupil for about 45 minutes.

At the start of the lesson, discuss the goals for the lesson and risk management with your pupil. This should take no more than three minutes and your pupil must drive for about 40 minutes of the lesson. You cannot spend the whole lesson teaching a manoeuvre, but you can include a short recap of one you’ve

taught in a previous lesson. If you need to give your pupil immediate feedback, you can stop safely during the lesson. At the end of the lesson, you should give your pupil about three minutes to reflect on their performance with you. The examiner will look for evidence that you meet the national standards mentioned earlier in this article. Your marks are totalled and they will provide a detailed profile of the areas where you are strong and where more development work is needed. At the start of the assessment, you will start with a three in each box and then you need to maintain that score to gain 51. In other words, you lose marks in your assessment, you don’t gain them.

MARKS ARE GIVEN

AS FOLLOWS:

0 No evidence – completely unacceptable.

1 Demonstrated in a few elements – unacceptable, more work needed.

2 Demonstrated in most elements – acceptable but clear areas for improvement.

3 Demonstrated in all elements – keep up the good work!

The maximum mark you can gain is 51 (17 x 3) and the score achieved will decide the final grade. The meanings shown come from the DVSA. You’ll be marked on 17 areas of competence that are grouped into three categories: lesson planning, risk management; teaching and learning skills. The 17 areas of competence are listed in the SC report form that the examiner uses during the check. You’ll get a score

from 0 to 3 for each of the 17 competencies. After you give the lesson, the examiner will discuss your performance and give you your grade. You’ll get your grade and completed ADI Standards Check report by email at the end of the test.

THE RANKINGS ARE:

◆ 0-30 is an unsatisfactory performance.

◆ 31-42 is a grade B and you can stay on the register.

◆ 43-51 is a Grade A and you have shown a high standard and can stay on the register.

You’ll automatically fail if you get a score of seven or less in the risk management category, or the examiner stops the lesson because you’ve put yourself or someone else in danger.

WHAT IF YOU FAIL THE SC?

If you fail the Standards Check, you’ll have up to two more attempts to pass it. If you fail three times, you’ll be removed from the ADI register and have to retake the three ADI tests to join the register again. You can appeal your SC if you think your examiner did not follow the regulations when they carried out your SC. Your result cannot be changed, but you might be able to take another SC if your appeal is successful. This is where being a member of a national association is invaluable as they will be able to help and support you through this process.

KEEP IT SIMPLE

If on the Standards Check the examiner can say yes to the three points below, you will reach the standard required and pass the check.

TOP TIPS...

Learning needs to take place by the end of the chosen lesson so set clear, specific and realistic goals together with your pupil at the start. Use teaching opportunities that arise along the way, including items such as the position of other vehicles or examples of incorrect or poor driving to help your pupil learn.

If you need to change the goals on the lesson, that’s fine if you agree it with the pupil. Being flexible is good - try not to rigidly keep to a goal if it isn’t working for some reason and adapt the lesson.

Understand the mark sheet and its components. It helps you understand what the DVSA is looking for. The guidelines the examiners use to assess you are available online at: www.gov.uk/ guidance/guidance-fordriving-examinerscarrying-out-instructortests-and-checks

Use a client-centred approach, not a teachercentred one. Talk with and to the pupil, not at them, and when possible ask don’t tell. Client-centred means working together with the pupil to facilitate their learning and helping them with their needs. It does not mean client-led or just asking the pupil what they

ASK YOURSELF THESE POINTS AFTER LESSONS AS A STARTING POINT AND PATH TO PASSING THE SC EVERY TIME.

want to do, it’s an agreement with them on what best suits their needs.

Know your pupil and have a good rapport with them, and choosing a suitable pupil is vital. Choose the pupil first, then set goals together and think of a suitable area for the lesson which can be flexible.

Give helpful, honest feedback throughout, and get the pupil to reflect on what they have done and give you feedback too.

Don’t rehearse the SC lesson, it should be a normal lesson with your pupil. Update your own skills and knowledge so you are confident that what you say in all lessons is correct. Reflect on what you do all the time.

Make sure the pupil understands how you are going to share the risks in the lesson.

It is useful to “phone a friend”. In other words, practice improving your skills with other ADIs. If you get used to other people watching your lessons and then reflect on them together, it will help you cope on the day of your assessment. Try having parents, partners, or pupils’ friends in the back of the car on lessons.

◆ Was the lesson suitable for the pupil?

◆ Was the lesson safe?

◆ Did the pupil learn enough and improve?

