Ultimate Guide to Becoming a Driving Instructor 2025

Instructor

ULTIMATE GUIDE TO...

Becoming a driving instructor

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YOU’RE IN THE DRIVER’S SEAT WITH AN AA FRANCHISE

Two flexible franchise options, one simple way to keep your business running smoothly. Your ideal dual-control car. One fixed weekly franchise fee. Maintenance, servicing and repairs, keeping you road-ready.

WELCOME to Intelligent Instructor’s Ultimate Guide to Becoming a Driving Instructor. If you are considering a career as a driving instructor, or have already started training, think of this magazine as your roadmap to qualification.

Over the following pages, we’ll explain how to prepare for the Part 1, Part2 and Part 3 tests. Our expert contributors won’t just help you pass - our industry gurus want you to go beyond test standard to become the very best driving instructor you can be. They’ll help you get to grips with the challenges of running your own business, too.

Your new career isn’t easy, but it is hugely rewarding. Like most things in life, you get back what you put in. Follow the advice in this guide and you’ll be off to a great start.

DAVID MOTTON

THE TEAMGET IN TOUCH

PUBLISHER: Richard Storrs

EDITOR: David Motton

CONSULTING EDITOR:

ART DIRECTOR:

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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 meet interesting people, make a positive impact on their lives, earn a good salary, work flexibly, and indulge in your passion for driving and teaching? 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!

BE A PEOPLE PERSON

First off, any driving instructor must be interested in people. If you enjoy interacting with new people regularly and helping them to learn a vital new skill, this is the perfect role. 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. 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 an ADI as it means there is plenty of work.

FLEXIBLE WORKING

Even with high demand for driving instructors, there is still plenty of scope to work flexible hours. 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 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.

CAREER DEVELOPMENT

As well as the huge variety of people you will meet, being a driving instructor is also a great career for ongoing

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

professional development 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 level of training. However, beyond that you can also look at a number of other areas to develop your skills. For example, many driving instructors go on to teach potential driving instructors (PDIs). 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.

MONEY MATTERS

Lastly, we should cover 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 point to bear in mind is that you can charge for lessons before you pass the Part 3 exam. Don’t get too excited, though – the money you earn on a trainee licence is to help with items such as fuel, dual controls, car insurance and learning resources. It shouldn’t be seen as a wage to live off and you can only work in this way for up to six months. But teaching as a potential driving instructor is a great way to gain practical experience before you sit the Part 3 and your new career can really take off.

ALL CHANGE

training would be the same. Luckily, they were good – but not all-encompassing. I began to seek out input from other trainers: five in total, each offering different views. Some contradicted each other. None were wrong, but I had to be proactive in figuring out what worked for me. That’s my advice to new instructors: own your learning. If something doesn’t sit right, challenge it. Clarify it. Keep growing.

an ADI

Diana Todd shares her reasons for changing career to become

I didn’t become a driving instructor because I had a burning passion for dual controls or roundabouts. I became a driving instructor because I was chasing something else entirely: a life that gave me the flexibility to be a great mum. I came from a high-pressure, well-paid role as a trainer and director of sales and marketing in the hospitality industry. It was demanding, relentless, and, at times, I genuinely thought being hurtled towards my death would be less stressful — and that’s not even a joke. As the main breadwinner, walking away wasn’t easy. There were huge external pressures to stay, but a particularly traumatic experience with a senior director triggered something deeper — a level of self-

reflection I hadn’t allowed myself before. That moment became a catalyst for what I now recognise as posttraumatic growth. Without that incident, I might still be in that job, convincing myself that financial security was worth everything else I was losing.

So, I looked for a career that could provide flexibility and financial stability – and I landed on becoming a driving instructor. I thought it would be easy. Tell the pupil what to do, how to do it, job done. Let me assure you, it is absolutely not that simple. And you’re not just telling pupils what to do –you’re helping them learn for themselves.

I chose a local school for my training, not because I did the research, but because I’d seen their ads. I associated visibility with reliability and thought all

One trainer said something that stuck with me: “You only get one chance at passing first time.” That helped me realise how vital it is to stay engaged with your own development. What do I love about this job? I love the flexibility. I can take holidays when I want – with the caveat that I’m self-employed, so planning ahead matters. I love the people I meet, from all backgrounds and walks of life. I’m not just teaching – I’m facilitating learning. The progress is theirs. That mindset changed everything for me.

And the memories – oh, the memories. Like the pupil who accidentally ended up in a funeral procession (yes, behind the hearse). The silly games: Maltesers on a Plate, Getaway Driver, Day in the Life. I’ve seen lives transform – including my own. I’ve become a better driver, a better communicator, and I’d like to think, a better human.

I never imagined I’d end up here. But I’m so glad I did. Because what I’ve gained, and what I get to give, is beyond anything I could’ve planned.

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 (DVSA) 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: what does training as a driving instructor involve?

The simple answer is a lot of learning and passing three exams, but there’s a bit more to

it in reality. The process isn’t especially complex, but it can be a little daunting at the start. So, here’s our guide to training to become an approved driving instructor (ADI).

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 in Northern Ireland as you will need to complete a separate enhanced security check. However, after that, the steps are much the same across the whole of the UK and you can use the government website

(www.gov.uk/become-adriving-instructor) 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 you are not already registered as a driving instructor in Northern Ireland or the Republic of Ireland. Pass this and you are free to apply to become a driving instructor.

DBS CHECK

A Disclosure and Barring Service (DBS) check is required

as part of your application to be a Driving Instructor. At the time of writing, it costs £21.50 for those in mainland UK – there is a separate check for those in Northern Ireland. The DBS check requires three proofs of identity (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.

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 ORDITregistered instructor to help you. You can also decide 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. After passing, 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 90 minutes 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 30 minutes. 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 your driving ability under close scrutiny to ensure 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

“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”

“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 driving out, driving into a parking bay and reversing out, or pulling up on the right-hand side of the road, reversing, then rejoining traffic.

Lastly, there will be independent driving lasting approximately 20 minutes 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 before becoming a fully 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 cannot

spend the whole lesson teaching a manoeuvre, but you can include a short recap of one you have taught in a previous lesson. 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.

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. The examiner will award a score out 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 can now apply to become an approved driving instructor! For this, you will need to pay £300 to join the register and must do so within 12 months of passing the Part 3 exam.

When you receive your

certificate, you can begin paid lessons, set up your own 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. Such a rewarding career is well worth the time and effort.

PART 1: starting the JOURNEY

Learn to walk before you try to run, says Laura Morris

The Part 1 test is where it all starts! This is not a part that should be skipped over, rushed, or just done ‘because we have to’. Part 1 builds the foundations to your instructing career. It’s not just about passing a multiple-choice test or recognising road signs. It’s about demonstrating a developing understanding of what makes a safe, responsible, and reflective driving instructor. When done properly, Part 1 lays the foundation and gets you thinking like an instructor.

The questions you revise are drawn from real, meaningful sources, such as:

❍ T he Highway Code: the legal baseline for all road users

❍ Driving: The Essential Skills (DES): the ‘how’ of safe and competent driving

❍ Know Your Traffic Signs: the shared language of the road

❍ T he Driving Instructor’s

This is a great time for:

❍ Developing your driving skills

❍ Learning to self-evaluate

❍ Practise commentary driving

❍ Building awareness of what makes a good lesson

❍ Networking with local instructors

❍ Observing other instructor’s lessons

Handbook: the ‘why’ behind what we teach ❍ T he National Standard for Driving Cars and Light Vans: the gold standard – the benchmark for competence, skill, and safety

Other resources such as the National Standard for Driver & Rider Trainers, Practical Teaching Skills for Driving Instructors, and the ADI1 and DT1 (examiners’ guidance for tests) are also important.

Using a variety of resources is valuable! Knowledge alone doesn’t make a great instructor – application does. But if you don’t have the knowledge, there’s nothing to apply.

Whilst studying for Part 1, this is a great time to start Part 2 training. Finding a good, trusted trainer to deliver some Part 2 training sessions which incorporate your Part 1 studies is effective.

This is also a good time to start changing your mindset from ‘driver’ to ‘instructor’. When studying Part 1 questions, think to yourself: ‘How would I explain this to a pupil?’ or ‘How could I incorporate this into a driving lesson?’ You’re expanding your mindset – Part 1, 2 and 3 is one transformational journey – not three separate tests alone.

Once you pass your Part 1, you have two years to qualify as an instructor. If you haven’t passed your Part 3 within two years of passing Part 1, you will have to start the training process again. So, by starting your Part 2 training while studying for your Part 1, not only are you combining the theory and practical elements together, but it also means that as soon as you’ve passed Part 1 you’ll be able to book and pass Part 2, leaving the remainder of the two-year time period dedicated to Part 3 training.

It’s worth noting that the DVSA has begun trialling new questions for the Part 1. These will be introduced from autumn 2025 - keep up to date with your resources and theory test apps to see the changes.

Are your students struggling to pass their theory tests?

Support your learner drivers with free ADI admin access to the Safe Driving for Life e-learning platform.

Benefits of the platform

• Supports ADIs to link students’ theory learning to their practical driving skills.

• Connects to students’ theory test learning records.

• The live reporting helps ADIs to identify where students are struggling so that they can focus on weaker areas.

• It helps students to achieve learning success.

Understanding PART 2

Blaine Walsh advises how to prepare for the Part 2 test

Often underestimated, the Part 2 test is so crucial in the training process. The Part 1 test is about demonstrating the knowledge and deeper understanding that PDIs have, building the foundations for a PDI’s success. Part 2 closely follows this and continues to lay down the building blocks. PDIs are expected to have the skill to apply this knowledge on the road, proving that they know the rules, regulations, and can read between the lines in different situations and scenarios. It’s about demonstrating the standard of driving that is expected to be taught to pupils.

My favourite saying is “drive like you’re being followed by the police, but you’re bursting for the toilet.” In other words, make sure that you comply

with all of the road rules and regulations while making good progress! This is not about rushing – it’s about using the road to make good progress by:

❍ planning ahead

❍ timing our approach to situations

❍ being aware of the surroundings

❍ choosing the most appropriate lane

❍ anticipating what other road users are going to do and how situations might change

❍ making sensible judgments

❍ keeping the car under expert control

The earlier we see a situation unfolding, the less we have to physically react.

If a PDI is able to demonstrate good quality forward planning, sharp awareness, and the ability

“Part 2 is often overlooked during training, without PDIs realising the true importance it holds”

to make proactive judgments in different circumstances under pressure, they’ll be three steps ahead when it comes to teaching pupils. These are all essential skills when teaching real students. It’s about making informed decisions with justified reasoning.

It’s worth knowing that fuel-efficient driving – formerly eco-friendly driving – is closely watched by the examiner. In past times, fuel-efficient driving did not contribute to the outcome of the test. However, driving in a way that is not fuel efficient can now be marked as a driving fault – and if a PDI has more than six driving faults, they fail the Part 2. Therefore, it makes sense that trainers include fuel-efficient driving during training, and PDIs are aware of how best to achieve this.

While it’s recommended to take sessions with a trainer who has experience in training for Part 2, buddying up with fellow PDIs also has huge benefits. PDIs can share tips and practical experience and even use that time to practice their fault identifying skills on each other. They can also give directions and starting to put these skills into practice –which will be beneficial for Part 3 training. Linking Part 2 and Part 3 training together has incredible value.

Part 2 is often overlooked during training, without PDIs realising the true importance and weight that it holds. It’s not just the intrinsic value of the skills learned, but how these skills are strong foundations for Part 3 training and teaching.

Building to PART 3

The Part 1 and 2 tests can often be downplayed, but they set you up for success in the final test before you qualify: Part 3

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

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

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

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.

The sum of its PARTS

Your ADI qualification may be in three parts, but it’s really one process

Flour tastes bland, and very few of us enjoy raw eggs, or wolf down sugar by the spoonful. But mix the ingredients together, bake them at the right temperature for the correct length of time, and you have something really tasty.

For much the same reason, it helps to think of the Part 1, Part 2, and Part 3 as stages in one learning journey, even if the current three-part process makes them seem like discrete topics.

Some experienced instructor trainers, such as Neil Wightman and Kevin Field of the Innovative Driving Education Academy, believe that today’s system is due for revision. “The current training process, which goes from theory (Part 1) to practical training (Part 2) and

then to teaching skills (Part 3), is outdated and inefficient. This step-by-step method often leads to fragmented learning.” Instead, the three elements should be seen as complementary, rather than separate stages of the qualification process. “A better approach would be to combine elements from all three parts into a structured, blended training program,” says Neil. “This way, trainees can learn theory and practice at the same time, leading to a deeper understanding and less reliance on memorisation. Effective teaching is based on a thorough understanding of the subject.”

