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Few jobs require such a diverse set of skills as running a driving school. Teaching people to drive is just the start.
Not only do you need to be a top-notch teacher and a skilled and safe driver, but you also have a business to run. If your diary is full of lessons, just when do you find time for all the admin, marketing, and accounting that’s part and parcel of running your own business?
It’s difficult to balance all these competing demands on your time without losing focus on why you became an instructor in the first place.
The Ultimate Guide to Running a Driving Instructor Business is here to help. Our industry experts offer their advice on planning for long-term success, building brand awareness, and diversifying your revenue. There are also tips on how you can do all these things while taking care of your health and wellbeing.
We’ll help you build a successful business you will enjoy running.
PUBLISHER: Richard Storrs
EDITOR: David Motton
ART DIRECTOR: Caroline Creighton-Metcalf SALES
MARKETING: Rachael Butler
First of all, how are you personally defining success because it’s different for each of us? Is a successful business one with many pupils, one that makes the most money or one that has been around for a long time and survived? There are many definitions but it’s important to understand your own: success might look different for every individual business.
I have always been very goal orientated; I’m always setting them for myself! When I entered this profession, I wanted to be able to make money which would enable me to live securely while saving for my future and being able to have holidays
and do the things I knew made me happy and content. I wanted a continual flow of clients and to gain an excellent reputation locally. Another goal was to improve my own knowledge as I realised I was at the start of my journey of being selfemployed. Early on I knew I wanted to use my teaching skills to help others achieve one of the most important life skills they will ever learn.
I am lucky, in that I have always been surrounded by relatives, friends and colleagues who were small business owners. As a small
child my parents ran a post office and general store. As I watched I soon realised how hard my parents had to work and how it sometimes led to stress and anxiety. But I realised as well that going beyond what other local businesses were doing was key to my parents’ success.
We were one of a few shops that opened up on a Sunday in the morning, we sold numerous unexpected items and we caught passing trade and customers came because they trusted my parents and got on well with their friendly style. My husband’s parents ran small independent shoe shops which made good profits until the larger shops
began to sell shoes too. Then I saw times becoming tougher and they made a decision to cease trading. My husband has run an extremely successful software company for over 30 years, and I’ve witnessed the changes he has had to make to ensure he stays up to date.
So, coming from being a teacher to being selfemployed wasn’t a huge shock to me but finding a good, supportive accountant is something I would recommend.
In over 25 years as an ADI, I’ve witnessed many new businesses setting up, some successfully and others lasting no time at all. I realised that being a good teacher isn’t enough. We need to be business orientated as well to succeed in a competitive self-employed field. Running your own driver training business can give you the flexibility to choose how much work you do and when. While it can give you a great deal of freedom, it also requires you to develop a range of business skills and to be able to work independently.
You will need to think about these factors if you want the key to long-term success:
● Keep high standards and be professional at all times, your image is vitally important. People want exceptional customer service. Have a
complaints procedure.
● Define your goals and make a business plan, it’s important to know what you personally want and need. Identify the target market and plan for the future.
● Manage your time effectively and be reliable and punctual. You will need clear cancellation policies and terms and conditions.
● Manage finances, tracking income and expenditure. There is so much more help available now than when I started my business, check out apps for diary management and keeping your accounts too.
● Stay informed and updated because there are constant changes, e.g. with driving laws and regulations, test regulations, vehicle technology, eco driving and much more. The day you pass Part 3 is just the start, don’t allow yourself to stop there –continue your journey.
● Market yourself and have good branding: you can read about ways to do this in this guide, including websites, social media, and referrals.
● Handle a diary and keep to schedule: making efficient use of time is essential.
● Build a brand reputation and become known locally and, if possible, further afield.
● Ensure a consistent income which also allows you to save for the future and unexpected events. I’ve survived times when there were very few pupils, it isn’t always as easy as it is currently to find them. Consider Covid which caught me out to begin with as I never thought we would be stopped
by law from working. Also, could you cope if you were ill and needed time off work? You must have contingencies and savings in place to be long-term successful.
● Grow your client base and retain clients by being approachable, available and flexible. At times you need to go above and beyond for pupils.
● Expand your career and consider diversifying (ADI training, PDI training, working with the armed forces to teach driving, teaching young drivers from 10-16 years of age, teaching older drivers, teaching pupils with diverse needs, teaching people with physical disabilities, HGV training, the list goes on!)
● Focus on your own Continuing Professional Development (CPD) and improving yourself because CPD helps protect your reputation. Parents and pupils alike want to know they’re learning from someone who takes their role seriously. Showing that you invest in your own training and improvement sends a vital message: I care about what I do! It will set you apart from ADIs who are just going through the motions. In a competitive industry that really matters.
● Join local and national associations. It’s exactly where I found all my friends as well as colleagues to support me and give advice. I have never regretted it, it’s great value for money and peace of mind.
When people talk about starting out as a driving instructor, the conversation inevitably centres on gaining pupils, high pass rates, Facebook reviews, and building a full diary. Those things matter, but they usually take time to arrive. Those early weeks and months can feel strange, especially after all the work it took to qualify. In that gap, something else is already forming: the way you’re perceived.
Word of mouth starts long before you have a polished brand. Parents ask around. Learners compare notes. Other instructors notice how you carry yourself. You don’t always get to choose when that story starts. What you do get to choose is how deliberately you shape it.
Building a name is easy. Building the right name takes a little more thought. It doesn’t begin once you feel confident or established. It begins the moment you start showing up at learners’ doors. How you conduct yourself, how you speak about others, what you post online, how you respond to peers, how you communicate with students, and how you behave around examiners. In short, it’s how you treat the work when you think nobody is watching. For instructors starting out, those early habits tend to matter far more than any big, bold branding decision.
Most new instructors underestimate how quickly they become visible within their local area. Pupils talk to
parents. Parents talk to other parents. Learners compare experiences of being in the car with you. Other instructors notice patterns, the small things you barely register: where you park up, how you speak in passing, how you behave around test centres or on shared routes… and yes, how often you engage in the secret instructor nod or wave. Early impressions tend to be built on reliability and professionalism. Turning up when you say you will. Communicating clearly. Owning mistakes when they happen. Being a steady mentor rather than a know-it-all. Nobody expects a new instructor to have everything figured out. What people tend to remember are the little, seemingly inconsequential details.
In the early stages, it’s easy to focus heavily on “being the expert” in lessons. Talking a lot, planning everything, proving you know your stuff, keeping wheels moving. But professional conduct often carries more weight than perfect performance. How you talk about pupils, especially when they aren’t present, matters. How you talk about other instructors matters. How you manage in the car and build rapport matters. There’s a confidence in instructors who can say, “I don’t know yet” or “that’s something I’m still working on” without defensiveness. Learners and peers tend to trust people who appear
“ What matters is how you show up day after day, when no one is watching but your learner”
grounded and self-aware far more than those who always sound certain.
In the beginning, you’re learning just as much as your pupils. Own this, share your experience honestly, and learn together.
Beyond the local area, parts of the driving instruction world are smaller and more interconnected than it first appears. Online spaces, CPD events, test centres, and informal networks overlap in ways that aren’t always obvious when you’re new. Patterns are noticed and opinions are formed: how you engage in discussions, whether you listen as much as you speak, whether you’re curious or combative, whether you’re generous with credit or quick to criticise.
Social media in particular can blur the line between private frustration and public comment. Posts written in the heat of the moment often outlast the moment itself. A useful question to ponder is whether you’d be comfortable with a learner, parent, or colleague reading those words a year from now – because they will.
Starting out can create a sense of urgency. There’s a temptation to rush decisions.
Rushing to independence, rushing to fill a diary, rushing to attract as many pupils as possible even if they don’t fit your personality or teaching style, rushing online visibility. But many early missteps can be failures of timing rather than intent. Confidence can grow faster than judgement if it isn’t anchored properly. Visibility can arrive before clarity. Branding can appear before substance.
Learning to slow certain decisions down is often what separates instructors who burn out from those who build trust over years.
This isn’t only shaped in the car. It’s shaped in how the business is run day to day. Clear boundaries, consistent pricing, honest communication, and realistic availability all signal professionalism.
A chaotic diary doesn’t just drain you; it creates uncertainty for learners and parents. Over-promising early on can erode confidence later. The same applies to professional development. CPD isn’t just a badge or a marketing tool; it’s personal maintenance. Spending time around people who care about standards and who are willing to challenge ideas can change how you see your own work. It encourages reflection.
Qualifying as an instructor can feel like a finish line, but in reality, it’s an entry point. From that moment on, you’re part of a profession. One that learners, parents, and the public should place a great deal of trust in.
Choose carefully who you learn from, and stay open to being challenged. Your standing in the industry isn’t built by being everywhere all at once. It’s built by being consistent, thoughtful, and willing to keep developing. Events like the Intelligent Instructor Expo and Convention and organisations such as the ADINJC exist because people value standards, reliability, and good practice. Aligning yourself with organisations like these demonstrates where you want to sit professionally.
You can’t switch your reputation on once the diary is full. You don’t need to have all the answers. You don’t need to rush every decision. You don’t need to win every Facebook debate. What matters more is how you show up day after day, when no one is watching except your learner.
Building a name is easy. Building the right name takes a little more thought and a willingness to slow down, reflect, and play the long game.
Planning your business strategy and budget doesn’t have to be stressful,
Most of us became driving instructors because we enjoy helping people, not because we dreamed of mastering spreadsheets and business models. But the truth is simple: the instructors who enjoy calm, sustainable careers are those who treat their work as a business as well as a vocation. Planning and budgeting don’t have to be complicated. Think of them the same way you teach a learner to plan a journey: look ahead, make sensible decisions, and adjust as needed.
The driving instruction
profession is busier and more competitive than ever. The DVSA register of Approved Driving Instructors has now reached around 44,000 ADIs, with new applications still at record levels. In many parts of the country the number of instructors is finally catching up with learner demand, which means simply putting a roof sign on and waiting for pupils won’t guarantee a full diary anymore.
This shift makes planning and budgeting even more important. When supply grows, pupils have choices. Instructors who are clear about their goals, prices, and service stand out and that directly affects your income, your diary and your peace of mind.
On top of rising numbers of instructors, there are also changes coming to the way driving tests are booked.
From spring 2026, new rules will limit how many times a learner driver can change their practical test booking to just two tweaks per test (for date, time or location changes), down from the higher number previously allowed. Learners will need to make these decisions carefully because once both changes are used, they must cancel and rebook to make further alterations. This encourages better planning
and preparedness from learners and reduces wasted slots.
Learners will also be required to book their own tests rather than relying on instructors doing it for them, although instructors will still be able to set their availability within the DVSA’s scheduling service. This shift may require you to adjust how you advise pupils on readiness and test timing. These changes reflect a broader government effort to make the test system fairer and reduce misuse of the booking process. They also underline how important it is for instructors to teach not just driving skills, but planning and decisionmaking too.
In January 2026, the Department for Transport launched a consultation about introducing a minimum learning period for learner drivers. Under current rules, learners can book a practical test as soon as they’ve passed the theory test. The consultation explores whether learners should be required to spend a certain minimum amount of time, or a minimum number of supervised hours, gaining
experience before booking a test.
This is not law yet, but it signals a potential shift towards more structured learning. If introduced, minimum learning requirements could further change how pupils engage with instructors’ diaries, and may impact lesson planning, progression coaching, and how quickly learners reach test readiness.
Before you think about any of these changes, it helps to clarify what you want from your business. How many hours do you want to teach each week? What income keeps you comfortable without burning out? Do you want a relaxed single-car life, or a multi-instructor operation?
Answering those questions gives you a direction. A simple plan doesn’t need to be long, but it does need to be honest.
Here’s a simple way to turn goals into numbers that make sense:
1. Choose the personal income you want, for example £30,000 a year.
2. Add your business running costs, car payments, insurance, fuel, phone, apps, training and let’s say that’s £11,000 a year.
3. Your turnover target becomes £41,000.
4. Divide that by, say, 46
workable weeks. That’s about £890 per week.
5. If your average lesson price is £40 per hour, you’d need roughly 22–23 hours of paid tuition per week.
Numbers become reassuring when you can visualise them instead of just guessing.
It’s easy to think of only fuel and the car payment, but your real costs are wider. Fixed costs include insurance, franchise fees (if you have them), phone, CPD, accountancy software and professional membership. Variable costs include fuel, tyres, servicing, advertising, test day time and unexpected repairs. Add at least 10 per cent extra in your budget for surprises, cars have a way of needing attention right when your diary is full.
Some instructors feel they must match the cheapest local price to get pupils, especially in areas where more instructors are chasing every pupil. But pricing based on your costs and income goals instead of trying to be the cheapest protects both your well-being and your stability. Pupils will pay for quality instruction, clear communication and a calm professional approach, in a competitive market. ➱
“ You don’t need to be everywhere online to succeed. Start with the basics”
Profit on paper doesn’t pay the MOT. Regular, reliable cashflow does. Encourage block bookings paid upfront and take payment at the start of lessons. Use clear cancellation terms and keep a buffer, say one month of expenses, in savings. These simple habits reduce stress and keep you in control, especially during busy exam seasons or test booking shifts.
You don’t need to be everywhere online to succeed. Start with the basics: a well-kept Google Business profile that pupils can find when they search, asking every happy pupil for a review, posting pass photos with
permission, and answering enquiries promptly.
Be sure to track which enquiry sources actually lead to pupils so you spend your time and budget where it works.
Setting sensible working hours protects your energy. Leave travel gaps between lessons, take proper breaks, and keep a few slots open for test days, with the new booking changes, being ready and flexible for tests enhances your value to pupils.
Spend 20 minutes once each month reviewing your numbers: hours taught, income, main expenses, enquiries vs bookings and test readiness. Small regular
adjustments beat big reactive changes later.
The best return on investment for a driving instructor is improved coaching.
Investing in CPD, refresher courses and observation keeps your skills sharp and pupils happy. Strong coaching leads to better pass rates, stronger referrals, and a more sustainable reputation.
1. Write the one-page plan hours you want, income you need, price you will charge.
2. List every cost you have and open a separate savings pot for tax and repairs.
3. Ask three recent pupils for reviews and update your Google profile.
Simple actions done regularly build confidence and stability.
With changes in the test booking system, discussions around minimum learning periods, and a growing number of instructors, your business environment is evolving. That’s not a threat, it’s a prompt to be intentional about how you organise your time, price your work and support your pupils. Keep the numbers simple, treat your pupils kindly, price with confidence and review often. That way your business becomes a source of fulfilment, not stress.
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We sit down with the DVSA’s Nick Taylor to ask his advice for ADIs and the common challenges they are likely to face
INTELLIGENT INSTRUCTOR: HI NICK, CAN YOU TELL US ABOUT YOUR ROLE AS ADI REGISTRAR AT DVSA AND WHAT THAT INVOLVES?