MSA GB for all driver trainers

MSA GB is the longest established trade association for driver trainers in Great Britain. We pride ourselves in providing our members with the most up-to-date ...

n INFORMATION

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We deliver these to our members through our cutting-edge digital platforms – including the MSA GB app, Facebook, LinkedIn and Twitter –and Newslink, our fully interactive monthly membership magazine.

But we also deliver our services the old-fashioned way: through our friendly office team, ready to answer your calls every weekday in person, and our team of local area representatives; and at our regular face-to-face members’ meetings, CPD workshops and conferences, all of which will enhance your knowledge and skills as a driving instructor.

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THE PROFESSIONAL COVER YOU NEED

All MSA GB members automatically receive Public Liability Insurance and Professional Indemnity Insurance totalling £15m in cover. The first of these two policies provides the legal cover you need to work with public bodies, such as fleet training and speed awareness courses, while the second protects you against litigation stemming from your in-car teaching.

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is a landmark moment. It also signals whether you want to work for a franchise or strike out on your own.

Qualifying as an Approved Driving Instructor is as exciting as it can be daunting. After spending so much time focusing on your instructor training, you now have a whole set of new challenges to establish yourself as a successful professional. There are two routes to working as an ADI, which we’ll explore here.

JOINING A FRANCHISE

The most common route, and perhaps the easier one for a newly qualified ADI, is to work for a franchise. From large national franchises to smaller, more local ones, they take a lot of the groundwork out of running a driving school.

The biggest advantage is the awareness their brand will have with learner drivers. Think of Driving Instructors you see in your local area and the chances are most will be from a recognised driving school.

Being part of a franchise gives you a share in that recognition. You may already have been through your Part 1, 2, and 3 exams and training with a franchise and know you have a pre-agreed term working for them. This offers job security when you are starting out. However, it also means you giving up a degree of autonomy in how you work, who your pupils are, and your earnings.

A franchise will help with much of the admin – booking

pupils, often providing a dual-control car and covering its running costs, and advertising. One other advantage of a franchise is many provide ongoing training should you want to take it, which should be something you are keen on as part of your continuous personal development.

However, working for a franchise does come at a financial cost, and you could be paying anything between £60 and £300 per week to the franchise regardless of how many lessons you give. This means you need to deliver a consistently high number of lessons per week to cover this cost and give yourself a decent income.

Other downsides of a franchise deal are your working

hours may be more regimented, so you may find it is not flexible enough for your work-life balance. There may not be enough pupils using this franchise to support your financial commitment to them, and there is also a possibility the franchise has other ADIs in the area so you could miss out on earning potential.

BUSINESS ADVICE

Good business advice is worth its weight in gold, especially when you are starting out as an independent ADI. One of the best places to begin is other independent ADIs. They will have experienced the pitfalls and practicalities to show you what works and what doesn’t.

It also pays to seek professional business help from your bank and its small business adviser. You will also find many local councils run advice teams for small enterprises, or you could approach other local business groups or speak to your accountant. There is help available, too, from the government that can advise you on everything from tax to writing a business plan.

A business plan may sound unnecessary when you know what your job is – being a Driving Instructor – but it is an essential map to chart your progress. It can also help you expand the business if that is what you want, or highlight areas you need to focus on more, such as marketing, social media, or CPD.

MARKETING

Marketing, or advertising in more traditional terms, is how you promote yourself and your business. As well as the straightforward adverts in local newspapers and notice boards in shops and supermarkets, there are a multitude of other ways to make potential pupils aware of your business. You will need a roof sign and adhesive door panels with the name of your business and contact details on your car. When you’re out and about giving lessons, this is an obvious, clear way to let everyone know who you are. And don’t forget business cards or leaflets to keep in the car and hand out.

When you are starting out, tell the local paper about it as they are always keen for stories on their ‘patch’. Emphasise your skills, flexibility, and experience, and make sure you include a photo that has your car and contact details in it.

You should have a website, which can be a simple page detailing who you are, where you work, your qualifications, and contact details. A more elaborate website can offer information and also be used for pupils to book lessons. How sophisticated you want a website to be depends on how much you feel it will generate business for you.

When you have a website, you also want to make sure it appears on the first page of any search a potential pupil might

do online. This means finding a good web designer who understands SEO (search engine optimisation). Social media is a vital resource and you should certainly have a presence on Facebook, X/ Twitter, Instagram, and even TikTok to maximise your reach. Even if you’re not familiar with or interested in these options, many of your potential pupils will be so it pays to keep them up to date.

CAR

Your car is the most fundamental tool you have as a Driving Instructor. Take your time when choosing as you will be spending a lot of time in it, so find one that has front seats that are comfortable for you as a driver and passenger when giving lessons. It should also be a car your pupils are likely to feel at ease driving, so best to avoid anything too big or difficult to see out of.