Of course, a PDI cannot change the structure of the qualification process. However, trainee instructors can keep Neil and Kevin’s views in mind. Just as driving instructors advise learner drivers that maintaining their knowledge of driving theory can help them pass the practical test, so Part 1, Part 2, and Part 3 are relevant to one another. “By integrating Part 1 with Part 2, trainees can immediately relate theory to hands-on experience, reinforcing their understanding,” says Neil.

Keep everything you learn in passing Part 1 and Part 2 in mind as you approach the Part 3. Don’t just gather the right ingredients. Blend them to bake the best cake you can.

“Trainees can learn theory and practice at the same time, leading to a deeper understanding”

FLEET TRAINING COULD BE

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. Start your journey with PDT Fleet Training and

Tackling part 2 and 3 TEST NERVES

Test anxiety is a challenge faced by many. Kev and Tracey from Confident Drivers offer their tips on dealing with test nerves

Test anxiety is not a one-sizefits-all phenomenon. Many people casually refer to feeling “anxious” or “nervous” about tests, but these phrases often hide more complicated root causes. Test nerves can have multiple underlying factors, and it’s crucial to look deeper rather than applying blanket solution. Understanding what is fuelling someone’s nerves allows for much more effective solutions. There are several recurring themes that contribute to test anxiety:

1. PAST EXPERIENCES

For many, previous encounters with tests – often going back to school days spent in silent exam halls – can shape negative expectations. Even unrelated test experiences can heighten anxiety about a Part 2 or 3 test if the brain predicts a similar outcome based on old

of tests, not knowing what will happen or what the examiner is like tends to provoke “what-if” scenarios. Preparation can help lessen these fears, though some uncertainty will remain.

4. FEAR OF JUDGEMENT, FAILURE, OR EVEN SUCCESS

Either being observed and judged, fearing failure, or even the worries that come with passing (such as having to make life changes around your new career) can all trigger anxiety. Being aware of these pressures enables you to distinguish between your emotional response and your actual ability or competence.

patterns. Additionally, a past failed test could create a cycle of self-doubt: “If I failed before, I’ll probably fail again.” Sometimes, anxieties are based on witnessing friends or peers struggle.

2. NEGATIVE THINKING

Unhelpful thought patterns such as “I’ve never passed anything the first time” or “I’m not cut out to be a driving instructor” lay the groundwork for self-fulfilling prophecies of failure. Challenge these thoughts by differentiating between facts and feelings and reframing statements. For example, replace “I can’t teach roundabouts” with “I can’t do it yet, but I’m still learning.”

3. FEAR OF THE UNKNOWN

As humans, we’re naturally unsettled by situations filled with uncertainty. In the context

5. GAPS IN KNOWLEDGE OR CONFIDENCE

Feeling unprepared, or lacking confidence in one’s skills, is a common trigger. Address knowledge gaps well in advance – ideally months before the test. A clear understanding and regular practice create genuine trust in your abilities.

CONCLUSION

Test anxiety rarely reflects someone’s actual ability, but rather mental roadblocks. By understanding the root issues – whether related to past experiences, habits, fear of the unknown, judgment, or lack of preparation – you can develop strategies to reduce anxiety and improve performance. Ask the right questions, challenge negative narratives, and nurture positive habits well before the day of your test.

Get the most from TRAINING

You are investing in your future, so invest wisely, explains

Dave Leverton

Whether you choose to do your ADI training with one of the big schools or an ADI or ORDIT trainer, getting the most from the training is a must. But what does this really mean? And how do you achieve it?

Well, one of the first things you need to know is that whether your trainer qualified as an ADI yesterday or 20 years ago, they aren’t a magician. No matter how great your trainer might be, you can’t just turn up, complete the minimum number of hours possible and then magically pass your Part 3. It’s going to take a lot of hard work.

You will need to develop brand new skills to a high standard whilst mastering the art of teaching in a moving classroom and being accountable for everyone’s safety. Your trainer will be there to impart their knowledge, but ultimately you are accountable for your own success or failure. So it makes sense to fully

commit to your training and remember that there are no shortcuts (pun intended) to becoming an ADI.

One of the most important teaching strategies you will need to develop is encouraging pupils to take responsibility for their own learning. This creates good drivers as they learn to solve problems and think independently. This same logic applies to you as a PDI so don’t rely on your trainer to provide you with all the answers, challenge yourself to find your own solutions.

Your training should include developing your skills and knowledge in different scenarios. Don’t be afraid to get things wrong. Your trainer will be there to offer feedback so you can improve next time but don’t forget the power of self-reflection. Always critique your own performance after each session and identify your own development goals.

MEET EXPERTTHE DAVE billplant.co.ukLEVERTON

A phrase I often use with PDIs is “think like a driving instructor.” This might seem obvious. However, having the right mindset from day one is crucial yet often overlooked. The knowledge and skills you acquire during your training are the exact same skills you will need to pass your Part 3 and to teach successfully.

Young people who have never driven are capable of passing their theory test, but it doesn’t mean they understand how to apply the theory in practice. As an ADI you will need to bring that theory to life, so you must understand each topic fully rather than just learning the answers. Think about how you would explain it to a learner driver.

The same applies to Part 2. Yes, it’s important to drive to a high standard but do you understand why you do things a certain way and could you explain what you are doing to a pupil? Practising selfcommentary is a great way to develop your own skills and self-awareness.

In summary, to get the most out of your PDI Training you have to really commit to it. Use your trainer as a resource and challenge them to help you improve but don’t expect them to do it for you. I always tell PDIs that passing Part 3 is pretty straightforward but it’s also easy to fail. The difference is how hard you are prepared to work. Use all of the resources available to you and “think like a driving instructor” from the very beginning.

Good luck!

Grow your Coaching skills: Pass with confidence: Teach with impact!

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Understanding RISK MANAGEMENT

Mike Fowler of Smart Driving explains the principles of managing risk – it not as complex as you might think…

Risk management is one area that seems to be consistently overcomplicated by PDIs and ADIs alike.

We can find out about the DVSA’s expectations of risk management in the ADI 1, which tells us very simply: “The ‘balance of responsibility’, between the pupil and the PDI, will inevitably vary in different circumstances.”

Balancing responsibility is something we should all do during our lessons – where complexity comes in is making sure everyone in the car (including any rear-seat passengers in hi-vis jackets) understand where those responsibilities lie.

Job sharing is the concept of breaking a task into its “jobs” before discussing who will take

responsibility for those jobs. Let’s use an example - we have a pupil who has previously turned left from a main road into a side road. We’ve discussed that their next learning need is turning right from a main road into a side road.

THE TASK OF TURNING RIGHT

CAN BE BROKEN DOWN INTO: Mirrors – well, our pupil knows about mirrors, they used them during the turn left.

Signal – they know this too. Position – this will be new to them, in terms of position in the main road and positioning correctly during the turn.

Speed – they’ve already proven to us they can drive at an appropriate speed.

Gear – as above, we have already seen proof the learner

can do this well, otherwise we wouldn’t be moving on to turning right!

Look – this could be a new bit, judging cars coming towards them and making a decision to “wait or go”.

We don’t really need to help on the “known” elements, as the pupil’s skills are in place. However, it’s reasonable to expect our learner may need some help on the new, “unknown” elements of the task – positioning and observation.

After our discussion with the pupil, including what level of instruction may be appropriate for them, we might summarise as follows:

“Okay Adam, you’re happy doing the mirrors and signals on your own. I’ll help with the

positioning by asking you “Where do you need to be?” You’re happy doing the speed and gear changing independently, and I’ll offer another question to help with observations, such as “What can you see ahead?” or “Where is your safe gap to turn?” Are you happy for me to help out if we see something you haven’t handled before?”

The level of instruction offered will depend on your pupil, but this method of job sharing ensures three things:

1: You know what the pupil is responsible for.

2: The pupil knows exactly what help to expect from you on specific jobs.

3: Anyone else in the car knows what to expect from both the instructor and the pupil.

Imagine a lesson where this balance of responsibility isn’t crystal clear – the car is heading towards a T-junction, the instructor is expecting the pupil to start braking, but the pupil is expecting the instructor to help out. It won’t be long until the potentially safety critical becomes actually safety critical.

Job sharing isn’t just for introducing new elements of learning for your pupils, but also for helping to improve existing skills. Any driver error can be broken down into its component jobs, and then those jobs shared between the instructor and pupil. This will ultimately help you target specific learning needs in your pupil – and what could be more client-centred than giving your pupil exactly what they need?

Coming back to the ADI 1, the DVSA gives examiners guidance to assess whether the

instructor has demonstrated competence within all the “Risk Management” competencies. We’ll look at the first one: Did the trainer ensure that the pupil fully understood how the responsibility for risk would be shared?

Asking the pupil what is meant by risk - I somewhat agree with this, but if my instructor asked me “What is meant by risk?” I may have some reservations about what I’m going to be asked to do!

Getting the pupil to understand potential hazards and consequences is key to them not just gaining the knowledge and understanding of a new task, but to be able to do it well too.

Asking the pupil what sort of issues create risk, such as drugs or alcohol - While this is a fair point from DVSA, the fact it is in the ADI 1 means care should be taken to include examples where relevant, and not feel the need to mention drugs and alcohol for the sake of it. What other issues could create risk? Poor weather?

Faded road markings? An increase in pedestrians due to proximity to a school? Keep it specific and relevant.

Explaining clearly what is expected of the pupil and what the pupil can reasonably expect of the instructor - 100% valid and necessary not just for the Part 3 or Standards Check, but for every lesson you ever deliver. How can an instructor

discuss what is expected, while encouraging the pupil to take responsibility for learning, and take an active role in the learning process? Job sharing. Checking that the pupil understands what is required of them when there is a change of plan or they are asked to repeat an exercise – Absolutely, another indicator of competence fulfilled easily by using the job-sharing process, especially if we need to adapt the lesson or repeat an exercise. That’s just four of the indicators of competence, for one competency!

Ensuring the responsibilities for risk are shared appropriately means you aren’t overwhelming the pupil – nor are you reducing the amount of learning by over-instructing. You’re giving the exact input required after discussion with the pupil, minimising the risk of any potentially safety critical incidents, and maximising the pupil’s learning, all while making the “balance of responsibility” clear to instructor, pupil, and examiner.

As unknown “jobs” become known “jobs”, we can push the learner out of their comfort zone into their competence zone. By testing your learner’s skills, knowledge and understanding, you can build on known elements, repeating the process and creating a safe driver.

“Balancing responsibility is something we should all do during our lessons”

SORTED THEIR INSURANCE?

As a driving instructor, your students trust you to set them up for success on the roads, and that includes more than just passing their tests. Understanding car insurance is a crucial part of becoming a responsible driver, and it’s never too early to start learning.

Whether your student is just stepping behind the wheel or are almost ready to take their test, it’s important they understand that having adequate insurance is their responsibility... even when they’re still learning! HELP MAKE SURE

ARE THEIR DETAILS CORRECT?

A mistake in the registration number or date of birth could leave them uninsured. Encourage students to check their documents carefully.

ARE THEY USING THE CAR FOR THE RIGHT PURPOSE?

Once passed, students may be driving for work and need business insurance. If they’re making deliveries, they’ll need hire-andreward cover. They should contact their insurer to ensure they’re adequately covered.

HAVE ALL PAYMENTS BEEN MADE?

A missed or bounced payment can result in policy cancellation, meaning they are driving around uninsured without even realising. It’s a good habit for new drivers to monitor their bank and insurer notifications closely.

01 05 06 07 02 03 04

ARE THEY REALLY THE MAIN DRIVER?

New drivers might consider listing a parent as the main driver to save money, but this is fraud, known as Fronting. It can void their insurance and also land them on the Insurance Fraud Register.

WHERE DID THEY BUY THE POLICY?

Be aware of cheap insurance deals. Many are Ghost Broking scams that leave drivers uninsured. These fake policies are cheap, but also worthless! Always use reputable providers and check if they’re a member of the MIB or BIBA.

HAVE THEY MODIFIED THEIR CAR?

Even small changes like new wheels or a spoiler need to be declared. While many mods won’t make a huge difference to their policy cost, not declaring changes may void the policy and leave their vehicle without cover if they have a collision.

CAN THEY DRIVE SOMEONE ELSE’S CAR?

Driving a friend’s car in an emergency isn’t always covered. Even if their policy allows it, it will likely only provide third-party cover. Most policies don’t cover drivers under the age of 25 to drive other vehicles. Consider a short-term insurance policy instead.

WHAT HAPPENS IF THEY DRIVE UNINSURED?

