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CONTENTS
FOREWORD
WHY B E COM E AN ADI
08 The pros and cons 1 1 My “why” HOW TO BE AN ADI
WELCOME to the Intelligent Instructor Ultimate Guide to Becoming a Driving Instructor. If you have just started training or you are thinking of switching to this rewarding career, you’ve come to the right place. This guide will help you on the road to qualifying. Our contributors are experts in their fields. Learn from them, and you’ll be learning from the best. Whether you are worried about your Part 3, unsure whether to go franchised or independent, or looking to take your instruction to the next level, this guide will give valuable pointers. Most successful ADIs will tell you that in this business, you get back what you put in. Follow the advice in these pages and you’ll be off to a great start. DAVID MOTTON EDITOR
THE TEAM
GET IN TOUCH
PUBLISHER: Richard Storrs EDITOR: David Motton CONSULTING EDITOR: Lynne Barrie SALES & MARKETING: Rachael Butler ART DIRECTOR: Caroline Creighton-Metcalf MARKETING: Amy Hartley
info@intelligentinstructor.co.uk intelligentinstructor.co.uk The contents of this magazine are copyright © Intelligent Instructor Ltd. They may not be reproduced or transmitted, in any form in whole or part, without the editor’s written consent. Neither Intelligent Instructor Ltd nor its staff can be held responsible for the accuracy of the information herein or any consequence arising from it. 2026
12 Becoming an ADI 16 Part 1: starting out 18 Understanding Part 2 20 Building to Part 3 22 Get the most from training 24 Client-centred learning 26 Lesson planning 30 Teaching strategies 34 Building rapport 36 Questioning skills 38 Facilitate learning 39 Deliver great lessons 40 Needs and goals 41 Setting an appropriate level of instruction 42 DVSA advice 43 Top tips for PDIs S TA R T I N G O U T
46 You’ve qualified: what now? 50 Why join a franchise? 51 Why go independent? 54 Advertising and marketing 56 AI for PDIs 58 Understand accounting 62 Mental health 64 The value of CPD 68 The Standards Check 72 Safeguarding 74 Higher level GDE 76 Caitlin’s campaign 77 Supporting learners 78 Run a green driving school DI R E C TORY
80 Training contacts UG Becoming a Driving Instructor 5
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DRIVING SCHOOL II SPREAD 1.indd 2-3
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WHY B E COM E AN ADI
The ups and downs of a
DRIVING
INSTRUCTOR Becoming a driving instructor offers a rewarding, involving career, but there is plenty to consider before committing. Here, we look at the pros and cons of the job
Fancy a job where you meet interesting people, make a positive impact on their lives, earn a good salary, work flexibly, and indulge in your passion for driving and teaching? This isn’t a job application to be the next Lewis Hamilton, but it is what inspires many of us to look at becoming an approved driving instructor. That coveted ADI status is a key goal in the driving instruction process, but there is plenty to consider beforehand for anyone looking at this as their career. Here, we look at the key 8 UG Becoming a Driving Instructor
benefits of being a driving instructor, as well as some of the downsides you will need to weigh up just as with any job – even a Formula 1 star! BE A PEOPLE PERSON First off, any driving instructor must be interested in people. If you enjoy interacting with new people regularly and helping them to learn a vital new skill, this is the perfect role. There are hundreds of thousands of learner drivers at any one time and almost all of them choose professional driving
instruction for at least part of their training. There is also a backlog of pupils waiting to sit their driving tests, so ongoing tuition is needed by many of them to maintain their driving skills. This is welcome news for any new instructor as it means there is plenty of work, although the DVSA is working to reduce the backlog and it won’t continue indefinitely. FLEXIBLE WORKING Even with high demand for driving instructors, there is still plenty of scope to work
flexible hours. By managing your diary, especially with apps such as Drive.Day, you can organise your working day, week, and month to suit your schedule and family life. Few other jobs allow you this degree of flexibility and it’s why many driving instructors enjoy a high level of job satisfaction as they don’t feel they are tied to someone else’s timescales. However, as a driving instructor, you will also have to be flexible about when you work if you intend it to be your