There are several companies that specialise in leasing cars to Driving Instructors, with dual controls already fitted. This gives you access to a new car and offers a wide choice of price options. However, for many starting out in their own business, it will be more cost-effective to use their own car for instruction. The other decision you have to make is whether you go for a car with a manual or automatic gearbox. Most pupils will want to learn in a manual, so this is

“ There is help available from the government on everything from tax to business plans”

the most sensible choice

It’s not a legal requirement for a Driving Instructor’s car to have dual controls, but it is a good idea for safety. There are two types of dual control – static and passive. Static controls have pedals that do not move on the instructor’s side when the pupil presses them, which can make it tricky to assess what a pupil is doing. Passive controls mimic what the pupil is doing with the pedals, so it’s easier to gauge how they are progressing. Fitting most cars with dual controls is not difficult and there are two main suppliers –He-Man Dual Controls and Universal Dual Controls. The key difference between the two is Universal’s controls can be swapped between cars with a little work, so you don’t have to buy a new set when you change car.

“Don’t assume your previous insurance will cover you when providing lessons.”

insurance will cover you when providing lessons. As an ADI, you will need a hire and reward policy as you are being paid to give tuition in the car.

Your car is a business expense, so many of its running costs can be set against tax when running your own business. An accountant will talk you through exactly what you can and cannot claim.

Alternatively, you can lease a car with dual controls. This offers a new car on a regular basis, but it is likely to come with a mileage limit and the contract will be less flexible than owning a car outright, but you can offset the lease cost against tax.

INSURANCE

As with any car, you need insurance as a Driving Instructor. However, you will need more than a standard policy, so don’t assume your previous

There are several specialist insurers for Driving Instructors, so it pays to shop around. The cost will vary depending on the type of car, where you live and work, and your age and experience. What you need to look for in a policy is that it covers you as an ADI and your pupils regardless of their age range. It will also need to come with liability insurance and dual control cover in case you need a courtesy car with these extra controls while your car is being fixed in the event of damage to the vehicle.

You need to decide on the level of cover you want. Do you want to include personal accident cover, negligent tuition cover, or uninsured driver protection? All of these are worthwhile additions, but they will add to the final cost of

the premium. However, that extra cost could well be worth it if you need to make a claim.

BUSINESS TOOLS There are a number of dedicated smartphone apps for Driving Instructors that let you manage your diary while you’re away from the office or home. A key advantage here is you can do your admin and office chores in downtime between lessons.

How much work you can do via the app depends on the individual application, but the more comprehensive one such as Drive.Day let you manage your calendar, booking enquiries, and payments. The more sophisticated apps also let you track your income and expenses, as well as driving tests booked for pupils and any changes to this.

You can also use many of these apps in collaboration with your pupils, so you both know when a lesson is booked and when it’s been paid. This

Birth, death, and taxes – they come to us all! While you can’t do anything about the first two, you can improve your finances with the help of a trusted accountant. It’s worth asking other Driving Instructors which accountancy firm they use – there is everything from one-man operations to large firms.

When you have an accountant, such as FBTC, you should sit down with them and discuss your business, income and outgoings, and what your aims are. This will help decide how to structure your business to be as tax-efficient as possible and make sure you are paying the right amount when tax is due. This will also help work out what you can and cannot claim as a legitimate business expense.

Some ADIs will choose to fill in their annual tax return

themselves, which is entirely possible. However, most choose to use an accountant for the ease of filling in the forms and peace of mind that you have not missed out a vital detail or end up overpaying. Whichever way you choose to go with your accounts, scrupulous record keeping is critical to getting this right.

ASSOCIATIONS

There are a number of professional bodies to support Driving Instructors, both as a qualified ADI and as a trainee at both a local and national level. All offer added information relevant to your new profession, and most also provide advice and assistance if you have a question or problem. Depending on which association, or more than one, you join, the benefits you can expect include help with continuous personal development, discounted rates for insurance, news via email and social media, and the opportunity to meet with other ADIs at organised events. Some will also offer legal representation in the event you need it.

THE ASSOCIATIONS

CURRENTLY SUPPORTING DRIVING INSTRUCTORS INCLUDE :

◆ T he Approved Driving Instructors National Joint Council (ADINJC).

◆ Driving Instructors Association (DIA).

◆ Motor Schools Association of Great Britain (MSA GB).

ROAD SAFETY

Approved Driving Instructors play a key role in promoting and education for road safety. It should be the goal of every ADI to see their pupils pass the driving test and produce safe drivers.