It’s vital that your students understand that driving uninsured or with inadequate insurance can have severe consequences that will stay with them year after year:

• £1,000 increase to average premiums due to driving conviction

• £300 automatic fine

• 6 penalty points (enough to lose their licence as a new driver)

• Car seized - or even crushed

• Potential driving ban and unlimited fine, if it goes to court

• Harm to job prospects as convictions show on background checks

You’ve taught them how to drive safely, now help them to continue driving legally. Encourage your students to always review their insurance carefully and speak directly with their provider if they’re at all unsure.

Understanding LESSON PLANNING

Becky Seaton explains how to make your lesson planning empathetic and flexible

As a driving instructor, I’ve come to see my role not just as teaching someone to steer a car or pass a test, but as guiding a person through a deeply personal journey. Every learner who gets into the driver’s seat brings a unique mix of excitement, fear, and dreams – whether it’s a teenager itching for independence or a parent finally carving out time to learn.

My job is to meet them where they are, to hold space for their nerves, and to build their confidence one lesson at a time.

This article explores the art of driving instruction – its challenges, its joys, and the profound responsibility of shaping safe, capable drivers.

START WITH UNDERSTANDING

Driving instruction is about connection. When a learner first sits beside me, I can feel their energy – sometimes it’s a quiet tremor of anxiety, sometimes a bold spark of eagerness. My first task is to understand them. Are they terrified of stalling in traffic? Do they doubt their ability to judge distances? Or are they overconfident, ready to speed through lessons like it’s a race?

I start by listening – not just to their words but to their body language, the way their hands grip the wheel, the way their eyes dart to the mirrors. This insight shapes every lesson plan, ensuring it’s not just a

checklist of manoeuvres but a tailored path to their success. Any good lesson plan is like a roadmap for a road trip – it needs clear destinations, but room for detours.

HAVE A CLEAR GOAL

Each session begins with a goal: mastering clutch control, navigating rural roads, or spotting hazards in a busy street. These objectives build on each other, starting with the basics – how to start the car smoothly, how to brake gently without jerking – and progressing to complex skills like merging onto dual carriageways.

The most important thing we must remember when setting

goals with learners, is that the goal should be specific. It’s not enough to say, “let’s go and look at roundabouts today,” because if we think about navigating a roundabout, there are so many individual aspects to it. From identifying the roundabout in the first place, to knowing how to judge speed on approach, to assessing the traffic and making the decision to stay or go. If we begin the learning with a specific goal or need to work on, we will be off to a great start with planning a great structured lesson.

Once we have the specific goal or need, we can then work with the pupil to structure the rest of the learning. If we know our goal is specific, we can then

ensure the practice areas we use are appropriate for that goal, that learner, right there and then.

PLAN TO BE FLEXIBLE

It’s a common misconception that lesson planning is something we do at the beginning of a lesson; a box that we must tick off, if you will. In fact, lesson planning is a continuous process throughout each driving session. Our lesson plans cannot be rigid. If they were, and the pupils needs changed, we would no longer be providing the very service which we are there for – to help them learn. It is vitally important that we have flexibility within our lessons.

Let’s take pupil A, who would like to work on speed on approach to roundabouts. You discuss where you’re going, how long for, who’s doing what. You go to set off, and your pupil stalls. They have another go, and they stall again. At this point, continuing with speed on approach to roundabouts would not be the immediate need that would require our teaching focus.

We must have a conversation with our pupil, find out what’s going on, find out what’s needed to get it working well again. We must do this, because if your pupil is struggling with the basic skill of moving off, we simply can’t take them to a roundabout, where moving off quickly and efficiently is a

critical element. This new goal may take five minutes to fix, or may take 30 minutes, but it’s the pupil’s new need and we must be willing to be flexible and adapt to help the pupil learn.

DRIVING PERSONAL GROWTH

Driving instruction is a privilege, a chance to shape not just drivers but people. It’s about patience, understanding, and the quiet power of believing in someone when they don’t yet believe in themselves. Every lesson is a step in their story, every correction a chance to grow. As I sit beside them, guiding them through turns and traffic, I’m not just teaching them to drive – I’m helping them find their way, on the road and beyond.

Empathy is the heartbeat of my approach. I remember my own first time being behind the wheel – the knot in my stomach, the fear of making a mistake. So, when a learner stalls at a green light and their cheeks flush with embarrassment, I keep my tone steady. “It happens to everyone,” I say, and I mean it. “Let’s try again, nice and slow.” I’ve seen how a harsh word can shatter confidence, so I choose my feedback carefully. Instead of “You’re braking too late,” I’ll have a client-centred conversation with the pupil.

It’s about building them up, not tearing them down.

“The most important thing we must remember is that the goals we set should be specific”

Teaching and learning STRATEGIES

Effective teaching needs a client-centred approach, explains Tom Stenson

Teaching and learning strategies go far beyond the eight competencies listed on the Part 3 or Standards Check marking sheet. These strategies are rooted in the National Standard for Driver and Rider Training (NSDRT) and, at their core, are about

delivering learning in a way that is centred around the individual. At the heart of any effective teaching and learning strategy is a client-centred approach, encouraging learners to actively engage with the learning process rather than

passively receiving information. One helpful way to think about this is to divide the process into two parts: teaching – what we do as instructors, and learning –how the client receives and processes that input.

A truly client-centred

approach means adapting our teaching methods to suit the learner’s individual needs. That doesn’t mean using only one method based on a learner’s preferred style. Instead, instructors should explore a range of teaching strategies to help identify what

works best while also challenging the learner to grow beyond their comfort zones and overcome personal learning biases.

Behind every effective teaching and learning strategy sits a solid coaching approach. Coaching supports learners in taking ownership of their development through self-evaluation and personal responsibility. This is also where we begin to address the higher levels of the Goals for Driver Education (GDE) matrix, particularly around reflection and risk awareness, key components in developing safer, more responsible drivers.

Coaching also allows us to generate useful feedback and invite reflection, which is where much of the deep learning takes place. That said, there’s absolutely nothing wrong with offering timely feedback. Most people appreciate knowing when they’ve done something well. Encouraging learners to reflect on each session is important, though it’s worth noting that much of this reflection will happen outside the car, in their own time.

A good coach asks the right questions at the right moments and listens actively, not just to the words spoken, but also to the non-verbal cues. As instructors, mentors, and educators, it’s essential that the technical information

we share is accurate and up to date. This is why continuing professional development (CPD) plays such a vital role, not just in topping up our knowledge, but in deepening our understanding of how and why people learn.

It’s also important to acknowledge that we all hold unconscious biases about ourselves and the world around us. These biases can shape the way we teach and how we interpret a learner’s performance. By adopting a growth mindset, we give ourselves permission to challenge outdated beliefs and expand our thinking. Keeping our personal biases in check helps ensure that our language, tone, and attitude remain respectful, inclusive, and supportive of every learner, regardless of gender, ethnicity, background, or ability.

IN SUMMARY

A skilled coach uses a client-centred approach to tailor their teaching style to the learner, encourage responsibility, promote reflection, and support self-evaluation. All of this must be delivered in a way that is fair, respectful, and inclusive creating a learning environment where every individual has the opportunity to succeed.

“At the heart of any effective teaching and learning strategy is a client-centred approach”

WHY PDIS FAIL THEIR PART 3

Nicky Harris examines why candidates fall short when taking the Part 3 – and what to do about it

There are five areas in which PDIs may not demonstrate the correct levels of competence in Part 3 tests.

While we are only looking here at five areas, we must remember that all the 17 competencies are interlinked and should not be viewed in isolation. This will help clarify what is expected of you.

You can see here how the competencies interlink: it starts with a ripple effect from the top down.

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

This is the fourth competence and is directly linked to the other three competencies under the lesson planning section. Lesson plans must be flexible and adapted according to the pupil’s progress and needs.

The instructor should be comparing the actual performance of the learner with their claims and clarifying any differences.

The instructor should respond to any faults or weaknesses that undermine the original plan for the lesson.

Too often we read on social media and hear in the test centres of trainee instructors

planning their Part 3 test weeks in advance of their date and deciding what they want to do as the goal.

The problem with this is it cannot be a client-centred lesson as it has not been based on the pupil’s needs on the actual day of the test.

The instructor will have planned a detailed route based upon their understanding of the lesson’s goal. This is often what the instructor feels they deliver well.

As soon as they set off from the test centre the examiner is asking themselves, “Is this the right lesson for the pupil?”

What often happens is the

learner commits a fault, but the instructor is so focused on their route that they have planned in meticulous detail they do not notice or act upon the area of weakness that has been displayed by the pupil.

At this point the instructor should recognise that the goals and needs have changed and adapt the lesson accordingly.

If the lesson is not adapted, and the same or further faults are repeated, the instructor will not meet these elements under this competency.

2

Was sufficient feedback given to help the pupil understand any potentially safety critical incidents?

This comes under risk management. What we know is that if the trainer is not aware of the surroundings and the pupil’s actions they may not notice when the safety critical incident occurs.

This is a common reason for safety critical incidents not being addressed and rectified. It may also be that a trainee instructor is not always clear on what the faults are and how they are weighted.

Too often the instructor tends to adopt a reactive approach to hazards as opposed to proactive and allows the incident to develop to such a point that they become safety critical.

It is better for the instructor to use proactive questions to check the pupil’s understanding and intended course of action for the upcoming hazard in good time. This manages the risk to keep the lesson on track.

Once the safety critical

incident has occurred it’s important that it is dealt with as soon as possible so that the matter can be discussed with the pupil, usually at the side of the road in a safe place.

The learner needs time to express any fears or concerns, while the instructor should support the pupil in reflecting on what happened and why.

Helping the pupil to understand their actions and the possible consequences if the instructor hadn’t been there to help them is essential for learning to take place. The instructor needs to clarify aspects of the incident the learner doesn’t understand by filling the gaps in their knowledge, rather than telling them things they already know how to do.

3Was the teaching style suited to the pupil’s learning style and current ability?

This comes under teaching and learning strategies.

Matching teaching style to the pupil’s learning style is essential.

The examiner assesses if the instructor is saying the same at the end of the lesson as at the beginning. If they are, then the pupil has not improved.

The instructor needs to use a range of different questions. Basically, “if you say what you always say you will get what you have always got.”

Think about why questions

are being asked – it should be to raise pupil’s awareness, not to just avoid silence.

Look carefully at the timing of the question – it’s no good saying “what was that sign back there?”

For example, if you are saying “new road, new mirrors” repeatedly, and the pupil isn’t checking their mirrors then change what is said: “Has anyone followed you into the new road?”

Use questions to raise a learner’s awareness. If you give any demonstration to help the pupil then it must be delivered correctly. Make sure your instructional and technical information is accurate.

Use every opportunity to give examples to the pupil to develop their knowledge and understanding of what they are doing and what other road users are doing.

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

The instructor’s role is to ask the pupil thought-provoking questions. This helps them take responsibility for their learning.

The pupil must be encouraged to self-identify, self-analyse and self-remedy their fault. The learner has to be fully involved in this process and aware of the consequences of their actions.

“Helping the pupil to understand their actions is essential for learning to take place”

Going deeper with CLIENT-CENTRED LEARNING

Ray Seagrave explains how to elevate your practice beyond the basics

Most ADIs and PDIs today know what client-centred learning is. You’ve heard the theory, you’ve read the books, and chances are you’re already using elements of it in your lessons. You’re asking more questions, listening more, giving your pupils more space to explore and reflect. And you’ve probably seen the difference it makes.

But beyond the surface level of “getting the pupil involved” there’s a deeper layer to client-centred learning. One that challenges you to think about how you’re structuring every interaction, every

prompt, and every moment of learning. This article isn’t about explaining what client-centred learning is. It’s about refining how you apply it and how you can use it to meet the higher expectations of today’s pupils and the DVSA.

FROM “DOING” TO “BEING”

It’s easy to fall into the trap of “doing” client-centred learning, adding in a few open questions, asking what the pupil wants to work on, or giving them a choice between two routes. But real client-centredness isn’t a technique, it’s a mindset. It shows up in how you listen,

how you notice what isn’t being said, how you respond when a pupil is anxious, and how you let silence do the heavy lifting. It’s in how you manage the space between moments and in the small decisions you make that shape how involved your pupil feels in their own development.

If you find yourself ticking boxes, asking questions without really listening to the answers, or handing over the wheel too soon in the name of independence, it might be time to step back and reflect. Are you truly seeing the pupil as the expert in their own

experience? Or are you still guiding the lesson from behind the coaching curtain?

DEEPENING ENGAGEMENT THROUGH PERSONAL RELEVANCE

Client-centred learning isn’t just about letting the pupil choose what to work on. It’s about helping them see the personal relevance in what they’re doing. This means linking learning to their values, their goals, and the real world they’ll be driving in.