Nick Taylor: I have worked at DVSA for 18 years, three in the role of ADI Registrar, in which I’m responsible for maintaining the ADI Register and ensuring only qualified and approved instructors are listed. My role involves maintaining the integrity of the register by conducting standards checks to ensure instructors meet
professional standards and keeping them informed about updates to driving laws and training requirements.
II: WHAT ADVICE WOULD YOU GIVE TO NEW ADIS LOOKING TO SET UP THEIR BUSINESS?
NT: I would firstly say congratulations on becoming an ADI – this is a great achievement. I would then suggest reading DVSA’s guidance for when you’re an ADI. This step-by-step guide will provide advice on things
like working for a franchise or running your own driving school, professional standards, and managing your ADI registration.
II: WHAT ARE THE MOST COMMON CHALLENGES NEW DRIVING INSTRUCTORS FACE WHEN SETTING UP THEIR BUSINESS AND WHAT ADVICE WOULD YOU GIVE THEM?
NT: Getting started is probably the biggest challenge and attracting learners to choose your driving school to learn to
gov.uk/government/ organisations/driver-andvehicle-standards-agency drive. To earn recognition as a reputable and professional business, my advice would be to focus on delivering a high-quality service and lessons. To do this, you will need to comply with DVSA’s National Standards for Driving Instructors and follow the ADI code of practice.
II: HOW FREQUENTLY SHOULD INSTRUCTORS UNDERGO STANDARDS CHECKS?
NT: You will usually be asked to complete an ADI standards check every four years. You’ll get an email from DVSA when you need to book your standards check. You must complete and pass the standards check to remain on the ADI register. More information on what happens at a standards check can be found on gov.uk.
II: HOW IMPORTANT IS CONTINUAL PROFESSIONAL DEVELOPMENT (CPD) FOR DRIVING INSTRUCTORS AND WHAT OPTIONS ARE AVAILABLE?
NT: It’s really important to prioritise and make time for your own professional development, even when your business is up and running. There is guidance on how to do this on gov.uk. This could include things like reading, attending courses or spending
some time learning from other driving instructors.
II: HOW CAN INSTRUCTORS STAY UP TO DATE WITH INDUSTRY CHANGES?
NT: I would recommend signing up to our email alerts, DVSA Direct, so we can contact you if there are any changes to the way instructors are regulated or to the learning to drive or driving test process. We will also invite you to webinars or to 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, which gives advice and information to driver and rider trainers. You can subscribe to this to make sure you never miss one.
Joining an industry body, which represents the interests of the driver training industry, is another great way of staying up to date. The National Associations Strategic Partnership (NASP) is focused on promoting the interests of driving instructors. It is formed of representatives from the Motor Schools Association, the Driving Instructors Association and the Approved Driving
“It’s really important to prioritise and make time for your own professional development”
Instructors National Joint Council. They work closely with us to make sure we view our services through the eyes of customers and help us continue to make improvements that support the driver training industry.
II: HOW CAN INSTRUCTORS MANAGE NERVOUS LEARNERS EFFECTIVELY TO IMPROVE THEIR EXPERIENCE AND PASS RATES?
NT: Many learners feel anxious when first learning to drive so it’s important to try and help them feel comfortable. The best way to do this is building a good relationship with your pupil accordingly. Our ‘Ready to Pass?’ campaign also provides helpful guidance on managing nerves, in particular before a test, which is a useful resource you can share with your pupils. One in ten people who fail the driving test say it was mostly down to nerves, so using these basic tips could help better prepare your pupils to pass.
There’s a full ‘Ready to Pass?’ toolkit for ADIs which includes things like a checklist to help your pupils reflect on whether they’re ready to pass their test, the latest official learning materials and campaign assets for use on your website or social media. We really appreciate your support in sharing our campaigns, to achieve our joint aim of safer drivers.
Which is right for you? There’s no one-size-fits-all answer
Driving instructors tend to be quite self-reliant. You work one-to-one most of the day, with no manager leaning over your shoulder. For many, that sense of independence is part of the appeal.
This can be a doubleedged sword, though. You may be dodging office politics, but you also miss out of those water-cooler chats. There’s pride in standing on your own two feet, but it can be awfully lonely without a team to support you.
For some, being part of a franchise keeps alive the sense of freedom that comes from being your own boss but with the benefits of being part of a team. For others, the satisfaction of building a business outweighs the extra admin and responsibilities. It can be a tough decision.
For newcomers to the driver training industry, the appeal of joining a franchise is obvious. There’s in-house
training, support as you learn the job, plus a known name to attract clients. It’s much easier to become part of a successful business than it is to create one from scratch.
“I tell PDIs to think of the first two to three years as an apprenticeship,” says Dave Leverton, the academy director of Bill Plant Driving School. “Use that time to learn, develop and build your reputation.”
A common route is to be part of a franchise as you find your way, then strike out on
your own once your ‘apprenticeship’ has been served.
This will suit some but not others, says Leverton: “Some will choose to become independent, and others will prefer the security, support, opportunities, and financial stability of being part of a franchise.”
Many of the benefits to joining a franchise at the start of your career still apply once you are more experienced. If you became a driving instructor because of a passion for teaching and road safety, then marketing, social media and admin may be chores you could do without. Remaining part of a structured team eases those burdens.
Mike Fowler, senior trainer at Smart Driving, sees many ADI’s remain franchisees so they can concentrate on being driving instructors rather than being tied to a desk whenever they aren’t teaching: “I feel many instructors stay with us simply for the fact they get value for money in what we provide. They have been an ADI for four or five years and see the benefits of paying for a service rather than doing it themselves.
“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?”
Before you join a franchise, talk to them to better understand their philosophy. It pays to find a school that shares your values, and which will value you.
“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,” Fowler advises. “Will the franchise you’re looking at help you with the things you specifically need?”
There may come a time when you tire of wearing someone else’s logo on your shirts. Just be sure to think carefully before you decide the grass is greener on the independent side of the fence.
Instructors shouldn’t underestimate the extra costs and workload of starting your own school. “Yes, independence means keeping more of what you earn, but it also means shouldering every business expense,” warns Tommy Sandhu of Smart Learner. “It means taking on the additional tasks of returning pupil’s calls after a long day,
“ Starting your own school won’t be easy, but it can be hugely rewarding”
PENNIE dare2drive.ukALEXANDER
without a support mechanism. When considering and calculating all these costs, you may suddenly start to consider the franchise fee you’re currently paying more reasonable.”
To go independent successfully, it pays to see the extra responsibilities as a challenge to be relished rather than a burden. “If you have entrepreneurial instincts and enough of a financial cushion to test the water on your own, independence might be your next logical step,” says Sandhu.
Starting your own school won’t be easy, but building your own business can be hugely rewarding.
And remember, although you will no longer be part of a franchise you need not be without support. “Becoming a member of an association is invaluable to keep up-to-date and gives you access to the various courses they offer at a reduced rate,” says Pennie Alexander of Dare2Drive.
Local driving instructor groups can also be a valuable source of advice as you work on your pricing, marketing strategy, and build your driving school’s profile and reputation. “If you get these things right,” says Alexander, “you won’t regret the choice of independence.”
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Daniel Hill explains the value of SWOT analysis for driving instuctors
For most people, SWOT analysis is something they vaguely remember from Business Studies at school, and the kind of thing investment bankers would use. While I’m sure that’s true, it’s actually a tool anyone can use to assess a situation and make better decisions.
As a business owner, I find myself spending a lot of time ‘down in the weeds’ during my working day. As a result, it can be difficult to notice things that might be affecting how productive and successful I’m being.
Recognising these issues so they can be fixed before they become damaging, or identifying opportunities that can benefit your business requires stepping back, self-reflection and a healthy dollop of honesty.
And that’s where SWOT analysis comes in.
SWOT stands for Strengths, Weaknesses, Opportunities, Threats. Each of these affect your business, so it’s important to understand them and take necessary action to minimise risks and maximise benefits.
Grab an A4 sheet of paper and a pen. Split the sheet into four equal sections. In the top-left section, add a title of ‘Strengths’. To the right, enter ‘Weaknesses’. Bottom-left, it’s ‘Opportunities’ and enter ‘Threats’ into the remaining section.
Next, we’ll work through each of these sections in a structured way, allowing us to see the bigger picture; what’s working well, what we could improve and what might be ahead.
It’s like completing your cockpit drill, being aware of your surroundings and forward planning during a successful drive; only now, you’re driving your business!
Standing out from other instructors can be difficult. It’s often not immediately obvious to the general public what makes you special and why you’re the one they should choose.
So, recognising your strengths and making sure you’re promoting them with confidence will elevate you above the competition and ensure your diary stays full.
Strengths might include:
● The personal touch: introducing yourself to parents and students before lessons begin, and regularly checking in with everyone.
● First-time pass rates: something parents and students look for when choosing an instructor (whether we like it or not).
● Tailored training: skills and qualifications that demonstrate your ability to suit certain requirements, for example SEN provision or nervousness.
● Flexibility : offering weekends and evenings, fair cancellation terms, a broad range of locations covered.
● Technology: using business management software like MyDriveTime to present a professional image, keep your data safe and secure, and to offer a smartphone app for students.
Some of these you might take for granted, especially when you’ve been doing the job a long time. You might take pride in how you dress,
“ Identifying opportunities requires stepping back and a healthy dollop of honesty”
or how clean your car is but shy away from highlighting these aspects of your service. But for parents and students, they’re vital to their buying decision, so establish your strengths and don’t be afraid to show them off.
Common weaknesses I’ve seen in driving instructors include:
● Debilitating insecurities: a lack of self-confidence, or Imposter Syndrome, can be crushing for a business when instructors shrink from opportunity.
● A lack of marketing skills: it can be daunting to know how to put yourself out there and not just rely on word of mouth, and this can see you fall behind those who shout louder.
● Managing money: banking, budgeting, forecasting, recording income and expenses, paying yourself properly and planning for tax are all areas instructors struggle with.
● Appearance: be it a dirty, untidy, smelly or unreliable car… or instructor…
● Protection: not joining an association, getting the right insurance, or using effective terms and conditions, leaving you and your students open to unnecessary risk.
Let’s face it, identifying and exposing our weaknesses isn’t a nice experience, but it’s a really important one if you’re going to eliminate them and, better still, turn them into strengths.
Always be looking out for circumstances that could help you progress your business.
For example:
● Local housing developments: new residents mean new customers.
● Changes in demand: different transmissions, availability, coverage.
● Business partnerships: consider teaming up with local businesses who employ potential learners.
● Train tomorrow’s instructors: diversify your tuition and maybe start a multi-car school.
● Become a specialist: train to provide specific services. Take in what’s happening around you. Finding ways to expand brings in more business and more profit.
Every day presents new challenges that could have a detrimental impact on our business if left unchecked. Threats that affect instructors include:
● Changes in demand: fewer students mean fewer lessons.
● Health: illness and injury can lead to time off with no income.
● Increased costs: fuel, insurance, and vehicle maintenance can squeeze margins.
● Availability of tests: a hot topic that has had a huge impact already.
● Competition: newcomers in your area, with new ideas and fresh energy are a risk. How we react to threats is what’s important and helps navigate around potential risks. That starts by identifying them, however uncomfortable that feels.
With each of these sections completed, you can begin connecting the dots to:
● Use strengths to benefit from opportunities
● Take action that turns weaknesses into strengths
● Use strengths and opportunities to counter threats
SWOT analysis should be reviewed regularly to ensure it’s kept up to date – perhaps every 6-12 months.
Then, next time you complete it, there will be more Strengths, fewer Weaknesses, up-to-date Opportunities and recognised, present Threats that you can handle.
It all keeps your business fresh and flexible and on the right path to success.
One of the biggest questions for anyone starting out in the driver training industry is simple to ask, yet difficult to answer well: “How much should I charge?”
Pricing is one of the earliest and most important business decisions you will make. Yet time and time again, we see instructors arrive at their hourly rate in the same way: They look at what others are charging locally – and copy it.
At first glance, this feels sensible. But it raises a far more important question: Do you actually know how those instructors arrived at their price in the first place?
Following the crowd
without understanding the reasoning behind the numbers can leave you undercharging, overworking, and struggling to build a sustainable business. A strong pricing strategy requires deeper thinking.
Before you can decide what to charge, you must understand what it costs you to operate.
Consider:
● Are you franchised, or with a local driving school?
● Are there weekly or monthly franchise fees?
● Do you own your vehicle
outright, or are you leasing (HP, PCP, contract hire)?
● Fuel, servicing, tyres, and repairs
● Insurance (including instructor cover)
● MOT and Vehicle Excise Duty (where applicable)
● Dual controls and vehicle adaptations
● Advertising and marketing
● Software systems, booking platforms, and admin tools
● CPD and training costs
● Accountancy, tax, and professional fees
Once you list everything, you gain clarity. These costs exist whether you teach one lesson or forty – and they must be covered before you earn a penny in profit.
The next stage is often overlooked but is critical.
Look at how many hours you realistically work across the year. Not just your best weeks – your average weeks, accounting for:
● Holidays
● Illness
● Cancellations
● Sea sonal dips
● Test waiting times
When you divide your total annual costs by the average number of teaching hours you actually deliver, you arrive at your true business cost per hour.
This figure represents what each hour of teaching costs you just to operate. Anything you charge below this is a loss. Anything above it contributes to your income.
Only once you know this number can you sensibly decide on your hourly rate. There is no sick pay, there is no holiday, there is no pension. Think about how you can compensate for this loss within the hourly rate.
Pricing is not decided in isolation. Several factors influence what you charge.
LOCAL
● Is your area saturated with instructors?
● Or is demand high with limited availability?
● Urban areas and highdemand regions often support higher pricing. EXPERIENCE AND REPUTATION
● How long have you been teaching?
● Do you have strong reviews and recommendations?
● Word of mouth remains one of the most powerful pricing justifications. PROFESSIONAL DEVELOPMENT
● Ongoing CPD matters.
● Instructors who invest in continual improvement often deliver a higherquality service – and should price accordingly. SPECIALISATION
● Do you work with neurodiverse learners?
● Do you specialise in anxious pupils, refresher training, or intensive courses?
● Specialisms add value – and value supports higher pricing.
● Evenings and weekends are premium slots.
● Many instructors undercharge here despite higher demand and personal cost.
Competitor research should go beyond a quick glance at social media. Ring around as a potential learner. Ask about:
● Hourly rates
● Block booking discounts
● Availability
● Waiting lists This gives you a realistic picture of the local market – not just headline prices, but demand levels too.
A pricing strategy is not set once and forgotten. Consider:
● Do you review your prices annually?
● When was the last increase?
● Are you consistently busy with a waiting list?
The best time to increase your prices is when demand is strong. Being busy is a signal that your service is valued. When increasing prices, many instructors choose to honour the original rate for existing learners. This maintains trust while allowing sustainable growth.
Discounting is one of the most debated topics in
instructor pricing. Some instructors offer block booking discounts; others maintain a fixed hourly rate. Both approaches must be thought through carefully. Consider:
● Does the discount reflect a genuine saving (admin time, guaranteed work)?