full-time occupation. Many pupils will want to fit in lessons around their own working lives or school times, so you may have to start early in the morning or work evenings and weekends. The upside to this is it can give you time to yourself through the week to relax or take care of administrative tasks. It’s also time you can use for exercise to counter the hours you spend in the car. Even when you might have to work outside of what many will think of as normal office hours, becoming a driving instructor gives you the chance to be your own boss. Whether you opt to work with a franchise or as an independent, you are largely in charge of your own work schedule, how many pupils you take on, and the hours you work. Being the boss does come with responsibilities, so you will have to learn a lot of skills that are not directly related to teaching a learner to drive. These skills are important to running a business, though, which is what you are doing as a driving instructor. Some people are more organised than others and are happy with admin, so it’s an important point to consider when thinking about becoming an instructor. Are you willing to look after payments, bills, tax, vehicle running costs, marketing, a website, social media, and ongoing
development for you and your business? Don’t panic if that all sounds too much – you can still become a driving instructor but perhaps working for a franchise is a better option where much of this additional effort is taken care of for you. At its core, of course, being a driving instructor is about people, and you will get to meet all sorts as pupils. Being friendly, courteous, interested, and professional is the ideal mix of traits for a driving instructor, and you can brush up on them as part of your ongoing development to further improve rapport with students. You will also learn endless patience with other drivers on the road, who are not always as considerate of a learner as they should be. CAREER DEVELOPMENT As well as the huge variety of people you will meet, being a driving instructor is also a great career for ongoing professional development opportunities. Qualifying as an ADI is not the end of the process as you will experience Standards Checks throughout your career to ensure you are maintaining the required level of training. However, beyond that you can also look at a number of other areas to develop your skills. For example, many driving instructors go on to teach potential driving instructors (PDIs). You can also learn new ➱
“ Few other jobs allow you this degree of flexibility and high level of job satisfaction” UG Becoming a Driving Instructor 9
WHY B E COM E AN ADI
➱ methods and techniques to
help pupils, which is highly recommended as no two pupils will ever learn in exactly the same way. The more you can adapt your teaching practices to suit, the greater number of pupils you can teach and progress through to a successful driving test pass. On top of the broad mix of people you will meet, being a driving instructor also means you are rarely in the same place two days in a row. This keeps the work interesting as you teach pupils in different environments, and also teach learners at varying stages of ability. Another big plus point for many driving instructors is that, over time, they become an
important part of their community. There are many instructors who have taught generations of the same family to drive, and being part of a community’s fabric also helps your business as your name is trusted and passed around learner drivers. MONEY MATTERS Lastly, we should cover the financial side of the job. Your earnings will depend greatly on how many hours per week you work. Some driving instructors prefer to work part-time to fit in with their lives, but most are full-time. The salary range is broadly between £30,000 and £50,000, though you will have to factor in all the usual taxes
and outgoings, plus the cost of your car, insurance, and maintenance. Even so, there is the potential for a very good living as a driving instructor. One point to bear in mind is that you can charge for lessons before you pass the Part 3 exam. Don’t get too excited, though – the money you earn on a trainee licence is to help with items such as fuel, dual controls, car insurance and learning resources. It shouldn’t be seen as a wage to live off and you can only work in this way for up to six months. But teaching as a potential driving instructor is a great way to gain practical experience before you sit the Part 3 and your new career can really take off.