It goes beyond “What do you want to work on today?” and becomes “What situations in your day-to-day life do you think this skill will help with?” It means exploring what they find frustrating, scary, exciting, or challenging about driving, and then designing practice that connects to that emotional experience.

This is where deeper engagement happens. The pupil starts seeing learning not as a list of skills to tick off, but as a set of tools to help them navigate their world with more confidence and safety.

Helping the pupil understand they have choices supports safer driving behaviour. It gives them the tools to think for themselves and make good decisions rather than relying on instructions.

A MAP FOR CLIENT-CENTRED THINKING

The Goals for Driver Education (GDE) framework fits naturally into a client-centred approach. It encourages both the instructor and the pupil to think beyond car control and into the wider context of safe

driving. The four levels of the GDE provide a structure for deepening the conversation:

LEVEL 1: VEHICLE CONTROL

This covers essential technical skills like steering, signalling, and gear use. Client-centred learning supports this level by allowing the pupil to explore how they want to practise these skills and why certain methods might suit them better.

LEVEL 2: DRIVING IN CONTEXT

This involves applying vehicle control in different environments, such as town roads, dual carriageways, and adverse weather. At this level, you can prompt reflection with questions like, “What do you notice about your planning on faster roads?” or “How does your decision-making change in heavy traffic?”

LEVEL 3: GOALS AND CONTEXTS OF DRIVING

This level looks at the reasons behind the drive. Why is the pupil driving? What pressures are they under? Are they feeling rushed, distracted, or influenced by others? These questions bring powerful insights into habits and motivation.

LEVEL 4: PERSONAL VALUES

AND BELIEFS

The top level explores what the pupil believes about risk, responsibility, and their role in society. This is where real behavioural change starts. A client-centred approach allows for meaningful

conversations such as, “How do you feel when others break the rules?” or “What kind of driver do you want to be, and why?”

By using the GDE framework, we help pupils become reflective, emotionally aware drivers who understand how their thoughts and beliefs influence what happens on the road.

COACHING AS A TOOL FOR INTERNAL CHANGE

Client-centred learning is more than just developing technical skills. It’s also about behavioural change. That’s where coaching becomes essential.

Coaching helps pupils change their relationship with driving. They begin to think about how their beliefs, habits, and emotions affect their driving. They become more self-aware, more reflective, and more able to self-regulate in complex environments.

This is when your role changes. You become more than an instructor. You become a thinking partner. You guide the pupil towards the deeper questions:

“What caused you to hesitate at that junction?”

“What were your thoughts just before you made that decision?”

“How does your driving change when you’re stressed or in a hurry?”

“Real client-centred learning isn’t a technique, it’s a mindset. It shows up in how you listen”

These questions help your pupil prepare for real-world driving. They encourage self-regulation and critical thinking, which help reduce risky behaviours and promote safer, calmer driving.

MEETING THE DVSA’S STANDARDS AT A HIGHER LEVEL

The DVSA wants to see instructors delivering lessons that meet the 17 competencies in a meaningful way.

Client-centred learning supports this by creating space for those competencies to be seen in action, rather than forced into the lesson artificially.

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

Client-centred learning allows for natural, in-themoment adaptation. It isn’t based on assumptions but is instead led by reflection and shared planning with the pupil.

COMPETENCY 11: Was the pupil encouraged to analyse problems and take responsibility for their learning?

This is at the heart of coaching. Encouraging reflection on what went well, what didn’t, and what the pupil would like to try next develops

a habit of self-assessment.

COMPETENCY 14: Was feedback given to help the pupil understand their actions and learn from them?

Rather than delivering feedback as a critique, it becomes part of a discussion. The pupil is actively involved in understanding what happened and what they might change next time.

When used well, clientcentred coaching doesn’t just meet the DVSA standards. It brings them to life.

BEYOND THE TEST

One of the biggest benefits of client-centred learning is the long-term impact it has on

how pupils behave after they pass. As instructors, we often focus on preparing the pupil for the test, but real value lies in how they drive months or years later.

Client-centred learning lays a foundation. It gives pupils a way of thinking that stays with them. They become more likely to ask themselves questions, reflect on their driving, and adjust without needing someone to tell them.

Many post-test collisions happen not because of poor skill, but because of poor judgement or risky thinking and behaviour. By encouraging self-awareness and reflective habits, we reduce those risks.

Pupils who’ve experienced coaching in their lessons are

“When you believe in your pupils’ potential, they begin to believe in it too.”

more likely to develop emotional regulation, take ownership of their driving, and remain open to learning. They don’t just pass; they become better drivers for life.

MY FINAL THOUGHTS ON THE INSTRUCTOR’S ROLE

Every conversation, pause, and question you offer leaves an impression. Pupils might forget a specific instruction, but they remember how you made them feel when they got something wrong, or how you supported them

when they felt unsure.

Client-centred learning isn’t just a method. It’s a way of building trust and giving pupils tools they can carry forward. When you focus on what matters to them, they respond. When you invite them to reflect and take ownership, they grow. And when you believe in their potential, they begin to believe in it too.

That’s why client-centred learning works. It prepares pupils for more than just the test. It prepares them for the roads ahead.

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TOP 5 TIPS to become an ADI

(without losing your mind or your weekends)

Garry Thomas explains how to stay sane and motivated as you complete your ADI training

Becoming a driving instructor sounds simple enough on paper – pass the three parts, get the badge, help people drive. Easy, right? Not quite. It turns out, the journey is full of potholes, blind bends, and the occasional handbrake turn.

In the 12 months since qualifying, I’ve done a lot of reflecting. Here are five things I wish I’d known before joining the queue.

1

Train with more than one voice

No single training provider has a monopoly on wisdom. Get your basics from someone you trust but don’t assume that one provider will give you everything you need. Be ready

to seek out more. Coaching courses, CPD (continual professional development) days, and podcasts all add up.

I spent my first few months feeling like I was driving through the Australian outback – miles of not much happening, with the occasional ramshackle fuel stop keeping you going. You’re moving, but it’s slow, disconnected, and far from encouraging.

That’s why I suggest looking for more. Events like the Intelligent Instructor & ADINJC Expo genuinely helped. Real-world insight. Fresh ideas. Good people. Different opinions. And it’s not just about big events; there’s a growing wave of new national

training schools popping up, offering genuine support to both PDIs and ADIs, that actively aim to drive up standards across the industry. Add in Zoom workshops, Facebook Lives, and online mentorships, and there’s a real sense of momentum if you’re willing to look beyond your original provider.

My tip: No one has all the answers. But together, we’ve got more than enough.

2 Mute the noise (especially on social media)

As mentioned in tip 1, there’s a lot of “advice” out there.

Facebook groups, TikTok hacks, WhatsApp chats full of half-truths and horror stories.

Everyone’s an expert.

The key is filtering out the noise. Seek out voices that educate and empathise. Learn from experienced instructors, but also learn when to scroll on by. Not every “Kevin” in a comment thread or “Karen” on a rant is worth your attention.

If it starts making you feel overwhelmed, or like you’re the only one without a zero-fault test pass every other day, hit mute. Progress isn’t a race – it’s a journey with lay-bys, diversions, and your own directions.

This doesn’t mean cutting yourself off. It means choosing wisely. Follow those who challenge and support you, not those who drain you.

My tip: Take time to form your own voice and teaching style. Your students don’t want a carbon copy, they want you!

3

Coach more, talk less

When I first started, I thought talking was teaching and teaching meant value for money. So I talked. A lot. I thought filling every silence showed I knew my stuff. But what I’ve come to realise is that my nan was right (sometimes): “silence is golden.”

This job is as much about people as it is about pedals. Every hour, you’re sitting one-to-one with someone new; sometimes nervous, sometimes overconfident, sometimes just completely unaware of the danger. Your role is part coach, part counsellor, part calm presence.

You’re not just reading roads – you’re reading minds and moods. Picking up on body language, tone, tension.

Knowing when to push and when to pause. It’s a human connection job on wheels.

And in that connection, coaching comes alive. You don’t have to fill every silence. In fact, some of the best learning happens when you don’t. Ask the question. Wait. Let them think. Let them struggle a little bit.

It’s often about drawing out what’s already in there – just give them space to realise it.

My tip: The less you say, the more they discover.

4

Protect your diary (and your sanity)

When you get that pink badge, it’s tempting to say yes to everything. Every early start. Every awkward gap. Every “can you just fit me in before my test a week on Wednesday?” Before long, you’re running a non-stop schedule.

Busy isn’t a badge of honour. If your diary is crammed, where’s the room to reflect? That time between lessons isn’t “dead” time – it’s where ideas take shape, where you can review what’s working and what isn’t.

In those early stages, reflection is more powerful than perfection. You’re not expected to know everything, you’re expected to be learning and growing. And that only happens when you have space to stop and think.

My tip: Your calendar isn’t

just for bookings. It’s for boundaries too. And that brings us nicely to the next tip...

5

Fuel the machine – you’re the most important engine This job might not be physically demanding, but it takes everything out of you mentally. You’re always concentrating. Reading the road. Reading the learner. Managing risk. Staying patient and upbeat.

If you’re doing all that on meal deals, caffeine, and willpower, well, something’s gonna give.

Being a great instructor starts with showing up as your best self and that doesn’t happen by accident. It means fuelling the machine. Eat properly. Hydrate. Move. Sleep. Organisations such as the ADINJC are picking up on the importance of this and have recently added Health & Wellbeing to their constitution.

Protecting your wellbeing isn’t optional, it’s how you stay calm when your student misses the brake. It’s how you stay sharp enough to spot a hazard early enough. It’s how you get to the end of the week with some fuel left in the tank.

This isn’t about gym routines or green juice, it’s about getting that green badge and looking after the person behind it!

My tip: You can’t pour from an empty travel mug.

“Reflection is more powerful than perfection. You’re not expected to know everything”

THE UK S

FASTEST GROWING DRIVING SCHOOL

Building RAPPORT

Rapport may come naturally, but don’t underestimate its importance, explains Emma Cottington

Communication is a key skill in any human connection and driver training is no different. Good communication can significantly contribute to the effectiveness of any learner’s experience.

While there are many factors that go into communicating effectively, rapport building is fundamental. The good news is building rapport is innate to being human! This isn’t something we need to spend a huge amount of effort to learn. Rapport is a mutual respect, trust and understanding between people. In the driver training world this is the environment we create with our learner drivers. An environment that is positive and supportive is conducive to growth, success, and engagement in the learning process. Engagement from the learner is essential, providing

the trainer with insights into what the learning process is like for them, what is working and what needs to change. Developing rapport with the learner will mean they are much more likely to ask you questions, seek support and be more receptive to feedback.

Rapport fosters trust, a key element when learning. It’s especially important in our moving classrooms, where risk can be high, needing instructors and learners to think on their feet. Learning to drive can be a stressful and anxiety-inducing time for many; encouragement, patience, and empathy from the instructor are key communication skills to gain rapport. A lack of rapport building can lead to difficult interactions, harming the learning process and potentially increasing risk

factors in the car.

A mutual learning relationship supports not only the learner but helps the instructor to have a more productive role. An instructor who gains their learner’s trust will likely find out more about them and how best to help. They are more likely to pick up on which learning styles work for their learners, leading to much more productive sessions and embedding better driving skills for life. Rapport lessens the chance that an instructor will face bad attitudes and a lack of motivation and willingness to learn.

Rapport can be built with some easy-to-use communication skills such as body language, empathy and congruence (when inner thoughts and feelings sincerely match a person’s outward behaviour). It’s thought that up to 80% of our communication is done via body language. We often pick up on cues from other people about their current state of wellbeing without having to hear words spoken; this is why we can walk into a room and read the energy without anyone having spoken to us. This skill can help you to pick up on things with your learner driver, if you’ve built a good rapport then you can explore things with them in a productive way.

Empathy and congruence uphold a genuine learning relationship, allowing the learner to feel safe and understood, thus breaking down as many barriers to their learning as is possible.

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EFFECTIVE questioning skills

Asking

important to

open questions is

better understanding your pupils’ needs, explains Jeff Lucas

In their most simplistic definition, driving lessons are a series of conversations and experiences. Both are incredibly important, but if you don’t have valuable conversations, you won’t get great experiences.

So, what sort of conversations should you be having with your students? I’m going to break this down into three important sections.

THE START OF A LESSON

You may be an instructor who keeps detailed records of your student’s development to help guide them through the DVSA syllabus in a logical and systematic process and therefore you know the next subject which needs to be covered off.

That’s not necessarily wrong – but be careful! Unless you check in with your

students at the start of every lesson to find out how they are that lesson could end up being extremely challenging for both you and them.