● Does it devalue your service?
● Does it attract the right type of learner?
If offering block bookings, have clear terms:
● What happens if a learner does not complete the full block?
● Do unused hours revert to the standard hourly rate?
● Is the balance refunded accordingly?
Clear policies protect both you and the learner.
Pricing is about sustainability, not just survival. Ultimately, pricing is not about charging the lowest rate to stay busy. It is about building a sustainable, professional business that allows you to:
● Deliver high-quality tuition
● Invest in your own development
● Maintain work-life balance
● Remain in the industry long-term
A well-thought-out pricing strategy reflects confidence, clarity, and value. Learners do not just buy lessons – they buy expertise, reassurance, and results. Charge with purpose, not fear.
Understanding car insurance is a key part of becoming a responsible driver. It isn’t just life admin; it’s about helping them avoid life-lasting consequences.
Help your learners keep their newly found independence with these top tips on being correctly insured.
Find out more at mib.org.uk/talkaboutinsurance
ARE THEIR DETAILS CORRECT?
Check for typos such as number plate or date of birth. Make sure they notify their insurer of any changes to personal details like address or job title, or other personal details.
Driving to work requires commuting insurance, while driving for work will require business insurance. Making deliveries will need hire-and-reward cover.
HAVE ALL PAYMENTS BEEN MADE? ARE THEY REALLY THE MAIN DRIVER?
Keep an eye on bank statements and insurer notifications to spot missed or bounced payments.
01 05 06 07 02 03 04
Driving uninsured or with inadequate cover can lead to policies being cancelled or void, and has long-lasting consequences:
• £300 fine
• Six penalty points (enough to revoke a new driver’s licence)
• Car seized and even crushed
• Potential driving ban and unlimited fine if it goes to court
• Harm to job prospects due to a conviction
• £1,000 increase to average future premiums
Encourage your learners to always review their insurance carefully and contact their provider if they’re unsure.
Listing a parent as the main driver to save money is a type of fraud, known as fronting. They could end up on the Insurance Fraud Register.
WHERE DID THEY BUY THE POLICY?
Be cautious of cheap deals. Many are ghost broking scams selling fake, worthless policies. Check the provider is a member of MIB or BIBA.
HAVE THEY MODIFIED THEIR CAR?
Even small changes, such as new wheels or a spoiler, must be declared.
CAN THEY DRIVE SOMEONE ELSE’S CAR?
Driving a friend’s car isn’t always covered. Most providers don’t allow it for under-25 drivers. Consider a short-term insurance policy instead.
a tip sheet you can share with your learners
A lot of driving instructors I speak to say the same thing when marketing comes up: “I’m good at teaching… I just hate the promotion side of it.” And that’s fair. Most of us didn’t become instructors because we fancied building websites or posting on social media. We did it to help people learn, gain confidence, and be safe on the road.
The problem is, marketing often feels awkward because it’s done back-to-front. Instructors jump straight into tweaking logos or wondering why their website isn’t getting enquiries without being clear on what they actually want it to achieve, or who they’re speaking to.
When that clarity’s missing, everything feels forced. Get it right, and marketing starts to feel much more like talking to one person and helping them solve a problem.
Let’s clear something up straight away: your brand is not just your logo and colours. Yes, these matter. People should recognise it’s you straight away. Think of big brands like Disney, Netflix, or Coca-Cola, we know them instantly from colours and fonts because they’re consistent. But your brand goes deeper than that. Your
brand is what people say about you when your name comes up. It’s how learners feel after a lesson. It’s the story they tell a mate when they recommend you.
That story, who you are and how you help, should come through clearly in all your messaging.
Let’s look at two examples. Instructor one is very test-focused. They pride themselves on high pass rates. Instructor two focuses on post-test safety and prides themselves on producing safe, confident drivers for life.
The test-focused instructor’s messaging should highlight pass rates, test success stories, and content about test standards. The road-safety-focused instructor should be sharing post-test stories, lesson experiences, and content that explains why safety matters. Before choosing colours or designing a logo, the first question should be: Who is my ideal client, and how do I help them? Once you’ve answered that, get it into one clear sentence. That sentence should shape your tone, your content, and your messaging.
For example: “I help nervous beginners in Exeter build confidence and pass first time without feeling pressured.” Or: “I help young drivers develop the knowledge and awareness to make safer choices for life.”
That’s a brand.
Where instructors often trip up is trying to appeal to everyone. “All levels welcome” sounds safe, but it’s
forgettable. Being more specific doesn’t shrink your audience, it attracts the right people. Your tone matters too. If you’re calm and patient, your branding shouldn’t be shouty. If you’re structured and methodical, lean into that. If you’re energetic and jokey in the car, your branding should match. Marketing works best when it sounds like you on a lesson.
Your website is your digital shop window. The question is: what’s making someone step inside and start a conversation? Learners arrive on your site nervous and unsure. Your website’s job is to calm them down and make the next step obvious. It should be clear: ● who you help and how ● where you cover ● how to book
If that isn’t obvious within the first few seconds, enquiries disappear. Before anyone scrolls, they should see something like: “Driving lessons in Plymouth –supportive, structured teaching for nervous beginners. Book online.” Trust beats fancy design every time. A clear photo of you, a few genuine reviews, and simple explanations will outperform animations and clever wording. Give learners a glimpse into what your lessons are like. Take away the fear of the unknown. When people feel reassured, booking feels safer. Another common mistake
is talking too much about ourselves. Pages full of “I offer…” and “I have…” don’t answer the learner’s real question: “Will this instructor be right for me?” Instead, focus on their problem. “Nervous about driving? Here’s how we help you overcome that.” And reduce friction wherever possible. If booking means emailing, waiting for replies, and back-and-forth messages, many people will move on. If you’re out in the car, set up auto-responses that manage expectations. While they wait, send them to helpful content, reviews, or social media so they can get to know you better.
Promotion puts a lot of instructors off because they think it means constantly selling. It doesn’t. You don’t need to post every day. One helpful post a week, done consistently, beats ten posts in a burst followed by silence. And you definitely don’t need to go viral, local and personal relevance wins every time.
The easiest content? Show the process. A short reflection after a lesson. A common mistake learners make and how you explain it. A small win a pupil had that week. It’s demonstrating how you teach and who you are. It’s building trust.
Most learners are worried about failing, wasting money, or feeling judged. If your posts quietly answer those fears, people will start messaging
you without you ever saying “limited spaces available”.
This is where most instructors accidentally sabotage themselves. Their website says one thing. Their social media says another. Their branding looks like it belongs to someone else. Marketing works when everything tells the same story. Calm instructors should market calmly. Structured instructors should market clearly.
Before doing any of this, ask yourself: who am I talking to? Picture them clearly, then structure everything as if you’re talking directly to them, reassuring them and solving their problem. And remember, the goal isn’t more enquiries at any cost. It’s better-fit learners who trust you before they even get in the car. That leads to better lessons and better referrals.
● Mind-map your ideal client: who are they and what’s their challenge
● Share one post aimed directly at that person
● Write your one-sentence “what I’m known for”
● Look at your website for 10 seconds. Is it clear or confusing? No rebrand. No pressure. Just small improvements that compound over time. Because when your marketing sounds like you, it stops feeling like marketing at all.
Social media is a powerful marketing tool for small businesses. But it can seem daunting. A one size fits all approach isn’t always possible, but here are four key things to bear in mind:
It is so easy to get lost in the world of creating content and
it can seem like you are not getting anywhere with it even if you are posting regularly. Make it easier by keeping your message clear. Take time to work out what you actually want to get out of posting content. For example, if you are looking to generate leads, then you need to remember that your target audience are learner drivers,
or their parents, who are based in the areas you teach. Getting loads of views and interaction is great but won’t necessarily lead you to having people in the car next to you, paying for your time.
I recommend posting a minimum of three times a
week, but ultimately it is your choice! If you post once a week - continue to post, at least once a week. Remember that when people follow you it is because they like your content. This means they want to know what you have to say!
As an instructor you have a duty of care to your clients and colleagues. This means
keeping it honest. Posting misinformation or encouraging bad practice could seriously impact your brand. Every way in which you communicate online should demonstrate integrity, whether that be in your own content or when commenting on others, posting in groups and even when replying to messages.
If you see something online that is potentially damaging, you should absolutely call it out but, again, doing so in a respectful manner protects your reputation and does not dilute the importance of your point. Similarly, if others feel they need to comment on your content in a disrespectful way, remember that not everyone deserves access to you – unless they have a valid point, remind yourself that they wouldn’t say it to your face and move on.
You already do a difficult job, one where you are responsible for the safety of your learners and other road users. While marketing your business is important, it should be fun. You are in charge of how you do things, and the beauty of what you do is that all your content can be created while doing your day-to-day activities. Film your lessons (with the correct permissions) to show how it would feel to spend time in the car with you and show people your pass
pictures so they know you get results. But also give people a glimpse into who you are as a person. Do you have pets? What music do you like? What do you do in your spare time? Have fun with it and you will attract likeminded customers.
As well as using social media to promote your own business, it’s a great way to find out what’s happening in and around the industry. Here are some accounts to follow…
- @drivingtestsuccess (Instagram)
- @DrivingTestDTS (X) - facebook.com/ DrivingTestSuccess/
- @intelligent_ instructor (Insta)
- facebook.com/ IntelligentInstructor/
DVSA
- @dvsagovuk (Instagram)
- facebook.com/ dvsagovuk/
ADINJC
- @ADINJChq (X)
- facebook.com/ ADINJC/
MSA GB
- @MSAGB (X)
- facebook.com/ msagb/
Let’s begin with something clear. Artificial Intelligence is not here to replace driving instructors. It cannot teach clutch control. It cannot calm nervous pupils. It cannot build trust the way you can.
But instructors who learn how to use AI properly will move faster, operate smarter and build stronger businesses than those who ignore it.
Today, tools such as ChatGPT, Claude, Grok, Perplexity, Gemini and DeepSeek are no longer reserved for large corporations. They are accessible, affordable and simple to use. You type or speak a question and receive structured guidance within seconds.
You do not need coding knowledge. You do not need advanced computer skills. You do not need to spend thousands on consultants. Used correctly, AI becomes a practical business support
system. It helps you plan expansion, improve marketing, create content, research faster, structure pricing, develop recruitment strategies and strengthen your brand.
For instructors teaching all day and handling admin at night, that support can make a real difference.
One of the biggest changes AI brings is constant availability. Imagine finishing a lesson and thinking, “How can I expand my driving school? I need a marketing expert to guide me step by step.”
Instead of waiting weeks for advice, you can ask:
“Act as a marketing expert for driving schools. I want to grow from one car to five instructors. Guide me through what to do first.”
You might also ask: “Help me get 10 more pupils each week.”
“I want to earn an extra income from my expertise.”
“Rewrite my pricing page so it sounds more professional.”
“Help me create a plan to recruit new ADIs.”
Within seconds, you receive structured guidance. You remain in control. You make the decisions. But you are no longer figuring it out alone.
Be honest. How many calls do you miss each year while on lessons? And how many of those enquiries book elsewhere because they needed an immediate answer? Even a handful of missed calls per week can cost thousands over twelve months.
Your website should not simply display your phone number. It can now function like a live personal assistant. AI-powered voice and video tools can sit on your site 24 hours a day, answering common questions, explaining pricing, confirming coverage areas, collecting contact details and even sending payment links.
This does not replace you. It ensures that while you focus on safe instruction, your
business continues working in the background. For independent instructors, that consistency can transform enquiry handling and improve conversion over time.
Many instructors struggle with marketing not because they lack ability, but because they lack time.
Instead of staring at a blank screen, you can say: “I am a manual driving instructor in Leeds. I want more 17- to 21-year-olds to contact me this month. Create a simple four-week content plan.”
You instantly receive post ideas, video suggestions and structured guidance.
If growth is your goal, you might ask: “I want to recruit two instructors within 12 months. Show me a step-bystep marketing plan.”
AI can help clarify positioning, strengthen branding and structure recruitment messaging so your school looks like an opportunity.The more specific your request, the better the response.
Many instructors repeatedly outsource simple design work because they assume it
requires specialist skills. AI-powered platforms such as Canva, Gamma and Beautiful.ai allow you to create professional materials by simply describing what you need.
You save time, reduce cost and present a more organised image to pupils and potential recruits. Professional presentation builds trust. Trust builds bookings.
Platforms such as Durable and Hostinger use AI to generate a website structure in under a minute. You enter your business name and service details, and the system creates a draft layout ready for editing. It does not need to be perfect. It needs to be live.
Once online, your website becomes a 24-hour shop window, explaining your services and encouraging visitors to get in touch. Visibility now shapes opportunity.
Search behaviour is evolving. People increasingly ask AI systems direct questions such as, “Who is the best driving instructor near me?”
YouTube and LinkedIn content now influence how visible you are in search systems. AI can help script simple videos explaining first lessons, automatic
“ Instructors who use AI intelligently will build stronger brands”
versus manual, or test preparation advice.
Visibility builds trust. Trust builds bookings.
Instead of opening multiple websites, AI tools can summarise industry changes quickly.
You can ask: “What trends are affecting driving instructors in the UK?”
“Summarise recent test system updates.”
“What are the biggest challenges independent instructors face?”
Better information leads to better strategy. Better strategy leads to stronger results.
AI can save time, reduce outsourcing costs, improve response speed and support business growth.
However, it is not perfect. It can make errors and requires clear instructions. AI works best as support, not substitution.
Artificial Intelligence will not replace driving instructors. But instructors who use AI intelligently will build stronger brands, attract more pupils and operate more efficiently.
The future of the industry belongs to instructors who are willing to adapt. AI is simply one of the tools that can help you move forward with confidence.
Both
matter, and one leads to the other, says Kim Gibson
Today there are more and more driving instructors. Yes, we may have more enquiries, but this can go up and down. We used to rely solely on word-of-mouth enquiries, but more people are moving away from their hometowns and doing their own research. This is where reviews and online recommendations play a huge part in how a learner finds and chooses you.
Customer service should not stop when the lesson stops. This is what leads
people to recommend you, whether that is by word of mouth or online. Good customer service and positive online reviews go hand in hand.
I would say in a lot of ways YES. Years ago, learners would go to friends and family and ask for a recommendation. Now they go to a search engine and ask
for a local driving instructor and read the reviews online. They might go onto their own platform and ask their friends if they know of a good local driving instructor, then friends will comment, or tag you and your school page. This then allows them to open your profile, do research and read your reviews.
But remember these reviews or opinions don’t go away. Word of mouth people get over disappointment and after years might not mention
the negative but online it stays. This is where good customer service will prevent you getting a negative review in the first place.
Absolutely, yes!
I often ask my students to write a review on my page The key is timing. The best moments to encourage a review are:
● After a learner passes their test
● When a learner finishes a block of lessons and expresses thanks
● After a clear milestone where confidence or independence has noticeably improved
A simple, genuine message works best. For example: “If you don’t mind, I’d really appreciate a quick Google review — it helps other learners find me.” Or: “I would really appreciate it if you could write me a quick review – it would be really helpful.”