“ The more you adapt your teaching practices, the more pupils you can teach”
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MEET TH EXPERT E
WHY B E COM E AN ADI
TOM M Y SA smartlearn N DH U er.com
MY ‘WHY’
Tommy Sandhu maps the winding road that led him to become an ADI People often ask me why I became a driving instructor. The honest answer is that it was never the plan. If you’d asked me years ago where I was heading, this profession wouldn’t have crossed my mind. I had a good career in retail and I enjoyed it. Then I read Rich Dad, Poor Dad by Robert Kiyosaki. It made me want to build businesses rather than simply have a career. So that’s what I did. Over the next few years, I launched a designer clothing outlet, then a marketing company, a property letting business and eventually a taxi fleet. Some did better than others, but each one taught me about people, resilience and the importance of never standing still. It was the taxi business that led me here. I was talking to the local DVSA test centre
manager about training my drivers when he told me that if I wanted to charge for it, I’d have to qualify as an Approved Driving Instructor. That one conversation is why I became a driving instructor. Qualifying was harder than I expected. I failed Parts 1 and 2 more than once before passing them, although I passed Part 3 first time. Looking back, those failures taught me far more than the passes ever did. Even before I qualified, I approached several wellestablished trainers with the idea of forming a partnership. One of them said something I’ll never forget: “Why would I partner with someone who knows nothing about the industry?” He wasn’t wrong. I knew very little. But I knew how to build a business, to work hard
and I was prepared to learn. So I earned my place through actions rather than words. There were also times when I couldn’t help but wonder whether my background influenced how some people judged me. Whether it did or not, I made a decision early on not to let it define me. I’d rather spend my energy creating opportunities than worrying about closed doors. No one else gets to decide what you’re capable of. Then came the part I never saw coming. Once I was in, one opportunity led to another. Qualifying opened the door to building a driving school. That led to developing instructors. It led to delivering National Driver Offender Retraining Courses, delivering advanced driver training internationally, writing articles for Intelligent Instructor, speaking at industry events, publishing three books, leading my local IAM RoadSmart group and establishing my charity. None of it was planned. Each door simply opened the next. That’s the honest answer to why I became a driving instructor. I came for a licence and stayed because this profession never stopped creating opportunities. So, if you’re wondering whether this profession is for you, don’t judge it by where it starts. I certainly didn’t choose it. It found me through a side door I didn’t know existed. Qualifying isn’t the finish line. It’s the first door. What you do after that is entirely up to you. UG Becoming a Driving Instructor 11
HOW TO BE AN ADI
The road to
BECOMING AN A Becoming an approved driving instructor can seem daunting, but the process is logical. Here are the steps to follow
Some people are born to be driving instructors and others come to the job through a multitude of different routes. You can use the Driver and Vehicle Standards Agency (DVSA) website (www. safedrivingforlife.info/ driving-instructor-suitabilityassessment/) to see if you are suited to the role, but if you are reading this it’s likely you are already on the way to choosing this as your new career. This prompts the question: what does training as a driving instructor involve? The simple answer is a lot of learning and passing three exams, but there’s a bit more to it in reality. The process isn’t especially complex, but it can be a little daunting at the start. So, here’s our guide to training to become an approved driving instructor (ADI). 12 UG Becoming a Driving Instructor
APPLY TO BE A DRIVING INSTRUCTOR It sounds obvious, but applying to be a driving instructor is the first step on this journey. The process is slightly different in Northern Ireland as you will need to complete a separate enhanced security check. However, after that, the steps are much the same across the whole of the UK and you can use the government website (www.gov.uk/become-adriving-instructor) to check your eligibility. This sets out four simple questions to be sure you are at least 21 years old, have held a driving licence for a minimum of three years, the type of driving licence you hold, and that you have no current motoring convictions. It also asks that you are not already registered as a driving instructor in Northern Ireland
or the Republic of Ireland. Pass this and you are free to apply to become a driving instructor. DBS CHECK An Enhanced Disclosure and Barring Service (DBS) check is required as part of your application. At the time of writing, it costs £49.50 for those in mainland UK – there is a separate check for those in Northern Ireland. The DBS check requires three proofs of identity (choose from a passport, driving licence, utility bill, or bank statement). The check establishes whether or not you have a criminal record, and whether you qualify to train as a driving instructor. You will also now need to register with the DVSA. DO YOU NEED A TRAINER? With background checks
questionnaire where you must score at least 80% in each category. Those categories are: road procedure; traffic signs and signals, car control, pedestrians, and mechanical knowledge; the driving test, disabilities, and the law; and publications and techniques. You have 90 minutes for this. A useful aid is the Official DVSA Theory Test and Hazard Perception Kit for Approved Driving Instructors that costs £30 for a year’s subscription. The second section takes 30 minutes. You watch 14 video clips to identify hazards as they appear. A minimum score of 76% is needed to pass. You must pass both sections of Part 1 at the same time.