Let’s consider one of many possible examples. Your records show the next topic you should cover off is multi-lane roundabouts for the first time. From a process point of view, that makes sense, but it might be the worst thing to

do if your student is feeling anxious or stressed about upcoming exams; they are mentally or physically fatigued; or they have a terrible cold. Alternatively, they might have been doing some recent practice with mum or dad which didn’t go well, and they can’t get that out of their head. So, the first questions you should ask at the start of every lesson are:

❍ How are you?

❍ What’s happened since I saw you last?

❍ Have you done any driving?

❍ Did anything noteworthy happen?

That way, you can easily figure out if it would be appropriate to stick to your pre-planned lesson or adapt it to something more suitable to their current needs.

WITHIN A LESSON

If you are introducing a student to a new subject, e.g. parallel parking, don’t assume they are an empty vessel and just data dump everything you think they need to know.

Instead, start out with some helpful questions:

❍ Do you know what a parallel park is?

❍ Have you ever done one?

❍ Have you watched anyone else do one (in real life or on video)?

❍ Do you have any thoughts about it?

❍ While we are parked up, could you talk me through what you think you would need to do and how?

Once you have found out that essential information, it then becomes far easier, engaging and effective to support them.

Trust me, your students will often know far more than you think. So, find out what

they know first and then just fill in the gaps.

AT THE END OF A LESSON

You will have your own view on how a lesson has gone – but resist the temptation to share that with your students until you have asked them what they felt.

Learning to drive is a very personal experience, and it’s essential for students to feel they have responsibility for that. So, great questions to ask at the end of a lesson are:

❍ Overall, how do you feel today’s lesson has gone?

❍ Can you give me maybe two or three key learning points you’ve gained?

❍ Do you feel you’ll be able to continue to use those moving forward?

SUMMARY

Hopefully, from the examples I’ve given, you’ll realise why asking open questions is an essential part of being a great driving instructor.

They don’t need to be technical – you are just trying to get inside your students’ heads to figure out how they feel: what they know, what they don’t know, what made sense, and what didn’t make sense.

Their answers help you to figure out what level of support they’ll need moving forward.

“Check in with your students at the start of every lesson to find out how they are”

Learning to COMMUNICATE

Listening

to your pupils is an important step in building trust and rapport

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.

YOUR PUPILS WILL HAVE THEIR OWN IDEAS, WHICH NEED TO BE HEARD

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.

ONE SKILL, THREE ELEMENTS: THEY ARE ALL IMPORTANT

Great communication happens 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 active-listening 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.

BUILDING RAPPORT WILL MAKE YOU A BETTER LISTENER

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.

AN EMPATHETIC LISTENER WILL BE ABLE TO BUILD TRUST

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.

IN SUMMARY

Learners who have a relationship with their trainers built on rapport and trust are much more likely to engage in their lessons. They will be more proactive, and open to conversations that challenge them, if that is what’s 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.

“It’s important that we recognise our role in having empathy for the person we are supporting”

FACILITATING LEARNING what it really means

Every learner driver must be treated as an individual, explains Deucalion McGregor-Sims

Facilitating learning is one of the most important skills a driving instructor can develop — but also one of the most misunderstood. At its core, facilitating learning isn’t about delivering a lesson. It’s about helping someone learn in a way that works for them. Here are five key principles that can help you do it well:

1

Engagement is everything

If your pupil isn’t engaged, they’re not learning. Your job is to capture and hold their attention — and that starts with building rapport. It also means knowing how to vary your tone, questions, language, and lesson structure to keep them involved. There’s a huge difference between a lesson that’s client-centred (focused on their needs) and one that’s client-led (letting them drift). Aim for the former.

2 Mistakes are not failures — they’re fuel

Faults are some of the most valuable learning opportunities. We often learn more from what goes wrong than from what goes perfectly. In fact, the pupil who occasionally makes mistakes but knows how to recover is usually better prepared for real-world driving than the pupil who performs flawlessly in a controlled setting. So when things go off-track, explore the mistake together.

3 Provide support that adapts in real time

Many instructors pre-plan how much help they’ll offer and when, but real learning doesn’t follow a script. The best trainers offer fluid support that increases when a pupil is struggling and reduces when they’re thriving. This real-time

responsiveness is the key to finding that sweet spot where your pupil feels challenged but not overwhelmed.

4 Balance theory with practice

Learning to drive isn’t just a physical skill — it’s cognitive too. If you want a pupil to truly understand what they’re doing, they need to explore both why and how. That means building in moments for reflection, explanation, and theory, not just driving time. Get good at switching gears: know when to pause and unpack an idea, and when to hit the road to apply it.

5

Teach skills, not just subjects

When we teach “subjects” like junctions or pedestrian crossings in isolation, we risk making learning a checklist of unrelated techniques. But driving isn’t like that — it’s a blend of core skills applied across many situations. Focus your lessons on developing skills like car control, awareness, anticipation, planning, and judgment. Then use different subjects to apply them. For example, moving off and stopping helps develop awareness and car control — and those same skills later transfer directly into complex junctions. When you facilitate learning through transferable skills, you help pupils build adaptable, lasting competence.

Done well, facilitating learning transforms you from an instructor into a coach. And that’s where real progress begins.

What if

FEEDBACK wasn’t about you?

Your pupils will learn more if you turn conventional models of feedback on their heads, says Phillip Cowley

Let’s start with a question: what is feedback? The dictionary will tell you it’s “information about reactions to a task or performance, used as a basis for improvement.” But here’s what it doesn’t say – feedback doesn’t have to come from you. And that’s a game-changer in the world of driving instruction. We often treat feedback as a one-way street. Instructor observes. Instructor speaks. Pupil nods (or doesn’t). But that’s not feedback. Real feedback is a two-way conversation, and ideally, it starts with the learner.

BUILD THE HABIT OF SELF-REFLECTION

Instead of diving in with “You went into that roundabout too fast,” try:

“Talk to me about that roundabout.”

“How did that feel on approach?”

“What do you think you’d do differently next time?”

These questions shift the learner into reflection mode. You’re not just correcting; you’re coaching them to notice, think, and plan. And that habit of reviewing their own performance is what builds long-term learning. We’re not training them to pass a test. We’re training them to keep improving after they’ve passed. Because what happens when you’re not sat next to them? That’s where reflective feedback becomes their best safety tool.

FEEDBACK IN THE LEARNING CYCLE

This idea fits beautifully into Kolb’s Experiential Learning Cycle, something we use a lot at Inspire Instructor Training.

Here’s how it looks in a driving lesson:

1 Concrete experience: They drive for 5–10 minutes — let’s say practising junctions.

2 Reflective observation: You pull over and ask, “What happened? How did that go? What did you expect to happen?”

3

Analyse: “So what have we learned? What went well? What would you tweak?”

4

Active experimentation: Now, you plan how to apply it next time and go again. That middle bit – the reflection and learning – is where feedback lives. Miss that, and you’re just going around in circles with no progress.

It’s still okay to give feedback (just don’t own it all)

Sometimes learners don’t know what went wrong. That’s okay. It’s also okay for you to step in: “I felt like you went into that junction a bit fast.”

Now follow it up: “Why do you think I felt that?” “What might be the benefit of slowing down there?”

“Could we try it slower and compare how that feels?” Even when you give direct feedback, you’re still drawing them into the process. It’s a coaching conversation, not a lecture.

YOUR CHALLENGE

Next lesson, try this: catch yourself when you start to say “I think…” and flip it. Ask instead “What do you think about that situation?” Start the feedback from their perspective. You’ll be surprised what they come up with – and how much faster they grow.

adinjc.org.uk

adinjc.org.uk

Membership Benefits

Membership Benefits

Be a part of over 7,500 members who have already joined the ADI National Joint Council (ADINJC), connecting you to a supportive, knowledgeable community dedicated to your success.

part of over 7,500 members who have already joined National Joint Council (ADINJC), connecting you supportive, knowledgeable community dedicated to success.

As a not-for-profit, independent body run by instructors, for instructors, we’re here to ensure your voice is heard, your interests are represented, and your professional development is fully supported.

not-for-profit, independent body run by instructors, for instructors, we’re here to ensure your heard, your interests are represented, and professional development is fully supported.

Latest Industry News – Stay ahead with exclusive updates

Latest Industry News – Stay ahead with exclusive updates

Tribunal Support & DVSA Guidance –When it matters most

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Grow your skills and support circle

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Grow your skills and support circle

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secretary@adinjc.org.uk

secretary@adinjc.org.uk

GOALS & NEEDS of student drivers IDENTIFYING THE

Goals can only be reached by identifying needs, as Lee Jowett explains

To develop student drivers beyond the basic skills required to pass the practical test, it is essential that you can identify their needs. Driving instructors also need help student choose their goals –and to understand the differences between the two.

GOALS

As children we learn because our brains are hardwired to absorb knowledge. But by the age of 17 things have changed in our brains and we become motivated to learn by our own desire to problem solve and achieve what we believe will benefit us: these are our goals. Our brains focus on information that relates to and helps us to solve our problems.

It keeps us motivated when we see how the small pieces of information, such as the contents of this article, will help us to achieve our ultimate goal: in this case, becoming a driving instructor.

By adopting a teaching approach that helps your student to set realistic, achievable and timely goals you will keep them motivated and developing. Not all goals are achievable within the timeframe of a single driving lesson. So at times it can be necessary to shift the timescale for achievement to a number of lessons.

A pupil who has had a handful of hours practice may state their desire to drive on the motorway. This goal will

most likely not be realistically achievable within that day’s lesson. However, you can set that target realistically if you increase the timescale.

NEEDS

This is where needs come in.

Your job at this point is to help your student to evaluate where they are in the process, and what ‘needs’ to develop in order for them to achieve their goal of safe motorway driving. Start with where they are on the roadmap to their goal:

❍ What can they do that will help them or transfer itself to motorway driving?

❍ What do they know about motorway driving and what do they understand about what they will need to do?

How they will do it and why is it necessary?

This will feed into the unknowns or needs:

❍ What skills do they need to develop before they attempt motorway driving?

❍ What knowledge and understanding do they need to drive safely at higher speeds?

❍ Are there gaps in their development to address? Are they confident enough to drive at speed? How do they cope under pressure? These needs should be listed and a plan put in place that is realistic in its order and that gives a realistic timescale.

Achieving a series of smaller goals leading to the bigger goal keeps your students motivated

and hungry to learn. The important element for a driving educator is to decide what needs to happen for our students to reach their goal. The better we help our students to recognise their needs, the more effective the learning outcomes for our pupils.

IDENTIFY GOALS AND

NEEDS

To help you to develop methods and skills that will facilitate this I’m going to point you in the direction of two of the 17 competencies assessed in the Part 3 test.

Firstly, under Risk Management:

❍ Was the trainer aware of the surroundings and the pupil’s actions? This is essential to identifying the needs of your pupil in the moment, on the move. The better you are at observing the road ahead – from far distance to middle distance to near – the earlier you can switch attention to your pupil’s actions and pick up on when their needs change. It is important to note that needs change not only as the result of fault but also as the result of development. When either of these things happen ensure that the pupil develops their knowledge (what) and understanding (why) before deciding on how/whether to adapt.

Secondly, under Teaching and Learning Strategies:

❍ Was the pupil encouraged to analyse problems and take responsibility for their

learning? In order for you to understand the needs of your pupil it is essential for you to encourage them to analyse the problem for themselves. We don’t know what our pupils know, what they think or how they feel until we ask them. Therefore we cannot know their needs before they analyse and take responsibility for their learning. Even if their approach speed gives the impression of a lack of skill, it may only be when you encourage the pupil to analyse the problem that it becomes evident that ‘what’ they are doing is being driven by a very different ‘why’. Fight/flight/freeze, for example, is a survival mechanism that can impact on the ‘what’ but must be remedied through the ‘why’. Giving a reference point for slowing down is not an effective remedy when the cause is panic. Raising awareness in your pupil of the cause and its potential consequences will be more effective and empower them to find a solution.

IN SUMMARY

Helping students to understand their goals and to evaluate what needs to happen in order for them to safely and realistically achieve them is key to them being a safer driver post-test. The more often they evaluate their needs pre-test, the more natural it will be for them to analyse problems post-test, thus creating safer drivers.

Finding the RIGHT LEVEL

Geraint Lewis of RED examines the importance of using the appropriate level of instruction with pupils

When it comes to driver training, using the appropriate instructional level is a vital part of maintaining safety. It also ensures students gain the required skills efficiently and builds confidence in their own ability to achieve the required standard.

Instructors must adapt their approach to match each student’s current skill level. For example, a student that’s just starting their learning journey is likely to require more input from the instructor than those students that are at, or near, test standard.

There are various levels of instruction, including guided instruction (or talk-through), generally used for beginners. Prompted instruction (Q&A) is used to encourage the student to take on a little more responsibility and to think more for themselves, encouraging the student to drive independently. This type of instruction is

usually introduced once they have demonstrated the required skills.