Road safety should be woven through every lesson so that it’s ingrained in the pupil. This means that you, as an ADI, also need to remind yourself about road safety on a regular basis and keep abreast of all developments. Make this a core part of your continuous personal development and use all available resources such as online webinars and tutorials, videos, reading material, and driving instructor forums.

REFERRALS

There are two types of referrals to think about. The first is word of mouth. This is just about the best promotion for your business as other learners will be encouraged by a positive report.

You can also sign up to businesses that refer learners looking for a Driving Instructor. Some of these businesses charge an upfront fee, while others take a commission for every lesson booked. They can be a way to fill out your diary, but you won’t earn as much per lesson.

The other referral option is where you refer a pupil to an insurance company. Lots of insurers pay a fixed rate for every policy they sell as a result of your referral but you will have to be satisfied the insurer is offering a good deal to a new driver.

Calculations

At FBTC, we can manage your tax affairs from the outset of your instructor training. We’re here to support you with a comprehensive service including:

Registering your business with HMRC

Guiding you through the tax years

Completing and submitting tax returns on your behalf

“A first-rate service giving you peace of mind that your accounts are in safe hands.”

David, Warrington

Contact Website: www.fbtc.co.uk

Or call: 0344 984 2515

Email:

CHRIS BENSTED THE DRIVING INSTRUCTOR AND TRAINERS COLLECTIVE

The instructor training MINEFIELD

Understanding every aspect of what you are committing to is vital when starting your journey to being an ADI.

what is their success rate?

We are so used to signing our lives away and clicking accept that people just do it without question and only consider the options when it is too late. It can be hard to differentiate between sales pitch and truth. It’s also important not to take unqualified advice. I’m an ORDIT trainer with 16 years of experience and co-founder of The Driving Instructor and Trainers Collective (theditc. co.uk), helping support ADIs and PDIs.

Where do you start? The unspoken secret is the business of driver training has two sectors: the first is developing driving skillsDriving Instruction - that is regulated by the DVSA. The other is developing trainersInstructor Training – which is unregulated by the DVSA. You need to consider both provisions: are they the right trainer and the right school?

Broadly speaking, there are two financial models for instructor training. Paying

upfront, possibly in instalments, or where you commit to paying as part of a franchisee. There are key questions to consider.

What is the overall cost from starting the training to being able to leave the contract? Then compare like-for-like with other cost options. The ability to charge more after one year could make it more cost-effective to pay double upfront. I tell people to budget an assumed cost of £2000£3000 to become an ADI. Whether this cost is visible or not, it will be there or you are likely cutting corners for your all-important future.

There are other variables to factor in, such as what happens if you fail Part 1, 2 or 3; can’t afford to continue; have a life-changing event; you hate it; you don’t learn the way you are being taught; or you’re not given the trainer you need?

As well as this, you need to understand: what does the syllabus look like; who is delivering your training; what experience do they have and

Also think about: what is your commitment and for how long; when can you get your training and a test; where will you have to go for it; how and when can you leave; how long does it take to train, to be ready to pass, to be ready to do the job, and to be ready to run a business? These are not all the same things. And importantly, how will you get pupils - is there a guarantee or just them ‘trying their best’?

You need specifics and you need them in writing. Contracts may promise a lot, but you need support, guidance, and experience. I’ve had calls from those travelling hours, left unsupported, or even trained by a fellow PDI. My advice is to reach out and find mentors to support your journey, whichever path you choose.

Driver training is an amazing job, but it is too often founded on minimum standards, and that is not what you want for you and your new business. If you are not aiming for the stars, ask yourself why. If you are, find someone ready to support that.

OLLY TAYLER QPM

THE HONEST TRUTH

Make it COUNT

We take a look at what role a Driving Instructor has to play in road safety.

How quickly and how cheaply?

Two questions you are likely to hear many times during your career as a driving instructor, and usually asked by the person who is paying for lessons. After all, your job as a driving instructor is to get a new driver from zero to hero and get them through their test, right?

The first thing to consider is what does passing a driving test actually mean? It means freedom, independence, an achievement. It absolutely does, but what it really means is that you were good enough at that time on a particular day to pass a minimum DVSA standard to be able to hold a driving licence and no longer need to be supervised.

The real business of learning

to drive starts once you pass your test. This is because once a pupil passes their test, they no longer have you sat next to them as that voice of reason, seeing the things they miss or making decisions for them when it matters. It’s now all down to them and all you can hope for is they make the right decision when the time comes.

As a former roads policing officer, a role I spent the best part of half my 30-year police career in, I saw all too often the results of poor decision making behind the wheel. I saw how it leaves families and loved ones

devastated, and left with nothing but a lifetime of heartache and pain. The worst part of that job wasn’t attending the scene or having to tell a parent that their son or daughter wasn’t ever coming home again, although neither of those jobs ever got any easier, but it was knowing that such collisions were completely avoidable and if only the driver had made a different decision the outcome would have been totally different.