This takes the pressure off the request but makes the student feel their opinion is important to you, meaning you have enjoyed teaching them.
Most learners don’t leave reviews because they were asked — they leave reviews because they felt something. That might be relief after passing a test, gratitude for patience during nervous lessons, or appreciation for clear communication and honesty.
Providing a good service =
good reviews = continued work.
I would not encourage someone who is unhappy with me to write a review. However, my platforms are open and people can choose to write a review of their own will. This is something all instructors will experience at some time in their career despite offering a good service. The key is to remember that we cannot manage all expectations and emotions. The worst thing to do is ignore a negative review or respond emotionally. An argumentative reply often causes more damage than the review itself.
Instead, the best approach is:
● Stay calm and professional
● Acknowledge the person’s feelings
● Respond briefly and respectfully
● Avoid discussing personal details or lesson specifics
For example: “I’m sorry to hear you felt disappointed. I always aim to provide a supportive and professional service and I’m happy to discuss any concerns directly.”
This shows future readers that you are reasonable, reflective, and professional — which often matters more than the review itself. However, a mix of reviews can actually increase trust. A page full of perfect five-star reviews can feel
unrealistic, whereas thoughtful responses to the occasional negative comment show transparency and professionalism.
As driving instructors, we encourage reflection, and reviews can be used as a reflection tool. If we look at what’s going well and what isn’t, we can use this to improve our service and seek training if needed, so negative reviews should not be feared.
Also, this can be used as an advertising tool – “Calm, friendly instructor,” say my learners — now taking new students.
Customer service and online reviews are no longer separate from driving instruction — they are part of it. How learners feel during lessons, how they are spoken to, and how supported they feel all shape the story they tell others.
Online reviews are today’s word of mouth, and they are powerful. By focusing on consistent, learner-centred customer service and being confident in encouraging honest feedback, driving instructors can build trust, reputation, and long-term success.
Create an experience your pupils want to recommend. At the end of the day, the goal isn’t just five-star ratings — it’s five-star experiences.
It’s not all about pass rates, as TCDrive’s Terry Cook explains
Most driving instructors are forgettable. That’s not an insult, it’s just reality.
In a sea of 43,000 ADIs, all doing pretty much the same thing, blending in is easy. Being average is comfortable. But it’s also the quickest way to become invisible, especially when demand dips or the local market gets crowded with newbies offering cut prices and big promises.
If you want to thrive, not just survive, you need to stand out. Not in a flashy, look-at-me-on-TikTok kind of way. And not by pretending to be something you’re not.
It’s about showing up consistently, being human, and delivering the kind of experience that students remember, trust, and talk about for the right reasons.
You don’t need to be perfect to stand out. You just need to be intentional.
There’s a phrase I keep coming back to: be the “and” instructor, not the “but” instructor. If a student describes you to a friend and says, “Yeah, they helped me pass but they were always late,” or “They were good but they shouted when I made a mistake,” you’re not standing out in a good way. You’re just a warning. But when you hear, “They helped me pass and they helped me calm my nerves,” or “They supported me and taught me motorways,” now you’re doing something different. That’s the instructor people remember and recommend.
The reality is, if all you’re doing is teaching to the test, you’re replaceable. The test is limited. It doesn’t include motorways, complex city driving, or even proper real-world parking in some
areas. If your lessons stop at bay parking and sat nav following, you’re just prepping someone to tick boxes. But if you’re teaching how to approach rural roads, how to safely join a dual carriageway, or how to navigate a multistorey car park, you’re preparing them for life. And that’s a much bigger win. Standing out isn’t about having a high pass rate plastered all over your social media. It’s about teaching in a way that shapes better drivers, not just better test-takers. It’s being the kind of instructor who encourages critical thinking, builds confidence behind the wheel, and adapts their teaching to suit the person in the seat, not the one teaching how to impress someone with an iPad.
And, regarding social media, let’s clear something up: you don’t need to post daily, do dances, or become a content machine. But if you’re not showing up at all, you’re invisible. You’re missing a free opportunity to let people
know who you are and how you help. Learners aren’t just choosing a school, they’re choosing a person. So let them see you. Talk about your teaching style. Share what you’re learning. Highlight the progress your students are making (with their permission). It’s not about selling, it’s about showing.
Your personality is your best marketing tool. Let it come through. Whether you’re the calm, quiet type, the talker, the technical one, or the motivator, be that person online and in your lessons.
You don’t need to fake energy or act like someone you’re not. Authenticity goes further than any filter or caption ever could.
Part of standing out is also knowing what makes you different and actually talking about it. Maybe you’re great at helping anxious learners. Maybe you love working with neurodiverse students, or you’ve built up a speciality in rural road confidence. Whatever it is, don’t downplay it. Use it. Make it part of how you describe yourself. Add it to your bios. Mention it in your content. Let people know what you’re about.
Then there are reviews. Far too many instructors just
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hope they’ll roll in, but the smart ones ask. Not in a pushy way, but with a bit of structure. Instead of saying “Can you leave a review?” try something like, “It’d be great if you could write about what stood out in your lessons –that way, other learners know what to expect.” That’s how you get reviews that show your personality and value, not just a string of “He’s great” and five stars.
And if you’re someone who’s been to a CPD event, watched a training video, or even just read an article like this one, congrats. You’re
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already doing more than most. You’re investing in yourself. That alone makes you stand out.
Don’t keep it quiet. Talk about the training you’ve done. Share what you learned. Show your students that you’re always learning too. That builds trust.
In a world where everyone’s trying to outdo each other on price or pass rate, the instructors who really thrive are the ones who focus on people, on quality, not gimmicks. The ones who teach for life, not just the L-test. The ones who build a
As an approved driving instructor (ADI), or a potential driving instructor (PDI), you’ll need driving instructor insurance that’s specifically designed for your unique needs.
business by being consistent, professional, and human.
You don’t need to be the loudest or the cheapest or the most experienced to stand out. You just need to care and then show people that you care. Be the one who supports, who adapts, who keeps improving. Be the one who turns up, even on the tough days. Be the one who talks with your learners, not at them. Be the one who’s honest about mistakes, yours and theirs.
That’s what makes you memorable.
That’s what makes people say, “You have to learn with them.”
And that’s what standing out really looks like.
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How much is driving instructor insurance?
The cost will depend on a number of factors, including whether you’re qualified as an ADI or PDI, what type of car you use, and the area in which you teach.
However, a specialist broker such as Adrian Flux can provide cover at a price that reflects your needs, and even offers a referral scheme to help you earn extra cash once your pupils pass their test.
You have to take care of yourself in this demanding profession, says Emma Cottington
As an ADI and trainer of 16 years, I know all too well about the importance of health and wellbeing as an ADI, mostly learnt through not being very good to myself when I started out. Since then, through trial and error, I’ve learnt a lot. Now a trained counsellor, I can better help people both mentally and physically.
A healthy work-life balance as an ADI/PDI in what is currently a high-demand industry can be tricky to find! It’s easy to keep filling a diary and then suddenly realise that there is no time for you in there! Starting with a few
non-negotiables can help. Use your diary for more than just booking lessons. Add in protected self-care, time just for you to relax, unwind and do whatever helps you to de-stress! Not only does this help you manage time well, but it helps you to see how you are using your time. The visual use of a diary can be impactful and helps you to set clear boundaries between home and work. Then, once you’ve got it, be consistent… you wouldn’t keep cancelling lessons on your clients, don’t cancel on yourself!
Protecting your physical health is key for a job where
we sit most of the day. It’s important we look after our body, after all, we only get one! Small changes can make a huge difference, such as a correctly adjusted seat, head restraint and mirrors. Making time for some gentle stretches between lessons or simply getting out of the car and taking a small walk around the block can loosen the body and support it better for a day of virtually no movement. Don’t underestimate the value of hydration in keeping your body healthy; being in a car all day, especially when it’s hot or the heating system is on, can dehydrate the body very quickly! Have water available to you during lessons but don’t forget to factor in time for more toilet stops.
Many ADI/PDIs come into the industry to be just that, a driving instructor! Often, very little consideration is given to the running of a business. This can sometimes cause considerable stress, especially if it’s not something you have done before. Physically, it can mean our body feels the stress with tense shoulders, headaches and backache, to name a few! Recognising signs of stress through our physical body isn’t always easy but detecting early signs can help to reduce body-related issues later. The body keeps the score, often hiding issues well until it presents you with a much bigger problem. Noticing these early signs such as a sore neck or repetitive headaches can put us back on to the path of wellness by getting to the root cause of the stress.
Finding what works for you individually when dealing with stress is key. We’re not all the same. There are a wide range of activities known to help reduce stress and calm the nervous system and body. It could be a nice walk outside in nature, a mindfulness practice such as a body scan, or breathwork. What’s important is that the activity works for you because if you force yourself to do something you won’t enjoy, you won’t do it! Manage your business as well as you can, look after it from the beginning and it will look after you in return.
Automate as much as you can, maybe using an online diary system so your pupils can get automated updates or reminders. Create admin time in your week to ensure that regular tasks can be accounted for and factored into your working hours without adding stress to an already full working week. Set boundaries such as switching off work phones (even better if it’s separate from your personal phone). Having a set amount of time off per week, month, and year and being firm with cancellations from the beginning can help reduce tension and keep you feeling calmer!
Finances can often be a stress when it comes to running the business, but it’s important you are on top of your income and expenses. I often advise people to work backwards. What do you need to hit your personal account at the end of the week/month? Then add on your expenses, such as fuel and insurance. Don’t forget to allow for time off and yearly bills like your tax return. Putting a little away each week into a pot for contingency or a holiday fund can alleviate the stress of feeling like you can’t take time off when you’d like a holiday or become unwell.
Finally, from a businessrunning perspective, find people who are doing the same. This is often a lonely industry. There are plenty of people out there going through similar experiences and it can be nice to talk and offload to each other.
Go find your tribe!
Some ADI/PDIs, such as a training manager or school owner, may have responsibility towards those in their team. These roles come with greater responsibility towards those around you, potentially increasing your own stress levels but also a need to help others manage theirs.
Actively checking in with yourself and your colleagues from a health and wellbeing perspective creates a more productive team. Wellbeing check-ins, such as asking how they are getting on, how their work-life balance is, and is there anything they need to support them, can go a long way to a harmonious team. Communication is key, using CPD time to come together as a team and not just for training. We often feel better and part of something when we work together as a team. Celebrate with them when there are wins and support them when times are more difficult. Communication is only as good as the listening that gets done in that moment, actively listening to concerns and making reasonable adjustments that suit everyone, where possible. Remember, as a team leader you need to look after yourself also. Setting clear boundaries will not only help you to look after yourself but will allow others to set boundaries too. Teamwork is built by looking after each other!
If you don’t keep moving forwards, you go backwards, explains Tom Stenson
Becoming an ADI should not be a qualification you earn once and simply maintain. It should be a career built on continuous growth, reflection, and development. After all, roads change, vehicles change, learners change, and research into behaviour, risk, and learning advances every year. Those instructors who thrive long term are not those who rely solely on what they learned when they qualified, but those who commit to ongoing Continuing Professional Development, commonly known as CPD.
CPD is not about ticking boxes. When done properly, it is about staying relevant, improving standards,
increasing confidence, and building a sustainable and successful business, all while being able to deliver the best training you can to your clients. It ensures that instructors remain effective in a world where both driving and learning are constantly evolving.
The world of driving never stands still. Over the past decade alone, there have been major developments in vehicle technology, from advanced driver assistance systems to electric cars, alongside changes in road layouts such as smart motorways, and updates to the Highway Code in favour of vulnerable road users. Even the driving test has seen some changes, with more set to come soon. Learners are now driving cars
that are far more complex than those of previous generations, navigating busier roads, and facing greater distractions. Without ongoing professional development, teaching methods quickly become outdated. CPD ensures that ADIs prepare learners to drive safely and confidently in modern conditions instead of simply passing the driving test.
Quality CPD should have a direct impact on lesson effectiveness and learner progress. It helps instructors understand how people learn, apply coaching techniques rather than constant instruction, build risk awareness, and adapt teaching to different personalities, abilities, and diverse needs. Lessons become more fun, engaging, structured, and client centred. As a result, learners can progress more efficiently, gain confidence faster, develop safer routines, and arrive above test standard with stronger overall driving competence. Better teaching should lead to better drivers, and better drivers should mean safer roads.
In an increasingly competitive industry, CPD can also provide a powerful professional advantage. Instructors who continuously develop their skills can confidently demonstrate professionalism, modern teaching approaches, and a commitment to quality. This credibility, alongside
professionalism, can build trust, which often attracts more referrals. This allows instructors to position themselves as high-value professionals rather than simply someone who helps clients to pass a test.
Ongoing development also plays a crucial role in preventing stagnation and burnout. In my experience, many instructors who struggle after several years in the role do not struggle because of learners, but because their lessons begin to feel repetitive and motivation drops. CPD refreshes enthusiasm by introducing new ideas, improving results, and reigniting passion for teaching, coaching, and road safety. Learning new strategies and seeing tangible improvements in learner performance brings renewed energy and satisfaction to the job, and I say this from my own experience.
Modern driver training should go far beyond basic car control. While technical skills remain important, real road safety is shaped by attitudes, emotions, decision making, risk perception, confidence, and self-awareness. Quality CPD should explore human factors, psychology, behaviour change, coaching models, and reflective learning and not just 17 competencies. When instructors understand why people behave the way they do behind the wheel, they can help prevent risky habits, manage anxiety, encourage
mature decision making, and significantly reduce post-test collisions. This is how good ADIs can become exceptional.
CPD also helps maintain high professional standards. Without regular reflection and learning, ineffective habits can gradually develop, such as over-instructing, being instructor led instead of client centred, focusing on test routes, or addressing faults rather than identifying development. Professional development encourages instructors to continually review their practice, refine their approach, and remain focused on long-term driver competence rather than short-term test success.
From a business point of view, CPD plays a vital role in long-term success. Over the years, conversations with many instructors have shown that because most are self-employed, with no manager or employer to guide or monitor their development, CPD can easily slip down the priority list. Yet CPD should never be seen as just a cost. It is an investment in professional growth, improved standards, and the long-term resilience of a driving instruction business.
Another often overlooked benefit of CPD is the example it sets for learners, something that is highlighted in Role 5 of the National Standard for Driving Cars and Light Vans. When instructors actively engage in learning, reflection, and improvement, they model
a mindset of lifelong development. Learners begin to understand that safe driving is not about reaching a fixed standard for a test but about continually improving self-awareness, control skills for both the vehicle and themselves, and decision making. This encourages safer attitudes long after the test has been passed.
For many instructors, CPD also opens pathways to career progression. Additional training can lead to other roles like instructor training, fleet training, specialist courses, coaching qualifications, and other opportunities within the industry. Rather than remaining static, CPD allows ADIs to expand their impact and shape the future of driver training and road safety.