Good instructors use their coaching/Q&A skills to determine a start point – how the student prefers to learn. Not everyone learns the same way; some students prefer to discuss things in detail, some prefer demonstrations, some may want you to guide them through the action, and others may simply wish to ‘give it a go’. As such, the instructor should adapt their teaching style to match the learning style (and current ability) of their student.

No matter how much support is being offered, feedback and discussion around how the student is progressing is a key ingredient. It is important to

note that whilst overinstruction can slow the student’s progress, underinstruction, especially when additional support is required, greatly increases the level of risk.

Using a structured approach, which could include demonstrations, talk-through, Q&A, and independence with feedback, allows the instructor to gradually reduce their level of support as students become more competent. This gradual handover of responsibility is an important part of the management of risk within driver training.

Instructors should actively encourage students to reflect on their performance and involve them in planning the lesson content. This should include discussions around the level of support the student feels they may need to complete particular tasks.

Here are some key points for consideration:

❍ Assess the student’s current ability and adapt your support to match their needs.

❍ Transition the amount of responsibility to the student gradually.

❍ Encourage the students to reflect on their performance, ask questions, and ensure their involvement in planning lessons.

“Instructors should adapt their teaching style to match the learning style of their student”

Be a guiding LIGHT

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

NICK TAYLOR gov.uk/government /organisations/driver-andvehicle-standards-agency

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.

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

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.

for go! GREEN

Being awarded your green badge as an ADI is a landmark moment. It’s also time to decide if 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 give 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 (CPD).

However, working for a franchise does come at a financial cost, and you will have to pay some of your earnings to the franchise. Generally this is a fixed weekly fee rather than a percentage of your earnings. 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. In lean times there may not be enough pupils to support your financial commitment to the franchise, 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 from the government,

too, with advice on everything from taxation 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 is how you promote yourself and your business. It’s essential to be on top of marketing and advertising to attract students, especially if you have chosen to work as an independent ADI rather than joining a franchise.

Having a presence on Facebook, X/Twitter, Instagram, YouTube and TikTok will help maximise your reach. Even if you are not a keen user of social media yourself, potential students probably will be, so it pays to use these platforms and to keep them up to date. The world of social media keeps changing, so ask young people which platforms they use.

Your best advert is a happy customer, so when one of your pupils passes take a photo of them (with their permission and minus details of the examiner) and post it on your social channels and your website if you have one.

A website can also be an excellent promotional tool. Even a simple page detailing who you are, the areas you work, your qualifications and contact details is worthwhile.

A more elaborate website could include online booking.

There are lots of websitebuilding tools online, so you don’t need any special knowledge to make one. That said, a good web designer who understands SEO (search engine optimisation) could take your online presence to the next level.

Although a business card may seem old-school, you’ll be surprised how often ADIs are stopped and asked for one. Think about your car, too. Consider fitting a roof sign and side panels to build brand recognition.

Local sponsorship deals can also be beneficial. The players and parents of a local under-17 side will be on the lookout for an ADI within a few months, and they’ll think of your driving school first if its name is on their team shirts.

THE 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. Although most students still learn in a manual car, there’s a growing number of automatic electric cars and hybrids on the roads. So while teaching in a manual is more common, there’s plenty of demand to learn in an automatic.

It’s not a legal requirement for a driving instructor’s car to have dual controls, but it is much better to have them than not. Not only do dual controls make for safer lessons, they are largely expected by students and by parents. With dual controls, you will have a brake and clutch pedal (or a brake in an auto) but no accelerator.

Fitting most cars with dual controls is not difficult and there are two main suppliers – HeMan Dual Controls and Universal Dual Controls. There are fitters who will come out to where you work or your home address to fit them, so ask among other ADIs who they recommend locally.

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

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

Making tax DIGITAL

There are tax changes around the corner that all ADIs need to know about. It’s not something to lose sleep over, but it is something driving instructors need to prepare for.

“It’s not going to change the way ADIs pay their tax, but it is going to change the way they report their tax,” explains Alan Gott of FBTC Accountancy Services.

From April of 2026, a driving instructor with revenue of over £50,000 (including any property income) will need to

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 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.

There are many specialist insurers for PDIs and ADIs, and one-day cover for the Part 2 and Part 3 tests is available. The cost will vary depending on the type of car, where you

make digital tax returns. The same applies to businesses bringing in over £30,000 from April 2027 and over £20,000 from April 2028.

“HMRC want you to do two things,” says Gott. “The first thing is to use some HMRC-approved software to record your all your transactions. The second thing is to submit that data every three months instead of doing a tax return once a year.”

Although the changes won’t apply until April for instructors with a high enough revenue, Gott advises finding some suitable software and starting to use

live and work, and your age and experience. What you need to look for is a policy that it covers you as an instructor 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. 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. .

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

it now. “I would be looking at it, chatting with your accountant, and becoming comfortable with the software rather than waiting until the change comes in.”

Don’t panic if you are happier with a pen and paper rather than computer software.

“HMRC have said it’s going to be a soft landing. There won’t be instant penalties for getting it wrong,” says Gott. “It’s a learning curve for everyone.”

To find suitable approved software, go to: gov.uk/ guidance/find-softwarethats-compatible-withmaking-tax-digital-forincome-tax

in downtime between lessons.

How much work you can do via the app depends on the individual application, but the more comprehensive ones 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 these.

Many are free for PDIs to use so check them out and decide which one is for you.

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 for. This helps reduce no-shows for lessons, making your business more effective and lucrative.

ACCOUNTANCY

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.

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. 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 at 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 MAIN 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 road safety and educating drivers. It should be the goal of every ADI to see their pupils pass the driving test and become 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.

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

TEAM Join the

There are pros and cons to joining a franchise or going independent. Here’s the case for taking the franchised route

Being your own boss is part of the appeal of becoming a driving instructor. But what if you could be your own boss and still part of a team?

That’s the appeal of joining a franchise. You are selfemployed, but with the backing of a known name in driver instruction behind you.

“Beginning a career as a driving instructor is a big step,” says Dave Leverton of Bill Plant. “Joining a franchise provides an all-inclusive option with training, pupil supply, business advice and ongoing support and CPD (continuing professional development).”

A good franchise will help you become a better instructor and improve the way you run your business, believes Mike Fowler of Smart Driving. “The

main advantage of joining a franchise is the initial support in a ADI’s career – whether that be the instructional skills needed to create safe drivers, or the business skills of diary management, advertising, and managing pupils.”

Don’t assume all franchises will be equally helpful in all areas, warns Mike. “It’s important to think about the specific support you need, the same way you would think of a learner’s needs on a lesson.”

While some instructors cut their teeth with a franchise before setting out on their own,

Dave believes the advantages of staying with a franchise in the long run shouldn’t be overlooked. “A franchise can offer significant career development and opportunities to increase earnings significantly. Here at Bill Plant, we offer our ADIs a structured and funded career pathway leading to additional qualifications and opportunities within training, fleet and even the opportunity to work with Premier League football clubs! These opportunities are often out of reach for many who choose to go on their own.”

Remaining part of a franchise can offer good value, says Mike, and allows instructors to focus on teaching rather than admin. “I feel many instructors stay with us simply for the fact they get value for money in what we provide. Most of us pay to get our cars cleaned, get our accounts done, or get our oil changed. Sure, we could do it ourselves, but is it worth the time and effort? This ultimately means ADIs can get rid of the headache and get on with the job they love – keeping their teaching standards and pass rates high!”

These advantages must be weighed against the satisfaction of building your own driving school. “Ultimately, it’s personal choice,” Dave advises, “but one that needs to be an educated decision at the right time.”

“A good franchise will help you be a better instructor and improve the way you run your business”

OWN COURSE Steering your

Pennie Alexander examines the pros and cons of being an independent ADI

The choice to go independent is a big one. Don’t just jump into it, do a SWOT analysis, work out what your strengths, weaknesses, opportunities and threats are. Write yourself a business plan, where do you want to be in five or 10 years? Most importantly, be honest with yourself, are you motivated enough to do this alone? Do you have support of others around you?

Having the correct marketing strategies will help you keep a full diary, once you get established word of mouth together with a good website will help keep new enquiries coming. It’s not too difficult to build your own, there’s plenty of information on YouTube to help. If you’re not good at writing use something like ChatGPT to make the content sound appropriate.

Alternatively, have a professional build one, there are various options out there, so do your research and choose one that will suit you.

Carefully consider the name you’ll go by, lots of people just use their own name, but if you have ambitions of expanding, will others want to work under that title? I carefully chose the name for my school so it would differentiate me from others and stand out from the crowd.

You are free to charge what you feel is appropriate. Work out what income you need per hour and charge enough to make yourself some profit, remember you need to consider income tax, national insurance, pension, holiday and sick pay. Ensure you make enough money without having to work all the hours under the sun, so set yourself working

hours and stick to them. Also work out when you’re going to have days off and mark them in your diary, so you don’t accidentally book in lessons!

I’m still old school and use a paper diary and keep all my notes on paper. However, with the diary management systems that are available, these are an essential consideration, particularly with making tax digital on the horizon. Do your research as to which ones would work for you. Trial them before making a decision and remember to add the cost into the lesson price.

I feel one of the most important things as an independent instructor is to continually develop your own skills. This is where that self-motivation and making enough profit comes into play. Becoming a member of an association or two is invaluable to keep your knowledge up-to-date and gives you access to the various courses they have on offer at a reduced rate. Don’t just stick to driving-instructor-related courses though, find other relevant ones that will open up new opportunities for you. There are ample out there.

If there is one, join your local driving instructor group, this will give you the chance to socialise and meet colleagues. I’ve made some great friends, both locally and nationally, but you need to be proactive, go to events and meet people.

If you get things right, you won’t regret the choice of independence.

ADVERTISING &MARKETING in the instructordrivingworld

Franchisee, independent or trainee driving instructor – we must all remember that we are running a business, says Vickie Ambrose

Becoming a driving instructor is more than just teaching someone to drive safely for life – it’s about running a professional business.

Whether you’re an approved driving instructor (ADI), a potential driving instructor (PDI), independent or under a franchise, you’re offering a service that relies on visibility, reputation, and customer service.

No matter your route into the profession, running a successful business means managing income and expenses, delivering great service, building a strong reputation, and – crucially –marketing yourself effectively.

BUILDING YOUR IDENTITY

Marketing starts with visibility. One of the most powerful – and often overlooked – tools at your

disposal is your vehicle. Your car is not only your office and classroom, but also your moving billboard. A branded roof box, decals, or a full wrap with your name, number, and logo can make a lasting impression in your community. But this works only if you’re driving professionally. Deliver great lessons and drive safely, and people will associate you with quality instruction.

Beyond the car, your personal image matters. Wearing branded polos or jackets helps reinforce your identity when you’re out in the community – whether you’re filling up at a petrol station or grabbing a coffee. Consistency is key to brand recognition.

GOING DIGITAL

In today’s world, an online presence is essential. Digital

platforms offer powerful (and mostly free) tools to grow your visibility:

❍ Google Business Profile: This puts you on Google Maps and local search results. It’s one of the easiest and most trusted ways to appear when someone types “Driving lessons near me.”

❍ Facebook & Instagram: Share learner success stories, run promotions, post testimonials, and show your personality. Encourage your students to leave reviews and tag you.

❍ TikTok & YouTube Shorts: Short videos offering driving tips, behind-thescenes clips, or day-in-thelife content can be incredibly engaging –especially to younger audiences.

❍ Nextdoor & local forums:

These can be great for tapping into neighbourhood-specific recommendations.

The key is consistency. It’s not just about being on these platforms – stay active, respond to comments, and keep your information updated.

WEBSITES AND BOOKING SYSTEMS

While social media helps build trust and presence, a website gives your business a professional home. It doesn’t need to be complicated or costly – even a simple one-page site can do the trick. Include:

❍ Your contact details

❍ Lesson pricing

❍ Areas you cover

❍ Testimonials

❍ Online booking (if possible)

Integrating a booking tool can streamline your operations and reduce time spent on admin. Some free or low-cost platforms can help manage bookings, reminders, and even student progress.

CUSTOMER SERVICE: YOUR SECRET MARKETING TOOL

Attracting students is only the beginning. Keeping them is where great customer service becomes your best form of marketing.

❍ First impressions: When taking that initial call or message, be friendly,

informative, and patient. The tone you set here will shape their perception of you.

❍ Consistency: Are you punctual? Well presented? Do you cancel last minute? Every touchpoint – from the first phone call to the final test – shapes your brand.

❍ Communication: Make sure your students know what to expect. Offer updates on progress, prepare them for what’s ahead, and be approachable.