The mechanics of learning to drive, such as roundabouts and junctions, are vitally important but the life skills that go alongside these mechanical skills are just as important. I can still remember things my Driving Instructor taught me more than 30 years ago. As a Driving Instructor, you are in a unique position of influence to shape the kind of driver each of your pupils will become. Weaving good quality road safety education into your lessons will provide your pupils with the skills they require to make those right decisions long after they pass their test, not only to stay safe on the roads but also keep their licence points-free.

As a road safety professional, you have a unique influence on your pupils, so make it count and ensure road safety is an integral part of every lesson you deliver.

“ T he first thing to consider is what does passing a driving test actually mean?”

Helping your pupils to get test-ready

The Ready to Pass? campaign toolkit can help you make sure your pupils are fully prepared for their driving test.

Discuss our detailed checklist, encourage private practice, carry out mock tests, and much more.

Access the toolkit: https://readytopass. campaign.gov.uk/campaigntoolkit/driving-instructors/

TERRY COOK THE INSTRUCTOR PODCAST

SEEKING SAFETY ADVICE

Driving Instructors can improve road safety for everyone, and there are some wonderful resources out there to help.

Most people don’t become Driving Instructors to make the roads a safer place. The idea of being your own boss, setting your working hours, and decent earning potential are the oft-cited reasons given. If you sense a ‘but’ coming, it’s that ADIs are in such a privileged position being able to spend time with people on their learning journey and generally with younger people for 40, 50, 60 hours in total. We’re the envy of the road safety sector, which is desperately trying to reduce road deaths from five a day to zero. We have the ability to make roads safer.

As you begin your journey to become an awesome ADI, I’d encourage you to take a moment and think about the number of collisions you are going to prevent and how you’ll go about doing that. A growing number of instructors are moving away from test focussed lessons and putting the emphasis on real life scenarios.

Examples of this include late evening lessons, multi-storey car parks, rural roads, and

motorways. We also bring in much more conversation now, engaging pupils by asking how they will handle difficult situations such as having friends in the car who are being a nuisance. We want to really prepare new drivers so that they don’t have to learn how to drive once they pass a test. There are some wonderful resources available to help you. You may have read already Olly Tayler elsewhere in this publication, who runs The Honest Truth app which is an incredible resource that can help bring road safety into driving lessons using a language that young drivers will understand. DriveFit is a series of videos produced by Dr Elizabeth Box and is another excellent resource that can be shared with pupils and parents alike.

However, I do feel that I should be honest, not everyone will jump on board with all the resources and further training that is available. Our driving culture, while moving forward, is still outdated. Some parents

won’t watch the videos you send, some pupils may have test routes on the brain. Our job isn’t to make everyone perfect, it’s to improve people as much as possible, and push them further along that road safety spectrum towards Vision Zero. I still tell my students the examiner doesn’t decide if they can drive, we decide that. The examiner simply says if they can drive legally. While there are some amazing resources for our pupils, and I’ve only mentioned a few here, there’s also plenty for you too!

Road Safety GB have some great courses for instructors, some of which are free. Plus, there are organisations such as RoadPeace and Brake who have a wealth of online information available at your fingertips. Of course, there’s also The Instructor Podcast. Admittedly, I’m biased, but with hundreds of hours of free training, and plenty designated to road safety for instructors, it’s a very good place to start. For now, let’s keep raising standards.

TOM STENSON ORDIT TRAINER

Putting the LEARNER FIRST

Client-centred learning is not about a pupil leading the lesson, but about putting the pupil’s learning at the heart of every session.

Client-centred learning, or CCL for short, is a term you will hear a lot in the Driving Instructor industry. There is still some misunderstanding and misinformation surrounding exactly what it is, so the following aims to give you a clear understanding of CCL.

The DVSA’s National Standards for Driver and Rider Trainers (NSDRT) describes

client-centred learning as: “It is about maximising learning by taking into account the status, prior experience, and particular needs of the learner” (Role 6 Unit 2).

What does this mean? A good educator should be able to maximise the learning of any pupil, be it a brand-new driver with very little experience, a full licence holder who is looking to develop, or even a trainee Driving Instructor. In order to maximise their learning, we must understand that everyone will learn in different ways and at different speeds. After all, we are all on the learning path, albeit at different points.