Across the industry, many successful instructors share a common approach. They seek feedback, attend training, stay informed about research, reflect on lessons and sessions, and challenge their own habits. They do not see qualification as the end of learning but as the start of a much longer journey, one that does not have a destination at the end. Their commitment to growth consistently translates into better learner outcomes, stronger reputations, and a more fulfilling career.
The instructors who invest in themselves today are the ones shaping safer roads tomorrow.
Most instructors don’t come away disappointed from a Standards Check because they can’t teach. It’s usually because what happens on the day doesn’t reflect how they normally work, or because habits slip under pressure.
I see this regularly. Sitting in on lessons. Coaching ADIs before a check. Talking through examiner feedback. The pattern is familiar. Capable instructors. Solid training. But the lesson drifts. This isn’t about explaining the Standards Check. This is about what tends to protect marks and what quietly erodes them.
One of the quickest ways a lesson loses its shape is when an instructor starts trying to
impress the examiner. It usually shows up as talking a bit more than usual, explaining things the pupil already understands, or stepping in earlier than normal. The lesson becomes busy and the flow changes. Examiners notice that quickly. The instructors who score well often look unremarkable in the best possible way. They teach as they always do. They’re not performing for the DVSA. If a lesson suddenly feels different to you, it usually looks different to the examiner too.
Lesson goals play a bigger part than many instructors realise. I often see goals that are too tight or tied to one specific place. When that happens, the instructor becomes boxed in. Traffic builds. The pupil struggles. The plan starts to creak. Instead of
adapting, the instructor pushes on because they feel they should.
A more useful way to think about goals is this: a goal isn’t the route or the junction. It’s what you expect the pupil to be able to manage.
You can change the route without changing the goal. You can reduce complexity without abandoning the learning. That’s not a compromise. It’s good instruction. What costs marks is sticking rigidly to something that isn’t working.
Clarity around support is another area where marks quietly slip away. Instructors agree one level of help and then deliver another without really noticing. Independence is agreed, but prompts creep in. Or support is agreed, but the pupil is left struggling. Before moving off, the pupil should know how much help they’re getting. During the lesson, your actions should broadly match that agreement. If things change, that agreement can change too. What matters is that the pupil understands what’s happening and why.
Re-agreeing support doesn’t always mean pulling over. If the pupil has enough capacity, a short check-in while driving is often enough. If they’re overloaded, pulling up briefly is usually better. Knowing which approach fits the moment is part of professional judgement. When risk management falls short, it’s usually about
timing. The intervention comes too late and has to be sharp, or so early that the pupil never gets to think. Let the pupil take responsibility where it’s been agreed. Let them make decisions, even slightly messy ones, until safety is genuinely about to be affected. Step in early enough to keep things safe, but not so early that learning disappears. What happens after an intervention matters just as much as the intervention itself. Taking a moment at the side of the road to help the pupil understand, through your questioning, what you saw, why you acted, and what risk was present turns that moment into learning. Examiners notice that.
Pupil involvement needs to be genuine. I often see instructors ask reflective questions, then answer them themselves or move on before the pupil has time to think.
Real involvement means the pupil has a say. In what they’re practising. In how much help they want. In when they feel ready to move on. During the drive, talk should be limited to what helps in that moment. When things are busy, silence is sometimes the most supportive thing you can offer. Time at the side of the road needs judgement too. Lessons need to be value for money, and most of that value comes from practice. That doesn’t mean roadside conversations aren’t useful, but what adds less value are conversations
that circle the same point without giving the pupil anything new to work with.
Effective roadside feedback is short and purposeful. What went well. What didn’t. What needs to change next time.
Adaptation isn’t something to apologise for. It’s part of the job. A lesson goal is about what the pupil can manage, not where you happen to be. If traffic builds or the pupil starts to overload, adapting might mean changing the route, reducing complexity, or offering more support. Often, the goal stays the same.
Sometimes the pupil leads that adaptation. Other times, they’re trying hard but failing, and this is where your suggestion matters. Offer an option that relieves pressure without taking control away.
On a Standards Check, you don’t build marks. You lose them when evidence isn’t there or isn’t consistent. Examiners aren’t looking for flashes of good teaching. They’re looking for patterns.
If you involve the pupil early, that needs to continue. If you manage risk well at the start, that standard needs to hold. If you adapt appropriately once, you need to keep making sound judgements later in the lesson. This is why practising these skills every day matters. If they’re already part of how you teach, they show up naturally. If they’re something you’re trying to remember, they tend to fade.
The Standards Check doesn’t reward performance. It rewards consistency. If your
everyday lessons already reflect that, the assessment stops being something you brace for and becomes something you simply demonstrate.
The Standards Check isn’t about clever wording. It’s about staying grounded in good decisions. Some instructors find it useful to keep a short prompt visible in the car, something to glance at when things get busy. These aren’t scripts. They’re reminders.
DURING THE DRIVE
● Who’s responsible right now?
● Are they coping, or trying hard but stuck?
● Do they need help, prompts, or less complexity?
● Am I letting them think before I step in?
● Do we need to reagree support?
One-word version
Responsibility. Coping. Help. Risk. Re-agree.
AT THE SIDE OF THE ROAD
● What worked?
● What didn’t?
● What help was needed?
● What risk was present?
● What’s changing next?
One-word version
Worked. Didn’t. Help. Risk. Next.
What is it that makes learners choose you to help them achieve the life-changing milestone of driving? How are you standing out from the ever-growing crowd of driving instructors and what are your plans for evolving within a soon to be saturated market as thousands of new trainees join our ranks every month?
When we look at our role as driving instructors, traditionally the test has been the end goal. But should we really be allowing our learners to “learn to drive after they pass their test” and what part can you play in supporting their safe driving for life?
With one in five of all new drivers crashing within the first 12 months of passing, we must all take a long, hard look at what we are doing. Yes, us – the professionals on the front line of driver training, even those of us who have been doing the job for many decades. The time and need for change is here on our doorstep and there are many passionate new entrants to our industry, eager to create it. Don’t get left behind.
Strip it back and you are not selling lessons or test passes; you are shaping safe, independent drivers for life. What we deliver in everyday lessons are the foundations of a person’s driving for life. With that comes an uncomfortable truth: when a learner leaves us, the consequences of what we have taught, tolerated, or ignored goes with them.
Parents are trusting you with their children’s futures, while adult learners are trusting you with their own families and friends once they are behind the wheel alone. Your reputation and word of mouth is dependent on people feeling able to deal with real-life driving long after the test is passed.
The ripple effects of a crash are far reaching and tear through families, friendships, and communities. It is something none of us ever wants to hear – one of our learners, or someone close to us, paying the highest price for a lapse in judgement or inexperience.
Our role cannot stop at the test centre. Post-test check-ins with further training and support after the test needs to become the norm.
So, what does taking road safety seriously actually look like for us as instructors? Is it simply delivering the syllabus, or is it being willing to challenge learners, parents, and even our own long-held practices?
Standards do not rise by accident. They rise when professionals decide that “good enough” is no longer enough and when we accept that the impact of our work lasts far longer than the test pass.
We hear it all the time: quick and cheap are often the priority for learners and their families and that is not going to change any time soon with the state of our economy.
But a market driven by cost does not have to be a race to the bottom. In fact, it presents an opportunity if we are
prepared to see it.
Families are not necessarily looking for the lowest price; they are looking for value. Many are already stepping in to bridge the gap through private practice, not to cut corners, but to give learners more time behind the wheel in a way they can afford. That additional exposure, guided properly, can become your unique selling point.
So, the question becomes this: how are we using the time we do have? What tools, resources, and structured tasks can be introduced to keep progress moving without increasing costs for families? More importantly, how do we ensure that our offering both in and out of the car increases the thinking skills that prevent collisions in both learners and their families?
As lesson prices continue to rise, instructors who rely solely on in-car time will
struggle to differentiate themselves. Those who integrate a clear, purposeful road safety syllabus that extends beyond lessons and into real life will not. They will stand out as professionals who take their responsibility seriously, who understand the realities learners face, and who deliver genuine value for money.
Because in a cost-conscious market, it is not the cheapest instructor who earns trust, it is the one who focuses on bringing road safety to life in an affordable way that is tailored to every learner.
Families are already filling the gaps with private practice but how well prepared are they to do it safely? My Learner Driver gives parents the structure, skills, language, and confidence to reinforce what you teach, rather than unintentionally undermine it. It turns guesswork into guidance, mileage into meaningful learning and helps families understand why certain standards matter, how to manage pressure after the test, and how to model safe behaviour consistently.
CHANGE IS COMING – DON’T
We can continue to measure success in test passes, lesson
“ Families are not looking for the lowest price; they are looking for value”
numbers, and short-term outcomes, or we can recognise the far longer shadow our work casts. Every learner we sign off carries our influence with them into moments we will never see. Late-night drives, peer pressure, fatigue, frustration, and split-second decisions matter far more than any manoeuvre ever did on test day.
The landscape is changing with rising costs, increased competition, and a growing reliance on private practice. The instructors who will thrive are not those who promise speed or shortcuts, but those who provide structure, support, and guidance beyond a driving lesson.
Raising standards and adding value does not require more hours or higher prices, but a sharper focus on what prevents harm. Thinking skills, self-awareness, emotional control, family involvement and a shared understanding that learning to drive does not end when the blue certificate is in their hand.
We have an opportunity to lead this change as an industry by evolving our offerings, embracing our responsibilities, and placing a commitment to safe driving for life for our new drivers above and beyond the driving test. Our focus needs to shift away from simply chasing test passes, Standards Check workshops, or training for an increasingly outdated P3, and towards embedding realworld driving safety into every lesson we deliver.
Greener
Eco driving has become one of the most powerful tools in my driving school. What started as a mission to reduce emissions has turned into a complete shift in how my learners drive, think and behave on the road. It’s smoother, safer, cheaper and far more enjoyable – for them and for me. Running an eco-focused school isn’t all about planting trees or buying an expensive EV. The reality is far more practical: eco driving is simply good instruction.
Many instructors begin with the car they teach in. Using an electric or low-emission vehicle is a strong first step, my school uses both an EV and a low-emission manual. EVs eliminate exhaust emissions and create a less stressful learning environment. But the car is only a small part of the story.
There’s a myth that ecodriving produces hesitant drivers. Actually, it produces drivers who understand momentum. Drivers who focus on smoothness and efficiency learn to:
● Maintain a safe following distance
● Plan early and avoid rushed decisions
● Keep speeds steady
● Use gentle acceleration and controlled braking
● Read the road well in advance
They’re not reacting last-second to hazards; they’re preventing them from developing in the first place.
Eco driving isn’t only about what happens on the road. It’s how you run your business
too. That can look like:
● Switching to digital admin
● Using electronic lesson notes and payments
● Planning routes efficiently to cut wasted mileage
● Reducing paper, waste and unnecessary consumables
● Working with suppliers who share your sustainability values
Using an online diary system like MyDriveTime has been one of the biggest improvements for my school. It removes hours of admin each week.
My business also offsets its annual CO₂ through an accredited scheme, keeping operations carbon neutral. It’s affordable and sets a strong example for learners.
Learners care about sustainability, but even those who don’t care about the environmental angle love the benefits: smoother driving, less stress and long-term savings. Parents value the calmer, more responsible style it develops.
Sustainability, safety and behaviour change sit closely together. When learners understand anticipation, momentum and responsible energy use, they become thoughtful drivers for life. Running an eco driving school is about progress, leadership, and raising driving standards across our industry.
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Andy Lloyd explains the importance of staying true to your values while growing a business
My journey began in 2016, following the completion of my cancer treatment. On the road to recovery, I knew I needed a new challenge and a new career. With a background in training, becoming a driving instructor felt like a natural fit.
That initial decision, however, was short-lived.
Like many before me, I was persuaded by the sales pitch of a large national driving
school. I invested thousands of pounds only to receive very poor training and almost no support. I felt completely let down. Eventually, I made the difficult decision to cut my losses and walk away.
Determined not to give up, I searched extensively for a better way forward.
Everywhere I looked, the advice was the same: find an ORDIT-registered trainer. I did exactly that.
What I was told next shocked me. The new test had been implemented, and it was evident my trainer was not clear on the requirements. When I questioned why there was little focus on teaching or coaching, there was no clear or defined answer. That alone set off serious alarm bells about the industry.
Coming from a coaching background, this completely blew my mind.
My previous roles included small-arms weapons instructor, powerboat and sea-survival trainer, and scuba diving divemaster. None of these qualifications could be staged. They were all based on continuous assessment, competence, and integrity. Yet here I was, facing a system where Part 3 tests, Standards Check tests, and even the ORDIT processes could be staged – based solely on what one individual decided they had seen and heard.
Despite my reservations, I knew I still wanted to become a driving instructor – but I also knew I wanted to do things differently.
I continued my training, refusing to stage anything. I focused on genuinely learning how to teach and coach, not just how to pass a test. I passed my Part 3 honestly and with integrity, and in 2017 I set up on my own. That was the birth of Lloyds Driver Training. From day one, I promised myself I would never deliver the kind of training I had received.
I committed fully to continuous professional development and invested heavily in improving myself. This included Lou Walsh’s Train the Trainer, Lynne Barrie’s How to Become an ORDIT Trainer, and more recently Bright Coaching, and the IDEA Diploma.
When I qualified, I never planned to run a multi-car driving school. That changed when people began approaching me for advice on becoming instructors. My advice was always the same: avoid the big national schools and poor-quality local training. Eventually, I realised I could offer something genuinely better.
The first instructor to join me was Ian Ross — and Ian remains a huge part of our team today.
My wife, Michelle, also qualified as a driving instructor, and together we decided to embrace what was naturally developing. We never wanted to be “the bosses.” We wanted to build a team that worked with us, supported one another, and grew together.
All training is delivered in-house. Michelle is now halfway through the IDEA Diploma and will soon begin training PDIs herself. Word spreads – not through advertising, but through
how we treat our instructors and PDIs.
Collaboration is actively encouraged. Instructors support PDIs. PDIs sit in on lessons. Mock tests are shared. CPD is not optional – it is the foundation of our success.
The results speak for themselves.
Three years ago, I became Chairman of the Southern Driving Instructors Association (SDIA), and two years ago I was invited to join the ADINJC committee. Last year, Lloyds Driver Training was awarded Bronze Regional Driving School. I was personally placed in the Top 100 Driving Instructors, and the SDIA won Gold for Best Driving Instructor Association. Lloyds Driver Training has also become a Brand Partner with IDEA and will be delivering the Level 5 IDEA Award to all our instructors and PDIs, helping to raise standards across the industry.
Today, we stand proudly at 18 ADIs and PDIs.
We regularly receive messages from people wanting to join our team, but we don’t simply take people’s money. We always meet up for a coffee and a conversation. We don’t sell anything – we explain who we are, what we believe in, and why we do things differently. Both parties
“ I knew I wanted to be a driving instructor – but I also wanted to do things differently”
walk away and decide whether the fit feels right.