Word of mouth is still one of the most powerful forms of marketing, and happy students = great referrals.

STARTING OUT

EXPERIENCE AND PROFESSIONALISM

What do you bring to your lessons? Whether you’ve just qualified or have decades of experience, your personal journey counts.

❍ Have you taken CPD (Continued Professional Development)?

❍ Do you have a background in teaching, coaching, or customer service?

❍ Do you specialise in nervous drivers or advanced training?

Highlighting your skills and unique strengths is part of what makes your brand stand out. Your knowledge is valuable – showcase it with confidence.

SYSTEMS AND STRUCTURE

Well run businesses have clear systems in place. These not only make your life easier but also show professionalism to your students:

❍ Provide learners with progress trackers or apps

❍ Share policies and terms upfront (cancellation, payments, etc.)

❍ Communicate clearly and document lessons if possible

Even simple tools like automated reminders or lesson journals can elevate your service.

REVIEWS AND TESTIMONIALS

Let your past students do the marketing for you. Ask them to leave a review after they pass. Google, Facebook, and other platforms thrive on social proof, and good reviews build trust. Most people read reviews before making decisions – be

the one with genuine, positive feedback from real learners. It takes time to build, but each review strengthens your online reputation.

GROWTH AND DEVELOPMENT

Once your business is running smoothly, start thinking about the next level. Ask yourself:

❍ Can I increase my rates?

❍ Should I invest in additional training?

❍ Am I ready to take on another car or a trainee?

Growth isn’t just about size – it’s about refining your skills, improving service, and continuing to evolve. Set goals,

review them regularly, and be proud of the business you’re building.

YOU ARE YOUR BIGGEST ADVERT

From the way you speak, drive, dress, post online, and answer the phone – you are the face of your business. Be proud of that. A professional image, consistent branding, and outstanding service go further than any paid advert. Whether you’re just starting out or looking to grow, remember, advertising isn’t about being flashy – it’s about being consistent, credible, and visible.

“Your personal image matters. Branded polos or jackets help reinforce your identity”

WHY CPD is the road to success

There’s always something new to learn, explains

Mark Born of the AA Driving School

As a professional driving instructor, it’s easy to assume that once you’ve passed the three DVSA qualifying tests, your formal learning is complete. However, as road safety challenges grow and vehicle technology advances, instructors today need to play a far greater role than simply preparing learners to pass their tests.

Whether you’re newly qualified or a seasoned ADI with years of experience, continuing professional development (CPD) is crucial. From adopting the latest teaching techniques to understanding neurodiverse

learner needs and staying aligned with DVSA standards, CPD ensures you remain equipped for success.

At the AA Driving School, we believe that instructors who pursue regular professional growth create more confident and responsible drivers.

OTHER CPD

BENEFITS INCLUDE:

❍ Enhanced lesson quality: learners get up-to-date

strategies tailored to their needs.

❍ DVSA readiness: CPD will help you excel in standards checks and maintain your ADI registration.

❍ Professional credibility: showing ongoing development builds trust with pupils, parents and driving schools.

❍ Career progression: CPD unlocks opportunities in specialist areas and advanced driver training.

“Instructors who pursue regular professional growth create more responsible drivers”

POWER UP YOUR CPD

STANDARDS CHECK WORKSHOPS

CLIENT-FOCUSED TRAINING

WEBINARS & ONLINE COURSES

MOCK TEST WORKSHOPS

DVSA SPECIAL TESTS

NETWORKING & PEER LEARNING

REFLECTIVE JOURNALLING & CPD LOGS

SPECIALIST TRAINING

Many instructors aim for a baseline of seven CPD hours annually, and ambitious

Improve lesson planning, fault analysis, and DVSA compliance.

Boost communication and tailor instruction to individual learning styles.

Access flexible learning on road safety, teaching methods, and safeguarding.

Simulate real test conditions to sharpen feedback techniques.

Demonstrate advanced skills and elevate professional standing.

Attend events, such as the ADINJC & II Conference and Expo, and join trade associations such as ADINJC, DIA and MSA GB.

Track growth using tools such as the Driver Trainer Competence framework.

Explore areas like fleet instruction, Pass Plus, or teaching learners with disabilities through the Motability Scheme. The AA Driving School is Motability Foundation’s chosen partner. Find out more by calling 0330 053 0001 or email motability@theaa.com

professionals often do more. In a profession where every lesson shapes future drivers,

ongoing development keeps standards high and your business moving forward.

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

n REPRESENTATION

n SERVICES

n SUPPORT

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.

Above, the MSA GB app - keeping you informed, 24-7 for the first 12 months when you use discount code UGBD

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.

EXCLUSIVE DISCOUNTS

On key products and services, saving you money every day.

to learn more!

procedure STANDARD

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...

After you qualify as an approved driving instructor, you must renew your registration every four years and undergo a Standards Check (SC). The Standards Check protects the public from sub-standard teaching and maintains safe standards for learners. Look at it positively: it’s your chance to learn and improve. You are tested on your competency to teach to the national standards. View these online at: www.gov.uk/ government/publications/ national-standard-for-driverand-rider-training

Please note the process for a Standards Check is different in Northern Ireland and the exam can only be taken in English or Welsh. It’s similar to the Part 3, but with more experience you

should now be able to achieve 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; and 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 can be removed from the ADI register if you do not book or attend your Standards Check.

Most ADIs get a Standards Check every four years and ideally a newly qualified ADI will have one within 12 months. However, you can also be

asked to take one based on your pupils’ driving test results. The DVSA monitors four indicators: 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.

HOW TO PREPARE

Don’t wait for the invitation to attend. Start planning early because if you have taken Part 3 or have had a previous Standards Check, you can reflect on your learning and start to improve. If we continue to update our skills and give good lessons on a regular basis, planning for the SC should not be overwhelming. It’s

important to continually look for up to date knowledge, maybe by attending training days or industry conferences so you can continue with your Continuous Professional Development (CPD)as an ongoing process.

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 good ADI ORDIT trainer. If you have failed a Standards Check and are on a second or third attempt, it’s a good idea to get some training, or attend a workshop or online course, ideally both. Don’t bury your head in the sand, 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

do so safely during the lesson. At the end of the lesson, you should give your pupil about three minutes to reflect on their performance. The examiner will look for evidence that you meet the standards mentioned earlier in this article. Your marks are totalled and they will show areas where you are strong and where more development work is needed. At the start of the assessment, you begin with a three in each box and need to maintain that score to gain 51. In other words, you lose marks, 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. After you give the lesson, the examiner will discuss your performance. You’ll get your grade and a complete ADI Standards Check report by email at the end of the test.

MEET EXPERTTHE

LYNNE BARRIE lynnebarrie.co.uk

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, you’ll have up to two more attempts to pass. Fail three times and you’ll be removed from the ADI register and have to retake the three ADI tests to join rejoin. You can appeal your SC if you think your examiner did not follow the regulations. 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 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.

ASK YOURSELF THESE QUESTIONS AFTER LESSONS AS A PATH TO PASSING THE SC EVERY TIME.

◆ Was the lesson suitable for the pupil?

◆ Was the lesson safe?

◆ Did the pupil learn enough and improve?

SAFEGUARDING Understanding the importance of

Lynne Barrie, ADI ORDIT trainer and ADINJC president, explains how ADIs should deal with safeguarding issues

Safeguarding is about protection and responsibility. In our work we deal daily with children (the definition is anyone under the age of 18 years) and possibly other vulnerable adults where we are in a position of trust that can put us at potential risk. However, there is an omission in legislation currently that leaves ADIs outside the rules that other teachers would have to follow. Look on school websites and you will see a policy for safeguarding and a person at the school responsible for it.

Safeguarding is a term used to indicate measures to protect the health, wellbeing and human rights of all individuals, which allow them the right to live free from neglect, abuse and harm. So as an ADI an example of a safeguarding issue we may come across could include a pupil telling you they are being bullied or abused or you may be able to see they are self-harming.

Everyone who comes into contact with children has a responsibility for safeguarding so as driver trainers we are responsible. You may be just the lifeline someone needs!

Safeguarding is what we do to prevent harm and to protect children and vulnerable adults from maltreatment, ensuring they have the best possible outcomes and providing safe and effective care. Child and adult protection is how we respond when we believe a person is at risk of harm or has been harmed.

AS ADI s WE ALL NEED TO BE ABLE TO DO THE FOLLOWING:

❍ Understand what is meant by safeguarding

❍ Understand our responsibilities

❍ Know how to identify indicators or warning signs

❍ Know how to respond if you have concerns or a child or vulnerable adult discloses information to you

❍ Be aware of how to act and report any disclosures

❍ Be aware how to accurately record your concerns in writing

THERE ARE FOUR MAIN CATEGORIES OF ABUSE WE NEED TO LOOK OUT FOR AND UNDERSTAND:

❍ Physical

❍ Emotional

❍ Sexual (including grooming)

❍ Neglect

Abuse may well be a mixture of more than one category. It’s also a fact that a child who is witness to domestic violence is suffering abuse themselves (emotional).

As ADIs we are in a position of trust that possibly puts us at potential risk. If we understand safeguarding we can have a positive role in whistleblowing, protect pupils, protect ourselves and our professionalism and our business and help to report

abuse if we need to.

Safeguarding is included in the National Standards for Driver and Rider Training: www.gov.uk/government/ publications/nationalstandard-for-driver-andrider-training/nationalstandard-for-driver-andrider-training

You can find safeguarding mentioned in Unit 1: Prepare to train learner drivers and Unit 4: Manage risk to instructor, learner and third parties. For example, it states ADIs must comply with any requirement to record details of situations in which specific risks arise. As a trainer you must not put yourself in a position where you could be accused of safeguarding breaches, some examples would be:

❍ Bullying or harassment

❍ Physical or sexual abuse or grooming pupils

❍ Using sexually explicit language to pupils

❍ Inappropriate filming of pupils

❍ Entering into inappropriate relationships with pupils

❍ Sending sexually inappropriate or abusive texts, emails or social media messages

I would urge you to read and sign the DVSA Code of Practice because it will show you are serious about being professional and you can let your clients know you have agreed to it: www.gov.uk/government/ publications/drivinginstructor-code-of-practice

WHAT TO DO IF SOMEONE WANTS TO REPORT AN

ISSUE TO YOU

You do not have to be an experienced children’s services professional to come across something which concerns you or just “does not seem quite right”. Most importantly listen to what the person or pupil is telling you, stay calm and reassuring and don’t just dismiss what they are saying. Don’t show revulsion as you may be listening to difficult topics and never give your personal opinion or say that the person should have told you before. Listen and show you care but that you can’t keep it secret, don’t say it will all be okay because it may not be instantly. Write a dated statement as soon as possible, using their words. In the statement include:

❍ Their name, age, gender and any disabilities

❍ Any historical information that is relevant

❍ Your name and job role

❍ What concerns you have

❍ When and where this may have happened

❍ The name and address of the alleged abuser if known

❍ Names of any witnesses

❍ Exactly what you were told

❍ Exactly what you said back

❍ What you saw/heard

❍ Details of action taken

❍ To whom it was reported and when

It is not the place of an ADI to make a judgement about whether abuse has occurred; this is the remit of social services. However, you have a duty and responsibility as someone working with children or vulnerable adults to report any concerns to the appropriate

officer within your organisation (if you have one) or to social services or the police.

HOW TO REPORT CONCERNS

The large national associations will have people to whom you can report your concerns. For example, several of the committee at ADINJC have completed higher level safeguarding courses. ADINJC has a Designated Safeguarding Person (DSP) who can help if you need to report anything. They will then help you report the concerns and will pass them on to the appropriate authorities and the local council.

You can also look at the NSPCC website (www.nspcc. org.uk) as it has a lot of free resources and helpful advice. NSPCC also have a direct free line for help on 0808 800 5000.

If you have any concerns that need to be investigated by the DVSA, contact the Counter Fraud and Investigations Team. Web: www.gov.uk/ government/publications/ dvsa-privacy-notices/ dvsa-counter-fraud-privacynotice Email: information. handling@dvsa.gov.uk

There is also a page on the gov.uk website: www.gov.uk/ report-child-abuse

If you want to learn more there are accredited online courses which take around 90 minutes to complete.

As an ADI or PDI you may never have to report a concern but equally you may be the lifeline someone needs. So, being aware and ready to cope is vital!

Teaching road SAFETY

Helping new drivers to be safe goes beyond teaching them to pass their tests, says Olly Tayler QPM, co-founder of The Honest Truth

So, as a driving instructor your job is to get a new driver through their driving test, ensuring that they meet the minimum DVSA standard to pass.

This means making sure that all the competencies they need to have are taught, understood and practised so they are ‘test ready’.