CCL is about viewing the learner as an active contributor to the learning process. They will be bringing along their own ideas, knowledge and past experiences. They should not be seen as a ‘blank slate.’ CCL is about using the most suitable method for the learner, under the circumstances at the time, by creating an environment where learning can take place. This might be encouraging them to experiment and ‘have a go’ if the level of risk is low or giving them help by direct instructions. Once we find a method that is working well for the learner, we can make faster progress with them. However, using a range of teaching strategies is important because as you teach them, the learner’s knowledge and circumstances then change, so our teaching methods have to grow with our pupil.

One of the main

misconceptions with CCL is, it is about doing what the learner wants. The NSDRT also explains: ‘Client-centred learning is not about the learner taking charge of the learning process and deciding what is going to happen. Instead, it is about creating a conversation between the learner and the instructor that is based on mutual respect.’ If we allow the learner to take charge of the whole process, this would be ‘client-led’. To make sure safety is maintained and the level of risk is low, we would not allow the learner to dictate what happens on a lesson. For example, if a learner expressed an interest to go on the motorway on their first ever lesson, we could demonstrate CCL by having a conversation with them and identifying what they might need to achieve first before venturing onto that type of road. You can then look at developing these skills and competencies to gradually help them achieve their goal.

IN SUMMARY, WHAT ARE THE KEY COMPONENTS OF CCL?

◆ Find out what your learner knows, so you get the right starting point.

◆ Listen to learners’ ideas, but agree a mutual and safe pathway to reach their goals.

◆ Keep learners engaged and taking responsibility for their learning.

◆ Use methods that work for them, not just for you.

◆ Be flexible and varied in how you teach as your pupil grows in skill, knowledge, and confidence.

Approved Driving Instructors

National Joint Council

The leading driving instructor organisation of its kind.

Uniting local associations, groups and individuals.

We support, inform and represent our members.

Expert advice and information available from our Helpline: 0800 8202 444

Help from our talk line and business lines and unlimited ADI/PDI support

Help with items concerning the DVSA, your clients or the public

Specialist DVSA investigations and tribunal support

A network of instructors who can relocate pupils for training across the country

Direct Tier 1 representation with the DVSA

Discounts on selected ADINJC training courses

Special discounts and packages from our sponsors for training aids and services

You will be able to purchase PI/PL insurance from our ADINJC online shop

If you are a group, we offer a group membership with details found on our website.

Find out more at adinjc.org.uk, call 0800 8202 444 or email secretary@adinjc.org.uk

GRAHAM HOOPER GJH CONSULTANCY AND COACHING FOR DRIVER DEVELOPMENT

Why COACH?

We look at the benefits of coaching and answer the fundamental question of why you should coach.

As a coach, we develop our own self-awareness and adopt self-reflection, which in turn leads to our own personal improved performance. Coaching benefits the coach and the coachee often equally because coaching develops motivation and commitment for our desired outcomes in life. It helps us gain the interpersonal skills required of a leader and attain that personal growth which satisfies our life.

A coach will develop the next level of self-esteem as they integrate that way of being. Our self-belief then grows, enabling us to find the quality of life and work we desire which will then bring about clarity and meaning to our goals. There is a quote from Maslow: ‘What a man can be, he must be’. This quote is about leading us to fulfil our potential. Coaching improves our communication skills and our relationships benefit. Coaching also helps us implement and

acquire those new skills, so we are supported when we implement change and have help to manage the changes in our life. As we strive to fulfil our true potential as a coach, we become unique and our credibility soars.

A coach needs to be human, to inspire others, and to reflect on your own skills and life. These skills, which can be summarized under the fifth essential coaching skill –intuition - are crucial for your development as a coach.

As a coach we need to become self-aware by noticing what our body language says about us: how would you describe your emotional intelligence; where do you grab your inspiration from; how do you inspire others; how creative are you with your ideas - do you prefer talking, drawing, or playing?

The more you become self-aware of who you are, the easier the process will be.

LET’S HAVE A LOOK AT FIVE SKILLS YOU NEED TO DEVELOP AS A COACH:

◆ Listening - possibly the most underestimated skill.

◆ Questioning.

◆ Feedback.

◆ Rapport - I have a saying that if you lose the rapport, you lose the learning.

◆ Intuition - spend time checking your gut instincts and seeing how accurate they are. In the meantime, just notice whatever you can about yourself and your persona.

Coaching skills enable you to be client-centred, which gives you a better focus on road safety and the goals for driver education. This ultimately leads to great driving lessons that make the Part 3 and Standards Check easier.

“ Coaching improves our communication skills and our relationships benefit.”

VICKIE AMBROSE AND KIM GIBSON GATES & GIBSON

What NEXT?

Congratulations, you’ve qualified as a Driving Instructor. Now how do you run a succesful business?