We are not about numbers. We are about organic growth with people who share our values and our vision.
We are more than a driving school – we are a team.
We run separate WhatsApp groups for ADIs and PDIs and hold three full-team meetings each year where everyone comes together. New members meet the team, food is shared, achievements are celebrated, awards are given, and photos are taken of our ever-growing fleet. We also host Zoom training evenings and open discussion sessions where people can learn, talk, and even vent.
Every member of our team knows they are never alone. Whether it’s coffee, a catch-up, or simply a space to talk things through, support is always there.
People don’t come to Lloyds Driver Training just to qualify – they come because they don’t want to feel alone.
So, what drives me to do things differently? Being let down when support mattered most. Feeling demoralised by poor training and broken promises. Losing thousands of pounds. And turning those experiences into a commitment to raising industry standards and delivering high-quality development for trainees and qualified ADIs.
I believe this is why Lloyds Driver Training continues to grow – not just as a business, but as a team.
Is safeguarding for driving instructors something we should be mindful of for ourselves, asks Karen Bransgrove?
We hear a lot about safeguarding. Personally, I think there are many PDIs and ADIs who are quietly thinking they have heard it all before. What else is there to know?
Well, we often think of safeguarding in terms of protecting students, but it is equally important that driving trainers safeguard themselves.
As professionals who work one-to-one with individuals in an enclosed environment, trainers can be vulnerable to false allegations, abuse, intimidation, and unsafe situations. Protecting personal safety, professional reputation, and legal standing is therefore a vital part of the role as a driver trainer.
One of the most effective ways trainers can safeguard themselves is by maintaining clear professional boundaries. Lessons should remain structured and always focused on learning where possible. Trainers should avoid discussing overly personal topics, sharing private information, or engaging in behaviour that could be misinterpreted. I know this can be challenging, as we are often thought of as counsellors, mentors, friends or a listening ear to a host of student problems, but those boundaries are so important.
Communication should remain polite, neutral, and professional, whether in
person, by message, or online. Social media boundaries are particularly important. Accepting students as personal contacts or engaging in private conversations outside lesson requirements can expose trainers to risk and I have often heard of this escalating into complaints to the DVSA or the ADI Registrar, which is not what any of us want.
Good record keeping is another essential safeguarding measure for driver trainers. Maintaining accurate lesson records, including dates, times, pick-up and drop-off locations, payments, and any incidents can provide protection if disputes arise or the DVSA requires you to give your side of a complaint. Written cancellation policies, plus accessible company terms and conditions, also help set expectations and prevent misunderstandings. Many trainers use apps or diary systems to ensure documentation is consistent and secure. There are lots of options out there and it is just a case of finding something that suits you. If in doubt, stick to a paper version.
In-car safety precautions are especially important given the isolated nature of in-car training. Dual-control vehicles must be properly maintained and regularly checked so that you can intervene if a situation becomes dangerous. When was the last time you thought of a maintenance
check for your dual controls?
Dashcams or internal cameras can add extra protection for all parties when used transparently and in line with data protection laws and can provide valuable evidence in the event of complaints, collisions, or allegations.
Personal safety should always be considered when planning lessons and trainers should be cautious about teaching in remote or poorly lit areas, particularly with new students. It may be sensible to inform a partner, colleague, or family member of your lesson schedules and locations, which can then add an extra layer of security. I remember one ADI once telling me that they regularly met a student at a hotel location, as the parking was easy and there were nice facilities onsite for a coffee and toilet stop, my question to them however, was: “Is this the most appropriate meeting point and what is it possibly saying about your choice of location?”
Trusting your professional instincts is important. If a student’s behaviour feels threatening, aggressive, or inappropriate, you as a driver trainer have the right to terminate the lesson. Make sure this procedure and policy is stated in your terms and conditions, it adds that extra layer of security for you.
Financial safeguarding is another factor to consider. Driver trainers should use clear payment systems, provide receipts where
appropriate, and avoid informal arrangements that could lead to disputes. Pre-payment policies can reduce the risk of nonpayment or confrontation when a lesson is cancelled, however, this is not always possible for all students, so allowances need to be clear. If you keep cash in the car, which I know if rare these days, ask yourself is it kept in a safe place. I had over £100 taken from my vehicle years ago when I went to pay for fuel, I will never know which student it was as I had 6 lessons that day, but it made a serious dent in my income for that day and left me feeling very cynical about every student ever since.
Dealing with allegations is one of the most serious risks driver trainers can face, even unfounded claims can damage reputations and livelihoods. The DVSA will investigate and take complaints very seriously if a driver trainer’s conduct is in dispute. To minimise risk, driver trainers should avoid physical contact unless absolutely necessary due to risk and must always explain their actions clearly if any intervention is needed. If you are not clear this could be very open to the wrong interpretation by the student. Ensuring lessons start and end in visible, appropriate locations, rather than secluded areas, will provide reassurance
and accountability. I know it all sounds obvious, but sometimes what’s obvious is not happening.
Insurance and legal protection are critical components of selfsafeguarding including comprehensive professional insurance, public liability (PL), public indemnity (PI) and legal expenses protection. PL/PI are not compulsory for driver trainers, but the risks of not having cover far outweigh the cost.
Finally, Continuous Professional Development (CPD) supports safeguarding. This can take the form of training in conflict management, equality, diversity and safeguarding awareness, which helps instructors manage challenging situations professionally, confidently and appropriately.
In my eyes, safeguarding is therefore a two-way responsibility and it’s not all about our students, it’s also very much about us as driver trainers. Remember to always maintain professionalism, keep thorough records, prioritise personal safety, and put protective measures in place where necessary. That way you will continue to provide a safe and supportive learning environment for every student and yourself.
“ Safeguarding is a two-way responsibility and it’s not all about our students”
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At the ADINJC, we don’t just listen, we speak up on behalf of instructors across the UK. We actively engage with the DVSA and Government, ensuring your concerns and priorities are heard.
Here’s what we bring to the table:
One Collective Voice – Representing thousands of instructors nationally
Support for Individuals & Local Groups – Tailored help for schools, franchises & independents
CPD & News – Stay sharp with training, newsletters, and opportunities to learn
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The right car is an essential tool.
Jack Sutton offers his advice
COMFORT You and your students will spend many hours in the car, so make sure the seats are comfortable.
SAFETY This has to be top priority. Choose a car with an excellent Euro NCAP safety rating and modern driver aids.
A good driving instructor car is far more than just a way to get from point A to point B. It’s a mobile classroom, a safety net, and a confidence-building tool all rolled into one. The right car can make learning to drive calmer, clearer, and more effective for students of all experience levels. Several key factors separate an average vehicle from a truly great instructor car.
First and foremost, safety is
non-negotiable. A good instructor car should have dual controls, particularly dual brake pedals, allowing the instructor to intervene instantly if a student makes a dangerous mistake. Modern safety features such as anti-lock braking systems (ABS), electronic stability control, traction control, and multiple airbags add further layers of protection. These systems not only reduce risk
RUNNING COSTS A car that’s expensive to maintain and fuel will eat into your profit margin on every lesson.
but also give learners peace of mind, helping them stay focused rather than anxious.
Visibility is another critical element. An instructor car should offer excellent all-round visibility, with large windows, slim pillars, and well-designed mirrors. Many instructor vehicles are fitted with additional interior and exterior mirrors so the instructor can monitor traffic, pedestrians, and the student’s
“ The right car can make learning to drive calmer, clearer, and more effective”
CONTROLS Look for a car with smooth and light controls to help your learners master the basics.
VISIBILITY Being able to see clearly in all directions is a must. Check for blind spots on the test drive.
seats, good cabin ergonomics, and climate control help create a calm learning environment. Noise insulation is also valuable, as a quieter cabin makes it easier for instructors to give clear verbal guidance without raising their voice.
Reliability and running costs are practical but essential considerations. Instructor cars rack up high mileage and endure constant stop-start driving, clutch work, and low-speed manoeuvring. A good instructor car should be mechanically robust, fuel efficient, and affordable to maintain. Frequent breakdowns disrupt lessons and undermine student confidence, while excessive running costs can make instruction unsustainable.
RELIABILITY Time off the road is time you are not earning. So, pick a reliable car that won’t let you down.
observations. Clear sightlines help learners better understand road positioning, junction approach, and hazard awareness – skills that are much harder to teach in a car with poor visibility. Ease of control also matters. A good driving instructor car should have light, progressive steering and a smooth, predictable clutch and throttle response (or a well-calibrated automatic transmission).
Jerky acceleration or a heavy clutch can overwhelm beginners and distract from learning proper technique. Consistent, forgiving controls allow students to focus on road awareness and decisionmaking rather than fighting the vehicle.
Comfort plays a surprisingly important role in effective instruction. Lessons can last two hours and students may already be tense. Supportive
Finally, the car should reflect modern driving conditions. Learners benefit from training in a vehicle similar to what they’re likely to drive after passing their test. Up-to-date technology such as parking sensors, reversing cameras, and driver-assistance systems can be useful teaching tools when used appropriately, as long as they don’t replace fundamental driving skills.
In short, a good driving instructor car is safe, visible, easy to control, comfortable, reliable, and relevant. When all these elements come together, the car becomes a powerful teaching partner –one that helps turn nervous beginners into confident, capable drivers.
It’s important to have the right cover in place to protect you, your pupils, and your business
There can’t be many things we all spend money on but hope to never use. That’s the odd thing about insurance. It’s a product that drains our bank accounts but which we hope to never need.
But need it we do. For an instructor, regular car insurance isn’t adequate. We need to cover the vehicle, students and business.
“Regular car insurance doesn’t provide the correct level of protection you need when you’re teaching inexperienced drivers on the road and you depend on your vehicle for your
business,” confirms Gerry Bucke, general manager at Adrian Flux.
Available to ADIs and to PDIs who have their pink licence, driving instructor insurance is therefore a comprehensive, specialist type of policy. Price is always of concern when the subject of insurance is raised and will vary considerably. “The cost of your driving instructor insurance depends on a number of factors,” continues Bucke, “including whether you’re qualified as an ADI or PDI, what type of car you use, and the area in
which you teach.”
Karen Heaven, operations director at Howden Insurance, advises not simply being price driven: “You need to check that a policy covers the essentials and the brokers who deal with it are specialists in their field.”
Ringing around the likes of Adrian Flux, DASH Instructor Cover, and Howden is your best bet for a policy which will include driving other cars under tuition, extending to pupils’ vehicles.
DASH Instructor Cover differs from other companies in this field in having been
started by an ADI rather than an insurance company. The cover is “designed by the industry for the industry,” explains founder, Sandy Hillan.
“Powered by GOAT Insurance, we offer bespoke cover including single vehicle policies, dual policies for automatic and manual cars, and multi-car fleet insurance for driving schools.
“What makes DASH different is our integrated accident management support through Dash Claims. If the unexpected happens, our team steps in to manage the claim, assist with repairs, and help keep instructors on the road and earning.”
The Dash Claims service is also available to instructors who are covered by other insurers, not just DASH Instructor Cover. It was born out of Hillan’s frustration with a third-party claims management company when his car was taken off the road after a non-fault collision.
Dash Claims is a free service for all claimants. “We pursue the third-party insurance company for all costs,” says Hillan, “and specialise in the ADI field due to a network of dual-control vehicles strategically placed throughout the UK, which allows us to get driving instructors in replacements fast.”
Public liability insurance is also important for an ADI. “This is a key insurance product for driving instructors. When an instructor uses their vehicle for business purposes, it requires specialist insurance to keep your business protected. It protects you if a member of the public is injured or their property is damaged because of your business
“ For an instructor, regular car insurance isn’t adequate. Specialist
LYNNE BARRIE www.adinjc.org.uk
activities,” says Hillan.
Approved Driving Instructors National Joint Council president, Lynne Barrie, also advises that ADIs explore professional indemnity and public liability insurance: “It is not compulsory but could be essential to the survival of your business.”
Many associations, covered later in the magazine, offer this as part of their member benefits.
● Comprehensive dualcontrol cover
● Uninsured driver protection (to protect your no-claims bonus if you are hit by an uninsured driver)
● Business interruption insurance (to cover fixed expenses if unable to work following a collision)
● Replacement dual-control vehicle cover ● Public liability insurance ● Professional indemnity insurance ● Legal expenses insurance
For most driving instructors, teaching young people to pass their practical test will always be their core business. It’s the bread and butter of being an ADI. But what if you want some jam to spread on that bread?
There are many ways in which your business can diversify. Whether you are driven to increase revenue, to expand your skillset, or want to add variety to your working life, there are all sorts of opportunities for hardworking ADIs.
All new drivers will work to different schedules and
timescales in their lessons. Some may have to work lessons around school or college, others may be coming to driving later and need to do so around work. Either way, what is considered a ‘standard’ structure may play out over the best part of a year. For those that can clear out their diary, however, a more intensive format may be a preferred option.
PassMeFast is one of several nationwide providers that offers intensive courses, ranging from a ‘top up’ of 10 hours of lessons packed into a week, to undertaking the entire 45-hour quota of lessons in the short space
of a month.
Connie Kelly, PassMeFast’s brand and communications manager, explains: “Intensive courses are an appealing way of squeezing lessons into a shorter time frame and ADIs have the flexibility to choose what works best for them. If, for example, an ADI only has four hours booked out in a day’s worth of driving, a confirmed three extra hours is a great option. It also minimises time spent travelling between lessons.”
How about lessons for drivers who are too young for a
provisional licence?
Welcoming youngsters from age 10 upwards, Young Driver offers children and teens the opportunity to get behind a wheel in a controlled and safe environment away from public roads, providing a relaxed and enjoyable experience for both instructors and learners.
“We’re always on the lookout for enthusiastic instructors who share our passion for teaching and road safety,” says Adrian Harding, director at Young Driver. With no further qualifications needed, both ADIs and PDIs can work with younger learners “to gain unique teaching experiences, and make a meaningful impact,” Harding explains.
“The straightforward onboarding process includes understanding our unique teaching methods and the off-road lesson environment. Instructors have the flexibility to choose whether they are looking to commit to regular weekends or just occasional sessions.” It makes for a simple and rewarding way to diversify income streams.
Training the military? But they drive tanks and stuff. Surely they’ve had all the driver training they need? Not so. Especially young recruits, many of whom join the armed forces at the age of 16 and don’t have the spare time for driving instruction amongst various dedicated military courses that they embark on so they can serve our country.
Enter AcciDON’T, the leading car driver training provider to the Ministry of Defence, which trains 3,500 young armed forces recruits a year through a series of intensive courses. Co-founder Simon Johnston explains: “These young recruits pass out of basic training as partly trained soldiers, and we get them for up to 10 days to get them a car licence.”
For any self-employed instructor, the option exists to undertake some straightforward additional assessments – paid for by AcciDON’T and submitted online – that predominately serve to ensure the ADI passes through basic government security clearance. From there, the ADI is eligible to train serving military and MOD personnel, above and beyond their day-to-day independent work.