But what about the ‘life skills’ that are critical to creating a safe driver long after they pass their test? While these skills may not be tested by the DVSA, the ability to make the right decision when a new driver doesn’t have you sat next to them may be the difference between being involved in a collision or not.

Ensuring that a new driver is armed with as much information as possible greatly

different angle. This is behaviour change in its simplest form.

Now comes the tricky part – how to introduce what may be seen as dull and boring topics into lessons in a way that your students will want to listen to and engage with. The obvious way is to get one of their peers to introduce a topic that you can then develop and coach during that lesson.

The Honest Truth has done just that, by creating a series of 10 ‘Truths’ on topics such as speeding, drink driving, seatbelts and mobile phones, delivered via an app in punchy two-minute videos and presented by their peers. We know through feedback that young (and older) people will listen to them.

increases the chance of a good decision being made when it really matters.

Sitting in the car preaching about the ‘dos and don’ts’ of road safety to your students is likely to get them to turn off and could be counterproductive in the long term. However, getting them fired up about a specific topic so they’ll want to talk about it is a different story.

You may find that a student has a particular view on a road safety topic, this may be through family or peer influence and it may not be a safe view. That’s okay, at least they have a view and it’s somewhere to start.

By gently challenging unsafe views or attitudes it’s entirely possible to change their mind, or at least get a student to look at a specific behaviour from a

You can then use this introduction to develop and coach the topics throughout the lesson with the full coaching guide that sits alongside each video.

As we’re finding out here at The Honest Truth, a simple two-minute video and coaching from an ADI makes a real difference and can affect behaviour change not only within the driver but their wider family as well.

So, why do you need to include road safety as a core element of your driving lessons? That’s simple. Giving your students the life skills to sit alongside the mechanical skills of driving may save their life or someone else’s. If that isn’t a good investment of two minutes in a lesson, I’m not sure what is.

APPS and your learners

Is technology changing how we teach? The answer might lie in your pocket

because unfortunately, the content they consume is out of our control. This can mean that they are subject to incorrect and potentially unsafe information, leaving instructors to identify and correct their knowledge.

With a staggering 99% of 17–30-year-olds in the UK owning a smartphone, the way we bank, shop, and socialise has been revolutionised. It’s only natural that education is next.

With social anxiety on the rise and many concerned about how our devices are hindering real-world connection, could we be turning a disadvantage into a strength? The younger generation sees their phone as a natural extension of themselves; it’s time we used that connection to our advantage.

We’re becoming increasingly aware of the importance of client-centred teaching, with our learner in the driving seat (pun intended!). So, what better way to bridge the gap between us and our students than giving them access to their own learner journey, in a format

that they understand, use and enjoy?

Tech designed specifically for the driving industry is now on the rise, from diary management that sends students lesson reminders and payment alerts, to theory apps and reflective logs. It’s all about making the road to their licence smoother. Giving your students the ability to access these, in their own time, outside of the car and on their phone can mean that they find it easier to be engaged in the learning process.

What we do know is that using tech can have its own disadvantages. Students will often use digital tools to aid their learning such as YouTube or other social media platforms and apps, but they aren’t always from reputable sources. This can sometimes be difficult to navigate as an instructor,

There is good news, though! The right kind of content and resources can enhance a student’s understanding and progress. Building conversations around the right kind of content can help you both. Knowing which content creators, companies and apps can help is becoming more important for instructors than ever. When you get it right together, the use of social media and related apps can actually benefit their (and in turn your) experience with learning to drive. It can help turn the journey into a collaborative one.

As a PDI or newly qualified ADI, when trying to navigate your new role, these tech platforms can also be hugely beneficial and there’s no doubt that using technology can help with teaching your students. An example of how these could benefit you is by keeping reflective logs for your learner drivers. Having this kind of software means you can access learning resources easily and have them all in one place. It also means you are able to look back at how you and your learner approached certain topics, reflect on lessons learnt and also provide evidence of your own learning to your examiner on your Part 3.

WISH I KNEW Things that I

Tommy Sandhu of SmartLearner reveals the lessons your training won’t teach

Congratulations on choosing a career as an ADI. Right now, you’re probably feeling that intoxicating mix of excitement and terror that comes with any new beginning.

I remember holding my green badge twenty years ago, convinced I had it all figured out. How naive I was. What I didn’t realise is that your qualification is just your learner’s permit for the real education ahead.

Here’s the thing nobody quite spells out – you’re not just becoming a driving instructor. You’re a a small business owner, a marketer, a customer service representative, an accountant, and sometimes even a part-time counsellor. It’s rather like training to be a chef and then discovering you need to run the entire restaurant.

THE MONEY CONVERSATION NOBODY

HAS

Let’s talk about something that makes many of us uncomfortable: money. Your

training probably covered lesson structure beautifully but mysteriously avoided the rather important topic of how you’ll make a living. I learned this the hard way when my first tax bill arrived like an unwelcome party guest I’d forgotten to invite.

Here’s what I wish someone had told me: roughly 25-30% of everything you earn needs to disappear immediately into a separate account for tax purposes. When you’re used to employers handling these details, it’s surprisingly easy to forget.

The income from driving instruction is character building. Some weeks you’ll feel like the most in-demand instructor in town, others you’ll wonder if you’ve become invisible. Learning to ride these waves is essential.

Setting your prices feels like trying to solve a puzzle with missing pieces. I spent my first year constantly adjusting my

rates. It’s humbling to realise that something so fundamental to your survival isn’t covered in any training manual.

THE TIME EQUATION THAT SURPRISED ME

Here’s a revelation that hit me around month three: actual teaching represents maybe 60% of your working time. The rest is everything else –administration, driving between lessons, maintaining your car, answering endless phone calls, and dealing with the mountain of paperwork that somehow multiplies when you’re not looking. This isn’t a complaint, just a mathematical reality that affects your actual hourly earnings.

THE ART OF BEING FOUND

Your qualification prepared you to deliver outstanding lessons, but it probably didn’t mention the rather crucial skill of finding students to teach. The marketing side of things

can feel uncomfortable at first, especially if you’re naturally modest. But here’s what I’ve learned: authenticity trumps perfection every time. People can sense genuine enthusiasm and competence, even if you’re still learning.

THE ISOLATION FACTOR

I never anticipated how lonely this job can feel. Coming from office environments where colleagues are always around, the transition to spending entire days alone with students can be jarring.

The driving instruction community is generally supportive, but finding your place in it requires effort. I wish I’d reached out to other instructors sooner, joined local groups earlier, and recognised that seeking advice isn’t a sign of weakness – it’s smart business.

THE LEARNING NEVER STOPS

Perhaps the most humbling aspect of this profession is that qualifying as an ADI is just the beginning of your education. Every student teaches you something new. Every challenging situation reveals gaps in your knowledge.

The technology keeps evolving, the students keep changing, and the industry keeps adapting. Staying current requires genuine curiosity and a willingness to admit when you don’t know something. It’s surprisingly liberating once you accept it.

WHAT MAKES IT WORTH IT

Despite all these challenges – or perhaps because of them – this profession offers

something special. There’s genuine satisfaction in watching someone master a skill that will serve them for life. The moment when a struggling learner suddenly “gets it” makes all the difficult bits worthwhile.

You’re not just teaching driving; you’re helping people gain independence, confidence, and freedom. That’s not a small thing.

THE ROAD AHEAD

The green badge of a qualified ADI represents the beginning of a genuinely rewarding career. The additional skills you’ll need – business management, marketing, customer service, and financial planning – will develop naturally as you gain experience. The key is approaching these challenges with curiosity rather than fear.

UNEXPECTED OPPORTUNITIES

A fascinating variety of opportunities open up once you’re established. Fleet training, speed awareness courses, working with specific groups like nervous drivers or senior citizens – these specialisations often pay better than standard lessons and keep the work interesting. I stumbled into some of these almost by accident, which makes me wonder what other opportunities I might have missed by not knowing they existed.

PERSONAL GROWTH

This career will change you as a person. Working with hundreds of different students develops empathy and patience in ways that no training course could

achieve. You become part teacher, part psychologist, part life coach.

Some days you’ll help a terrified student overcome their fear of roundabouts. Other days you’ll guide a cocky teenager through the humbling experience of learning that driving requires genuine skill and attention. These interactions teach you as much about human nature as driving instruction.

LOOKING BACK, LOOKING FORWARD

Twenty years in, I still encounter situations that humble me and remind me how much there is to learn. The industry continues evolving, students’ expectations keep changing, and new challenges regularly emerge. The instructors who thrive are those who embrace uncertainty as part of the adventure.

Your ADI qualification will give you the foundation to teach driving well. Everything else – the business skills, marketing knowledge, customer service expertise, and financial management – will develop through experience and continued learning. The key is approaching these challenges as opportunities rather than obstacles.

Welcome to the adventure. It’s going to be more challenging, more rewarding, and more interesting than anything your training could prepare you for. And that’s exactly as it should be.

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

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

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

COMPLETE INSTRUCTOR TRAINING

Complete 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: complete-instructor-training.co.uk

CONTACT: Ray Seagrave TEL: 0787 086 1572

EMAIL: ray.seagrave@outlook.com

DRIVE CAR HIRE

Drive Car Hirespecialist vehicle hire with branches across the UK, offering dual control vehicles across England, Scotland, and Wales. They pride themselves on delivering exceptional customer service with vehicles to suit every instructor, they know your business.

VISIT: www.drivecarhire.uk

TEL: 0203 967 8070

EMAIL: info@drivecarhire.uk

ADVANCED ADI TRAINING

DRIVE-UP TRAINING

A National Driving School that aims to Drive-Up standards! We’re dedicated to the development of Instructors and enhancement of road safety. Whether you’re a PDI or ADI interested in training or development, we’re here to help you grow and succeed.

VISIT: drive-up-training.co.uk

EMAIL: admin@drive-up-training.co.uk

TEL: 0330 133 2669

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

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

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

THE INSTRUCTOR PODCAST

The Instructor Podcast talks with experts from inside and outside the industry. Our engaging conversations, expert interviews, and down-to-earth approach deliver innovative ideas to enhance your teaching and improve safety; to make you an even more awesome driving instructor.

VISIT: theinstructorpodcast.com

CONTACT: Terry Cook

AA DRIVING SCHOOL theaa.com

AAT advancedadi.co.uk

ADI DOCTOR adidoctor.co.uk

ADINJC adinjc.org.uk

BILL PLANT DRIVING SCHOOL billplant.co.uk

BRIGHT COACHING brightcoaching.net

BSM DRIVING SCHOOL bsm.co.uk

CLIENT CENTRED LEARNING clientcentredlearning.co.uk

CONFIDENT DRIVERS confidentdrivers.co.uk

DARE2DRIVE DRIVING SCHOOL dare2drive.uk

DIA driving.org

DISABILITY DRIVING INSTRUCTORS disabilitydrivinginstuctors.com

DONE STRESSING donestressing.com

DRIVE DRIVING SCHOOL just-drive.co.uk

DRIVETECH drivetech.co.uk

DRIVER TRAINING SOLUTIONS craignicksonadi.co.uk

DRIVE-UP TRAINING drive-up-training.co.uk

DRIVING INSTRUCTOR AND TRAINERS COLLECTIVE (DITC) theditc.co.uk

DRIVING INSTRUCTORS ASSOCIATION (DIA) driving.org

DRIVING MOBILITY drivingmobility.org.uk

EMPATHETIC INSTRUCTOR TRAINING empathetic.co.uk

FIONADRIVE fionadrive.com

GJH CONSULTANCY & COACHING FOR DRIVER DEVELOPMENT grahamhooper.blog

GO GREEN DRIVING INSTRUCTOR TRAINING gogreendrivinginstructortraining.co.uk

GREEN PENNY greenpenny.co.uk

GUILD OF MINDFUL DRIVER TRAINERS thecalmside.com

IAM ROADSMART iamroadsmart.com

INNOVATIVE DRIVING EDUCATION

ACADEMY (IDEA) Innovativedrivingeducationacademy.co.uk

INSPIRE INSTRUCTOR TRAINING Inspireinstructortraining.com

KNOWLEDGABLEE INSTRUCTOR TRAINING adikit.co.uk

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

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

RAY SEAGRAVE INSTRUCTOR TRAINING complete-instructor-training.co.uk

RED DRIVER TRAINING reddrivingschool.com

SMARTLEARNER DRIVING SCHOOL smartlearner.com

SUPPORT DRIVING SCHOOL supportdrivingschool.com

THE DRIVING ACADEMY thedrivingacademy.org

THE INSTRUCTOR PODCAST PREMIUM theinstructorpodcast.com

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

FREE VIDEO CONTENT

IF YOU’VE ENJOYED READING THIS GUIDE, we’ve created some free, video content to supplement your learning.

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.