We study for our Parts 1, 2 and 3, then we become focused on our Standards Check. This is all good, but there is a Part 4 – your business. And your focus on this is just as important as the qualifying exams, otherwise what do those exams mean?

Once you have passed your Part 1, start looking in to how to study for your future business. Some elements will come to you naturally and much will be about learning. However, there is a long list of what you need to take in to account.

To take care of your business from the very beginning, do the research you need. Look at what you know already, thinking about transferable skills you may have. If you get this right from the beginning, it’s half the battle. If you don’t know, that’s okay. It is no different to the fact you didn’t know how to be a Driving Instructor, but you do now.

How did you get there? By learning, studying, training, revising, asking questions. It doesn’t really change as you go along, you get a Standards Check invitation, you seek remedial training, because you want to make sure you’re still on the mark for it. So, whether you have been in the industry for six months or a year, you are constantly evolving as a business owner as well as a Driving Instructor.

When you sign up to be a Driving Instructor, you are signing up for so, so much more. Do you become a franchisee or run your own driving school, either way, you are self-employed. You set your terms and conditions, and you become your employee, admin, accounts manager, colleague, finance manager, customer care supervisor…

So, where to begin? Well, terms and conditions are good. Have these already set for your

learner to agree to them before they start. Emphasise the important parts, such as your cancellation policy.

Then there’s budgeting. What will it cost to operate your business and cover your cost of living? This will help you set your pricing. Rainy day fund, car maintenance fund, pension, sick pay, holiday pay, and to pay for your holiday too. It adds up.

Is uniform important? For some, a uniform looks professional, but it’s not for everyone. You and your car are the first things your learner sees, so a clean car is essential as it’s your place of work, and have it organised.

When it comes to customer care, don’t feel guilty if your answer is no. Do what is right for your business, even as a franchisee. Boundaries are important. If you set this at the beginning with your learner, you both know where you stand.

Time and timing are important, too. Yes, we need to pay bills and live, but don’t over work yourself because your last learner will not get the quality of training from you that the first one did.

That feeds into continuous personal development. Keep training, don’t stop. No matter how good we think we are, none of us knows everything. Attend courses, workshops, webinars. Update your training material as and when they get updated. Take this responsibility as seriously as you did your Part 3. And surround yourself with positive colleagues.

AA DRIVING SCHOOL

The AA is one of the industry’s biggest and most trusted brands and is best placed to deliver training and help you shape the drivers of tomorrow. Gain satisfaction in helping learners develop a skill for life, becoming a safe driver for life.

VISIT: theaa.com/driving-school/ driving-instructor-training

EMAIL: DITSalesAA@theaa.com

TEL: 0330 053 0007

ACCIDON’T

AcciDON’T offer intensive courses at locations across the country. They are always looking for instructors who want to specialise in delivering intensives for their MoD (Army) contract or the growing number of civilian enquiries they receive.

VISIT: accidont.co.uk

EMAIL: info@accidont.co.uk

TEL: 0115 704 3283

DRIVE DRIVING SCHOOL

DRIVE Driving School is the UK’s fastestgrowing driving school, and as part of the same family as ‘SmartDriving’, we have been training driving instructors for over 40 years.

VISIT: just-drive.co.uk

CONTACT: Adam Bragg

EMAIL: adam.bragg@just-drive.co.uk

TEL: 0800 368 9215

AAT

AAT is an online training platform created by Jeff Lucas (Grade A instructor and trainer) which massively simplifies passing your ADI exams.

VISIT: advancedadi.co.uk

CONTACT: Jeff Lucas TEL: 07500 500 420

EMAIL: jeff@advancedadi.co.uk

ADINJC (APPROVED DRIVING INSTRUCTORS NATIONAL JOINT COUNCIL)

A leading national association run by ADIs on a not-for-profit basis. Working tirelessly to inform, represent and support members, and to promote the interests of our profession. A focal point to unite local associations, groups and individual members.

VISIT: adinjc.org.uk

CONTACT: Sue Duncan

EMAIL: secretary@adinjc.org.uk TEL: 0800 8202 444

GATES & GIBSON

Providing support to PDIs & ADIs. We discuss your business and how you want to develop. We help you achieve your goals for the smoother running of your daily business and to achieve your dreams, in a stress-free way.

VISIT: gatesandgibson.com

CONTACT: Vickie Ambrose & Kim Gibson

EMAIL: gatesandgibson@gmail.com

TEL: 0203 576 3243

ADVANCED ADI TRAINING

GO GREEN DRIVING INSTRUCTOR TRAINING

Go Green offers a comprehensive training structure for PDIs, designed to help you become a successful instructor! We offer fortnightly PDI zooms, mini courses, workshops, as well as a rescue course, ADI course, and our Train the Trainer course coming soon!