Johnston is honest about the commitment involved
“ There are many ways in which your driving instructor business can diversify”
which stipulates that “there are rules in terms of delivery, for example, once you’ve started with a soldier, you must do consecutive days up to a maximum of 10 until the course is complete,” but highlights the significant financial advantages. “The hourly rate,” he says, “is price-proximate to the market but across a full eight hours a day, as opposed to the time lost between lessons or in quiet periods of the day when it can be hard to secure business.”
Any company has a duty of care to its employees – that includes while they are driving on business. This creates opportunities for instructors to undertake corporate and fleet driver training with organisations all over the country.
Taking on this work means passing the DVSA National Certificate in Fleet Driver Training, for which most major driver training providers – RED Driver Training, DriveTech from the AA, Green Penny, to name a few – offer a comprehensive fleet accreditation course.
Courses do cost the instructor but, as Colin Paterson, head of marketing at RED, points out: “Once ADIs are accredited as a fleet trainer, they can take business from wherever they
want, so it’s an investment in additional revenue.”
RED’s sister company, RED Corporate Driver Training, is also open to any existing fleet-licensed ADI to work for it, delivering against a variety of training programmes according to wide-ranging business needs.
“For example,” Paterson outlines, “we offer an online assessment that traffic lights drivers; red for high risk, amber for medium risk, and green for low. We can suggest e-learning modules at various intervals for the low or medium risk drivers, but we recommend that the really high-risk ones go out and do in-car, face-to-face training.” Enter the fleet-accredited ADI.
A number of providers – TTC, IAM Roadsmart and others – offer pioneering work in offender rehabilitation, from National Driver Offender Training, such as Safe and Considerate Driving and Speed Awareness courses, to the Drink Drive Rehabilitation Scheme (DDRS). Flexibility is another key benefit to many of these courses, with ADIs able to plan delivery around family life and other commitments.
A teaching qualification is required and Becky from Carlisle, who has been an ADI for over 14 years and has run her own driving school for the last 12, has been able to
“ Some opportunities can be well paid, while growing your skills”
supplement her earnings by completing a Level 3 Award in Education and Training (AET) . However, she says doing so wasn’t solely about earning more, “rather I was looking for a change from the day-to-day routine of being an ADI. Doing the same thing day in, day out, I felt the need for something different.”
Perhaps that’s the crucial thing about diversifying as a driving instructor. Yes, some of these opportunities can be well paid. But the real benefit is growing your skills and experience while adding variety and interest to your career.
Nowledgeablee
INSTRUCTOR TRAINING VIDEO…
Most of us spend our lives paying money to insurance companies. Referral schemes give driving instructors the rare opportunity to earn some of that money back. Many insurers offer affiliate programmes that reward PDIs and ADIs for recommending their policies to student drivers. It is straightforward to register – generally via a form that takes a few minutes to fill out online – and instructors can earn as much as £75 for every student referral, with no cap on the number of referrals. Katie Baker, chief marketing officer and director at MyFirst, explains: “We’ve been running our successful Driving Instructor Scheme for over seven years, allowing instructors across the UK to sign up completely free. Once registered, for every annual policy taken out using your unique discount code, you’ll earn £75, while
your student receives £50 off their insurance – it’s a win-win!”
Collingwood specialises in learner driver insurance, offering flexible short-term and annual policies. “Tailored solutions suit every learner’s needs,” says Jonathan Brougham, head of marketing, “and insurance [that] allows learners to get extra practice outside of lessons with a friend or family member” should be a consideration for ADIs when choosing an insurer to partner with.
So, how does it work?
“You will be allocated a code that you can pass on to students,” explains Gerry Bucke, general manager at broker, Adrian Flux. ADIs can share that code on their website, social media or directly with students via WhatsApp. “When the
student takes out a policy using that code, we make sure you get the correct commission,” says Bucke. “We have a support team of specially trained staff for any enquiries, that searches over 20 different insurers to get the best deal for your students.”
This kind of dedicated support is often invaluable for the inexperienced insurance buyer. “The consequences of getting it wrong can be severe,” says Baker. “A common mistake we see is young people listing themselves as ‘unemployed’ instead of ‘student’ because they don’t consider college an occupation. This small error can increase premiums by thousands of pounds.”
How about shortterm cover?
It is also worth noting that ADI Network offers a similar commission scheme with GoShorty, one of the most competitive insurers for one-to-seven-day insurance policies. “This is ideal for someone who wants to bolster their learning before they take their test,” says ADI Network’s Connie Kelly. “ADIs can complete a form within the ADI Network app. It’s a great partnership because it gives the ADI a boost of commission and the student then has more chance of passing as well.”
It’s a win-win situation.
Becoming a driving instructor trainer is a natural progression for experienced approved driving instructors who want to support, mentor, and develop other instructors. It is a role that requires far more than technical driving knowledge; it demands strong interpersonal skills, professional insight, and a genuine commitment to raising industry standards.
The first requirement is experience. A prospective trainer should have several years working as an ADI, with consistent exposure to a wide range of learners and teaching situations. This experience builds credibility and allows trainers to draw on real-world examples when supporting trainee instructors or qualified ADIs preparing for Standards Checks. A solid understanding of the National Standards for Driver and Rider Training is essential, as all training and feedback must be aligned with these principles.
One of the most important attributes of a trainer is the ability to coach rather than
instruct. While learner instruction often involves telling and demonstrating, instructor training focuses on questioning, reflection, and guided discovery. Effective trainers can observe a lesson, identify patterns in behaviour, and help the trainee reach their own conclusions about what is working and what needs development. This requires patience, emotional intelligence, and strong listening skills.
Communication is key. A trainer must be able to give honest, constructive feedback that builds confidence rather than undermines it. This includes knowing how to challenge poor practice while remaining supportive, and how to adapt feedback to suit different personalities and learning styles. Trainers must also be comfortable discussing sensitive topics such as risk management, professionalism, and teaching standards.
Adaptability is another crucial attribute. Every trainee instructor is different, with
varying levels of confidence, experience, and learning preferences. A good trainer can adjust their approach to meet individual needs, rather than relying on a rigid training structure. This adaptability also applies to lesson planning, route selection, and the use of different training tools, including in-car observation and video-based learning.
Professional integrity and credibility are vital. Trainers are role models, and their behaviour sets the standard for others. This means maintaining high levels of professionalism, staying up to date with industry changes, and engaging in continuous professional development. Many trainers also invest time in developing their own coaching skills through formal training or peer mentoring.
Finally, a genuine desire to help others succeed is essential. Instructor training can be challenging, and progress is not always immediate. Trainers must be motivated by long-term development rather than quick results, understanding that their influence will shape instructors who go on to teach many learners in the future.
Becoming a driving instructor trainer is a demanding but rewarding role. For ADIs who have the experience, self-awareness, and commitment to professional growth, it offers an opportunity to make a lasting impact on the quality and safety of driver education.
Don’t just take our word for it - Carl Adams in Bradford says:
“I have worked with Green Penny for several years now and would definitely recommend them to anyone within the industry looking for something different to challenge themselves. The varied work available has helped keep my job engaging and interesting.”
We’re stronger together, say the ADINJC and MSA GB
A recent report by Which? unveiled a rise in complaints against driving instructors. When allegations are made the DVSA must investigate.
Even if you adhere to the strictest principles, “a perfectly good professional relationship with a client can suddenly turn challenging,” says Lynne Barrie, president of the ADI National Joint Council (ADINJC). Being a member of an association gives you the “peace of mind that reliable help is out there, to support you and give professional advice” should the situation escalate to official proceedings.
“It makes good business sense to be part of a national association and if you have a local association nearby then make sure you are a part of that too,” she adds. “Don’t bury your head in the sand and think you won’t need one; it’s too late when you are in trouble so be ready!”
Part of that support, Lynne
notes, “is access to a range of comprehensive professional services, and help and representation through DVSA investigations, including tribunal support – all of which could cost thousands of pounds if sought through a solicitor.”
An association isn’t just there for when things go wrong: there’s far more to be gained from being a member of an association than just legal support. As Peter Harvey MBE, national vice chairman of the Motor Schools Association of Great Britain (MSA GB), highlights: “National associations provide members with credible written content in the form of newsletters, blogs and breaking news to keep members up-to-speed with industry developments.”
The three national associations (the other is the Driving Instructors Association) also partner as a joint group called the National
Associations Strategic Partnership (NASP) to represent the interests of ADIs and PDIs to the DVSA. Providing feedback on policies related to driver training, and advocating for improvements to industry standards, NASP facilitates the sharing of ideas, experience and expertise. Add access to CPD, special member discounts, and connections to other members, and you can build a picture of how valuable these associations are.
Harvey adds: “Some even include public liability and professional indemnity insurance in their annual fee, which are a must if you are delivering driver improvement or off-road schemes.” Membership of an association will cost anywhere between £50 and £100 a year but the question shouldn’t be whether you can afford to join, rather whether you can afford not to.
Are your students struggling to pass their theory tests?
Support your students 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.
In a world where our phones now boast a processing power 100,000 – yes, that’s the correct number of 0s – times faster than the computers that first landed men on the moon, digital technology has found its way into almost every aspect of our businesses and lives. Yet there remains a reluctance by some to fully engage with the scope of what’s possible in the driving instruction sector for a number of reasons.
Take artificial intelligence (AI), for example. It fills many with dread, long before the futuristic prospect of cyborgs stalking the earth, à la James Cameron’s Terminator. And could driverless cars even render the ADI obsolete? Let’s
It’s time for the industry to embrace the benefits of going digital
assume not, and that the technology we have at our fingertips is here to serve us – at least for the time being – and explore how we can use it to do away, once and for all, with the paper planner.
Daniel Hill, founder of MyDriveTime, believes that the driver training industry is now heading in the right direction. We are, sometimes reluctantly, facing up to the digital era.
Hill says: “Historically the industry has focused on great driving instructors, with everything else – students’ details, diaries, lesson outcomes, finances – required to run a business forgotten about. ADIs don’t realise the need to be a marketing
expert and a business owner, invariably without any support.”
Fortunately, a raft of platforms is facilitating a pioneering new age for the ADI and the benefits can start as early in the process as helping you to find students.
The ADI Network Instructor
App advertises thousands of jobs for driving instructors to select according to their availability. As ADI Network’s Connie Kelly explains: “The job feature is a great way of connecting driving instructors with students, helping driving instructors to fill up their diaries and get
business. We offer a range of jobs nationwide, from 10 hours to 45 hours, working according to DVSA guidelines to ensure that students choose the right course.
“We also give instructors a say on every job they select from us to ensure it aligns with their business income, and an ADI can bid for a higher rate on a job that they like if it doesn’t quite match up with what they’d expect for the course.”
The ADI Network app is free to join and free to use,
and there are no hidden costs at any point. While some may feel disgruntled at the idea of the app taking a small cut when an instructor finalises a package of lessons with a student, it can save spending elsewhere. “It’s a tool that can help ADIs save on costs like their own marketing,” says Kelly.
On which note, GoRoadie also offers a nationwide jobs board for between £8-12 per month. Costs of others vary from platform to platform, up to around £20 per month.
Marketing is just one part of running a business that requires constant consideration, so a boost in this area can be a weight off an ADI’s mind. But the apps go much, much further, helping instructors with more efficient and effective ways to manage day-to-day business operations.
From help juggling schedules and tracking lessons, to offering a means of taking payments and keeping on top of finances, they remove much of administrative burden of running a driving school, ensuring time can be spent on providing the best possible service to students.
“Several tools specifically cater to the needs of driving instructors,” outlines Tom
“ These tools can help instructors take their business to the next level”
Wotton, founder and director of Total Drive, “offering features that are tailored to the unique demands of the profession, including online booking systems, automated reminders, and integrated student management features.
“When a driving instructor’s day is packed with back-to-back lessons, paperwork, and student inquiries, managing these tasks manually can lead to missed appointments, double bookings, and increased stress. By digitising the scheduling process, driving instructors can reduce errors, save time, and improve the overall experience for both themselves and their students.”
Total Drive, for example, allows instructors to manage their student database, keeping track of lesson progress, payment history, and any special requirements for each student. Most apps also integrate with payment systems, allowing students to pay for lessons directly.
Similarly, GoRoadie Pro is a simple but powerful platform, offering a raft of features that remove the hassle of admin. CEO Michael Carr wants “instructors to focus on teaching while making their
“ The time has come to embrace tech in a market that has been behind for some time”
business more efficient, professional, and less stressful.” Carr also points out that, “apps are where ADIs’ pupils are. Learners are 17 years old, used to booking and managing everything from their phone. A digitalsystem like GoRoadie Pro helps instructors meet them where they are, making communication and bookings effortless.”
Providers like Varium and Drive.Day are now incorporating enhanced features into their apps to help ADIs go beyond just scheduling. Varium’s Ehsan
Hoseini says this is “the next frontier in diary management, with AI-driven automation helping to eliminate repetitive tasks, optimise scheduling, predict cancellations, and personalise student learning experiences.”
For Darren Mitchell, co-founder of Drive.Day, “it’s about maximising income through a series of intelligent features, for example by recognising gaps in an instructor’s schedule, identifying pupils in that particular area and suggesting that it send them an inquiry to see whether they want to have a lesson. Or a pupil might have a test
booked in three weeks, but they haven’t got a lesson booked in – the app will recognise that and will prompt the instructor to offer a lesson.”
Mitchell agrees with Hill that “there have historically been instructors who have been unwilling to change but we have come to a turning point in the digitisation of driving instruction. A lot of them are coming on board because of the intelligent features now available.”
Among Drive.Day’s features is an AI assistant which ADIs can ask questions, and an integration with GoogleMaps for live traffic updates.
“Instructors have got their day planned,” Mitchell continues, “they’ve worked out how long it takes to get from location A to B, B to C. However, if there is an incident on the road and there’s a bit of traffic, the app will tell them they’re going to be late to the next appointment. Rather than pulling over and having to manually amend the rest of the day’s lessons, a button on the app will allow them to change things automatically and communicate these changes with their pupils.”
The ‘next frontier’ might sound a bit Star Trek-esque, but we should all agree that the time has come to embrace technology in a market that has been behind for some time. From digitising what a pen and paper can do to allowing instructors to leverage AI, these tools can help instructors take their business to the next level.
Running your own business requires balancing the demands of teaching with the responsibilities of selfemployment. One of the most important parts of managing your business is maintaining accurate financial records and understanding your tax obligations. With significant changes coming through Making Tax Digital (MTD), it’s essential to stay informed and prepared.
If you’ve recently become self-employed, you must register with HMRC for self-assessment. If you started trading between 6 April 2025 and 5 April 2026, your first tax return will be for the 2025/26 tax year. You must register with HMRC by 5 October 2026, then submit this return and pay any tax due by 31 January 2027. While that deadline may seem distant, being organised
from the start will make the process far easier.
Self-employment requires you to keep detailed records of all income and expenses. This can feel onerous and time consuming, but good bookkeeping ensures you claim everything you are entitled to and helps avoid paying too much tax.
You can keep records in a variety of ways such as using paper cash sheets, spreadsheets, software or even a box of receipts under the bed. However, with Making Tax Digital becoming mandatory for many instructors in the coming years, compatible accounting software will be required.
Making Tax Digital is HMRC’s initiative to modernise the
tax system, requiring digital recordkeeping and more frequent reporting. In addition to submitting one tax return each year, many selfemployed individuals and landlords will need to send quarterly updates of their income and expenses to HMRC.
The start for MTD is being phased in and is based on your combined turnover and rental income as below:
● FROM APRIL 2026: over £50,000
● FROM APRIL 2027: over £30,000
● FROM APRIL 2028: over £20,000
Turnover means the total amount you receive before deducting expenses. Many driving instructors will fall within these thresholds, so it’s important to understand what’s coming.
One of the biggest changes under MTD is the requirement to keep digital records. No one can stop you keeping paper records like your diary. However, HMRC now require everyone who is subject to MTD to record all business income and expenditure with recognised software. Another change is that all transactions must be recorded individually, meaning you must record every time you are paid not just the total at the end of the day. There is no denying that this adds to your admin.
Under MTD, you’ll need to submit quarterly income and expenditure statements. These quarters follow the tax year rather than the calendar year. For example, the first quarter runs from 6 April 2026 to 5 July 2026, and you must submit your figures by 7 August 2026. That gives you just over one month after each quarter ends to send your update to HMRC. These quarterly submissions are not full tax returns. They are summaries of your business activity, and you will still complete an annual declaration. However, HMRC will already have most of your information through the quarterly updates.
One important thing to note is that the due date for paying your Income Tax and National
Insurance does not change. You are not required to make payments every three months, however, you can access your personal tax account for an estimate of your future liability.
Your accountant may recommend specific software, so it’s worth asking them first. If you prepare your own tax returns, HMRC provides a list of approved MTD compatible software. These tools can record your transactions, store digital receipts, generate reports, and submit quarterly updates directly to HMRC. Using the right software can save time, reduce errors, and make compliance far easier. Options are available for people who like to keep their own spreadsheets called “bridging software” which takes the information from your spreadsheet and sends it to HMRC. Researching any software before using it is strongly recommended.
MTD introduces a new points-based penalty system for late submissions. Instead of receiving an immediate fine, you accumulate points each time you miss a deadline. Once you reach a certain number of points, financial penalties apply. While you may have a couple of opportunities to get used to the new system before
penalties are charged, it’s important not to rely on this. Familiarise yourself with HMRC’s guidance or speak to an accountant to ensure you understand how the system works. Additional penalties are being introduced for paying HMRC late.
Stay organised and compliant:
● Start using digital recordkeeping early, even if MTD doesn’t apply to you yet.
● Keep digital copies of all receipts and invoices. Many apps allow you to photograph and store them instantly.
● Set aside money regularly to cover your tax bill.
● Speak to an accountant for tailored advice and support.
The introduction of MTD is probably the most significant change in how self-employed individuals manage their tax affairs since self-assessment was introduced in 1996. The key to staying compliant is preparation. By keeping accurate digital records, understanding your deadlines, and using the right tools, you can avoid penalties and keep your business running smoothly. Just as you encourage your learners to build good habits behind the wheel, building good bookkeeping habits now will make your financial journey far easier.
Keep on top of costs and cut down on paperwork with these useful business tools
Fuel cards provide a convenient and financially efficient way of paying for fuel. They’re accepted at thousands of petrol stations across the UK, and interestfree payments make them a useful way for driving instructors to manage costs.
They have evolved to allow ADIs to monitor expenses, set spending limits and access invoices.
Right Fuel Card is an independent distributor, whose head of strategic sales and partnerships, Matthew Dodds, says: “Fuel cards now
include real-time tracking of purchases, which allows businesses to monitor fuel consumption closely and identify any fraudulent activities. This enhances accountability and can lead to significant cost savings. Moreover, Right Fuel Card provides detailed reporting capabilities. Receiving one invoice that breaks down all fuel costs reduces administrative burdens.”
The evolution of EVs has prompted fuel cards to adapt, “offering innovative payment solutions for EV drivers,” Dodds continues, “supporting driving schools on their journey toward decarbonisation.”
The best apps for learners help ADIs as well as their students
We all know that phones and driving don’t mix. Prepping young drivers for the theory test when they’re not driving is one of the few exceptions.
“Nowadays, students do everything on their phones,” says Emma Bagnall, head of digital at Driving Test Success (DTS). “Having an app that is user-friendly, informative and fits in their pocket means that they can take their learning with them wherever they go.”
It makes the notion of having to develop a comprehensive understanding of road rules, traffic signs, hazard perception, and other driving safety concepts far less overwhelming to learn.
Modern consumers are also fixated on an element of personalisation, so the DTS Driving Theory Test 4-in-1 Kit
focuses on providing students with unique, one-to-one support.
“Progress reports allow for a smarter way of learning,” explains Bagnall. “They show you which areas you’re doing well in and which ones you need to work on, intuitively guiding you on your own journey and helping you focus your study time where it matters most.”
Colin Paterson, head of marketing at RED Driver Training, agrees. “Driving is personal,” he says. “It’s about learning speed, capabilities, competencies and confidence.” Of course, that confidence needs to extend to the ADI’s confidence in their students, specifically in how they are progressing with their learning. That’s why ADIs can also connect with their students’ learning for
“ADIs can connect with their students’ learning and provide them with feedback”
free through these platforms and provide them with feedback.
“The Learn to Drive with RED App offers a compendium of content to cover theory and practical videos, learning hazard perception, quizzes and more,” says Paterson. “But the instructor will also complete details about each driving lesson with a particular student, and there’s an area where students can see the feedback that their instructor has given them.”
Similarly, the DTS ADI Hubb and TSO’s Safe Driving for Life e-learning platform let instructors check their students’ progress on theory and hazard perception. As Lisa Daniels, account director at TSO, notes: “This allows ADIs to really add value by offering encouragement, helping learners brush up on areas where they may be experiencing issues, and suggesting helpful videos to reinforce what they’ve learned in lessons.”
From the ADI’s perspective, this information is extremely powerful in helping refine lessons and provide a clear focus for improvement. Add being able to track how students are expanding their awareness of the rules and dangers of the road, pinpoint topics they need help with, and tailor lessons accordingly, and your pupils’ capability and competency will follow.
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. The association has successfully been running for over 50 years.
VISIT: adinjc.org.uk TEL : 0800 8202 444
CONTACT: Sue Duncan
EMAIL: secretary@adinjc.org.uk
AI for Driving Instructors helps ADIs grow their business with powerful AI tools, branding, automation, and marketing strategies — saving time and increasing pupil bookings.
VISIT: aifordrivinginstructors.com
CONTACT: Des O’Connor
EMAIL: Info@AiForDrivingInstructors.com
TEL: 07956 566 083
The original, comprehensive business management app for elite instructors looking for the highest caliber of service. Industry leading security and reliability since 2014, delivering diary, students, lessons, money and more, our multi-award-winning service enriches your business to help you excel.
VISIT: mydrivetime.co.uk
CONTACT: Daniel Hill
EMAIL: support@mydrivetime.co.uk
TEL: 01252 757 314
MSA GB offers regional centres of activity providing information, representation, services, and support. Wholly owned by and run entirely for the benefit of its members, for almost 90 years, your membership includes your PI & PL insurances.
VISIT: msagb.com
CONTACT: Peter Harvey
EMAIL: info@msagb.com
TEL: 07774 139 080 / 01787 221 020
Drive.Day is a brand-new innovative, and effortless app that intelligently supports the running of your business without the need to spend too much time on your phone. Drive.Day enables you to plan lessons, manage pupils, track your finances, and much more in just a few taps..
VISIT: drive.day
CONTACT: Darren Mitchell, EMAIL: hello@drive.day TEL : 0330 912 8862
At Adrian Flux, our close relationships with driving instructors has allowed us to truly understand your needs and its complexities, ensuring that you have the right cover in place to protect both yourself and your business.
VISIT: adrianflux.co.uk/di
EMAIL: dealers@adrianflux.co.uk
TEL: 0800 369 8590
Specialist insurance for ADIs, PDIs and driving schools, designed by the industry for the industry. We offer bespoke cover including single vehicle policies, dual policies for automatic and manual cars, and multi-car fleet insurance for driving schools.
VISIT: dashinstructorcover.co.uk
CONTACT: Sandy Hillan
EMAIL: quotes@dashinstructorcover.co.uk
TEL: 0303 003 3247
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
E MAIL: admin@drive-up-training.co.uk
TEL : 0330 133 2669
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
E MAIL: info@inspireinstructortraining.com
TEL: 07843 622 934 & 0778 624 1331
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
SmartLearner is the fastest-growing driving school in Warwickshire and the West Midlands. 2025 winner of Regional Driving School (Silver), Green Driving School (Silver), and Community Champion (Bronze). SmartLearner offers franchise opportunities starting at just £66 per week.
VISIT: smartlearner.com
CONTACT: Meg Bancroft
E MAIL: admin@smartlearner.com
TEL : 02475 092 784
Multi award-winning CPD training providers, 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
Accessories
HE-MAN
he-mandualcontrols.co.uk
NEXTBASE
nextbase.co.uk
ROAD ANGEL roadangelgroup.com
Accident management
DASH CLAIMS dashaccidentmanagement.co.uk
Accountancy
FBTC ACCOUNTANCY SERVICES fbtc.co.uk
A ssociations
ADINJC adinjc.co.uk
DIA driving.org
MSA GB msagb.com
Business support
AI FOR DRIVING INSTRUCTORS
Aifordrivinginstructors.com
DRIVE-UP TRAINING drive-up-training.co.uk
Call management
DRIVING INSTRUCTOR SERVICES drivinginstructorservices.com
Car supplier
ADINDI adindi.co.uk
CA CARS cacars.co.uk
DRIVE CAR HIRE drivecarhire.uk
DUALDRIVE dualdrive.co.uk
SPECIALIST VEHICLE RENTAL specialistvehiclerental.co.uk
Diary mana gement
ADI NETWORK adinetwork.co.uk
ADI TAB aditab.com
DRIVE.DAY drive.day
GOROADIE PRO goroadie.com/pro
MYDRIVETIME mydrivetime.co.uk
TOTAL DRIVE totaldrive.co.uk
VARIUM varium.app
DVSA
DRIVER & VEHICLE STANDARDS AGENCY dvsa.gov.uk
Financial services ADVISORS4ME advisors4me.co.uk
Fleet training DRIVETECH drivetech.co.uk GREEN PENNY greenpenny.co.uk
PDT FLEET TRAINING SOLUTIONS pdtfleettrainingsolutions.co.uk TTC ttc-uk.com
Fuel card
RIGHT FUEL CARD
rightfuelcard.co.uk/intelligent
Insurance
ADRIAN FLUX adrianflux.co.uk
BARRY GRAINGER bginsurance.co.uk
C&A MACKIE c-amackie.co.uk
COLLINGWOOD collingwood.co.uk
DASH INSTRUCTOR COVER dashinstructorcover.co.uk
INSTRUCTORCOVERPLUS instructorcoverplus.com
MIB mib.org.uk
POLICYWAVE policywave.co.uk
Learner app
DRIVING TEST SUCCESS drivingtestsuccess.com
Membership club
INTELLIGENT INSTRUCTOR+ intelligentinstructor.co.uk/subscribe PROSPER2 prosper2.co.uk
National driving school
AA DRIVING SCHOOL theaa.com
ACCIDON’T DRIVING SCHOOL accidont.co.uk
BSM bsm.co.uk
BILL PLANT DRIVING SCHOOL billplant.co.uk
DRIVE trainwithdrive.co.uk
DRIVE-UP TRAINING drive-up-training.co.uk
LDC DRIVING SCHOOL learnerdriving.com
PASS N GO DRIVING SCHOOL passngo.net
RED DRIVER TRAINING reddrivingschool.com
SUPPORT DRIVING SCHOOL supportdrivingschool.com
Online booking platform
EZ LICENCE| ezlicence.co.uk
Payment system
LOPAY lopay.com
Pupil management
AUTOPILOT SYSTEMS AI Autopilotsystems.ai
Resources
DRIVER TRAINING LTD drivertrainingltd.com
LEARN TO DRIVE PRO learntodrivepro.co.uk
ONLINE DRIVING LESSONS onlinedrivinglessons.co.uk
THE STATIONERY OFFICE (TSO) safedrivingforlife.info
Road Safety
BRITISH HORSE SOCIETY bhs.org.uk
IAM ROADSMART iamroadsmart.com
MY LEARNER DRIVER
Mylearnerdriver.co.uk
THE HONEST TRUTH thehonesttruth.co.uk
Special Educational Needs
DISABILITY DRIVING INSTRUCTORS disabilitydrivinginstuctors.com
DRIVING MOBILITY drivingmobility.org.uk
EXCEL WITH DR JULIA MALKIN MBE facebook.com/juliapm.co.uk
Training AAT advancedadi.co.uk
ADI DOCTOR adidoctor.co.uk
BRIGHT COACHING brightcoaching.net
CLIENT CENTRED LEARNING clientcentredlearning.co.uk
CONFIDENT DRIVERS confidentdrivers.co.uk
DONE STRESSING donestressing.com
DRIVER TRAINING SOLUTIONS craignicksonadi.co.uk
DRIVE-UP TRAINING drive-up-training.co.uk
EMPATHETIC
INSTRUCTOR TRAINING beckyseaton.co.uk
FIONADRIVE fionadrive.com
GJH CONSULTANCY & COACHING FOR DRIVER DEVELOPMENT grahamhooper.blog
GO GREEN DRIVING INSTRUCTOR TRAINING gogreeninstructortraining.co.uk
GUILD OF MINDFUL DRIVER TRAINERS thecalmside.com IDEA
Innovativedrivingeducation academy.co.uk
INSPIRE INSTRUCTOR TRAINING inspireinstructortraining.com
INSTRUCTOR PERFORMANCE & PSYCHOLOGY patreon.com/theinstructor
KNOWLEDGEABLEE INSTRUCTOR TRAINING adikit.co.uk
LET’S INSTRUCT DRIVING INSTRUCTOR ACADEMY lidiaondemand.co.uk
PDIADI pdiadi.com
PDI DOCTOR pdidoctor.co.uk
PECODO pecodo.com
PHIL HURST DRIVER INSTRUCTOR TRAINING philhirst.co.uk
QUALIFY: DRIVER EDUCATION & TRAINING qualifynow.co.uk
RAY SEAGRAVE
INSTRUCTOR TRAINING rayseagravetraining.com
THEORY TEST EXPLAINED theorytestexplained.co.uk
TRAINING WHEELZ trainingwheelz.co.uk
UP DRIVING SCHOOL updrivingschool.co.uk
Under 17 training
YOUNG DRIVER youngdriver.eu/recruitment
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