VISIT: gogreendrivinginstructortraining.co.uk

EMAIL: hello@gogreendriving instructortraining.co.uk

TEL: 07982 493 422

KNOWLEDGEABLEE INSTRUCTOR TRAINING

K.I.T. 2023 CPD training providers of the year, delivering the industry’s biggest and most diverse range of Instructor training. From our flagship Part 3 / Standards Check workshops, to in-car coaching workshops, online courses, 1-2-1 days or Video HUB.

VISIT: adikit.co.uk

CONTACT: Lee Jowett & Mick Knowles

EMAIL: lee@adikit.co.uk mick@adikit.co.uk

TEL: 0779 5279 916

RED DRIVER TRAINING

Join RED. Benefit from industry leading support as a franchised business partner and RED instructor. Qualify with the UK’s most recognised driver training brand and leading trainer. There’s no better in the market, committed to delivering exceptional customer service and excellent student experience.

VISIT: bit.ly/UGRED24

TEL: 03330 095 049

INSPIRE INSTRUCTOR TRAINING

Our goal is to uncomplicate ADI / PDI training. Our “down to earth” approach cuts through the jargon and provides you with specific, actionable tasks to develop your lessons, in turn bringing them in line and beyond the DVSA’s standards.

VISIT: inspireinstructortraining.com

CONTACT: Phillip Cowley & Diana Todd

EMAIL: info@inspireinstructortraining.com

TEL: 07843 622 934 & 0778 624 1331

RAY SEAGRAVE INSTRUCTOR TRAINING

Ray Seagrave Instructor

Training specialises in comprehensive driving instructor training, offering both one-to-one coaching and engaging classroom and Zoom workshops. They provide expert instruction in essential coaching techniques and teaching skills required for the Part 3 test and DVSA Standards Checks.

VISIT: rayseagraveaditraining.com

CONTACT: Ray Seagrave TEL: 0787 086 1572

EMAIL: ray@rayseagraveaditraining.com

SMARTLEARNER DRIVING SCHOOL

SmartLearner is the fastest-growing driving school in Warwickshire and the West Midlands. Recognised as Intelligent Instructor Awards 2024 winner of Eco Driving School (Silver) and Community Champion of the Year (Gold). SmartLearner offers franchise opportunities starting at just £66 per week.

VISIT: smartlearner.com

CONTACT: Meg Bancroft TEL: 02475 092 784

EMAIL: admin@smartlearner.com

ADI DOCTOR adidoctor.co.uk

BILL PLANT DRIVING SCHOOL billplant.co.uk

BRIGHT COACHING brightcoaching.net

DIA driving.org

DISABILITY DRIVING INSTRUCTORS disabilitydrivinginstuctors.com

DRIVER TRAINING SOLUTIONS craignicksonadi.co.uk

DRIVING MOBILITY drivingmobility.org.uk

DONE STRESSING donestressing.com

DRIVETECH drivetech.co.uk

CLIENT CENTRED LEARNING clientcentredlearning.co.uk

CONFIDENT DRIVERS confidentdrivers.co.uk

EMPATHETIC INSTRUCTOR TRAINING beckyseaton.co.uk

FIONADRIVE fionadrive.com

GJH CONSULTANCY & COACHING FOR DRIVER DEVELOPMENT grahamhooper.blog

GREEN PENNY greenpenny.co.uk

GUILD OF MINDFUL DRIVER TRAINERS thecalmside.com

IAM ROADSMART iamroadsmart.com

LDC DRIVING SCHOOL learnerdriving.com

LET’S INSTRUCT DRIVING INSTRUCTOR ACADEMY lidiaondemand.co.uk

MSA GB msagb.com

ORDIT-TRAINER ordit-trainer.com

PASS N GO DRIVING SCHOOL passngo.net

PDIADI pdiadi.com

PDI DOCTOR pdidoctor.co.uk

PDT FLEET TRAINING SOLUTIONS pertempsdrivertraining.co.uk

PECODO pecodo.com

PHIL HURST DRIVER INSTRUCTOR TRAINING philhirst.co.uk

QUALIFY: DRIVER EDUCATION & TRAINING qualifynow.co.uk

THE INSTRUCTOR PODCAST PREMIUM theinstructorpodcast.com/10membership

THEORY TEST EXPLAINED theorytestexplained.co.uk

TTC ttc-uk.com

TRAINING WHEELZ trainingwheelz.co.uk

UP DRIVING SCHOOL updrivingschool.co.uk

YES! DRIVING SCHOOL yesdriving.co.uk