N ADI complete, you are now on the path to training as a driving instructor. One of the most commonly asked questions by those starting out is “Do I need a trainer?” Officially, you do not need a trainer to help guide you through the process, but given the amount of information you need to take on board and the high bar set for the exams, it is difficult for anyone to qualify without an ORDIT (Official Register of Driving Instructor Training) approved trainer. Many trainee driving instructors will choose to train with a franchise, but you can ask a local independent ORDITregistered instructor to help you. You can also decide to have more than one trainer to give you as broad an experience as possible. There are also training schools
specifically for driving instructors, as well as fast-track and more onlinebased options. Most trainees will opt for a mix of training, but it’s important to find the balance that works best for you to maximise your chances of passing the exams. PART 1 The ADI Part 1 test costs £81 each time. After passing, you must take Parts 2 and 3 within two years or you will have to begin the process from the very beginning. The Part 1 test is in two sections. The first is a 100-question multiple choice
PART 2 For many trainee driving instructors, the ADI Part 2 exam can seem like the easier test. However, it puts your driving ability under close scrutiny to ensure your driving is of a high standard. You have three opportunities to pass this exam and failing all three means waiting two years to resit from when you passed the Part 1 test. This exam involves five parts, starting with an eyesight check to read a new-style number plate from 27-metres distance, or an old-style plate from 27.5-metres. Next are the “show me, tell me” questions. There are three
“ One of the most commonly asked questions by those starting out is ‘Do I need a trainer?’” UG Becoming a Driving Instructor 13
HOW TO BE AN ADI
parking bay and driving out, driving into a parking bay and reversing out, or pulling up on the right-hand side of the road, reversing, then rejoining traffic. Lastly, there will be independent driving lasting approximately 20 minutes following either satellite navigation instructions or road signs. During all of this, you can make no more than six driving faults and no serious or dangerous faults to achieve a pass.
“tell me” questions before you begin driving, followed by two “show me” queries during the drive. These latter questions can be, for example, about using the windscreen wipers or lights, so you must be familiar with the car’s controls. General driving ability is another area for assessment in Part 2 and covers handling of the controls, correct road
procedure, anticipation, judgement of speed, distance and time, as well as consideration of other road users and driving in an environmentally friendly way. You might be asked to perform an emergency stop. The examiner will certainly ask you to perform two of the following manoeuvres: parallel parking, reversing into a
“ Part 2 puts your driving under close scrutiny to ensure it is of a high standard” 14 UG Becoming a Driving Instructor
TRAINEE INSTRUCTOR LICENCE With Part 1 and 2 of the exams successfully passed, you can move straight to Part 3, or you can choose to be a trainee driving instructor for up to six months. A trainee driving instructor licence costs £140 and allows you to offer paid driving lessons to pupils. More importantly, this intermediate step gives you a chance to gain more practical experience prior to the Part 3 exam. To apply for this licence, you will need at least 40 hours of training with a qualified ADI. PART 3 The third and final hurdle before becoming a fully qualified ADI is the Part 3 exam. It costs £111 to book and takes place from a driving test centre. As well as an appropriate car for the test, you will also need to bring your driving licence and a suitable pupil, who can be a real learner or someone who is a qualified driver, but not a qualified ADI or another trainee preparing
for the Part 3 test. You will also need to bring a log of your training to date. The test takes around 45 minutes and the examiner will assess your skills as an instructor and look for client-centred learning. At the start, you will be expected to have a discussion with the pupil about lesson goals and risk management, and this should take no more than three minutes. You cannot spend the whole lesson teaching a manoeuvre, but you can include a short recap of one you have taught in a previous lesson. During the lesson, you can stop safely to give feedback to the pupil. At the end, you have a maximum of three minutes to reflect on the
learner’s performance. As an instructor, you will be marked on 17 areas of competence that are grouped into lesson planning, risk management, and teaching and learning strategies. The examiner will award a score out of 51. Between 43 and 51 is a Grade A pass, while a Grade B pass is awarded for a score between 31 and 42. Both of these mean you have passed the Part 3 exam and can join the approved driving instructor register. A score of 30 or less is a fail, and you can also fail if you score seven or less in the risk management section or the examiner stops the lesson because you have put yourself or someone else in danger.
REGISTER AS AN ADI Congratulations, you can now apply to become an approved driving instructor! For this, you will need to pay £300 to join the register and must do so within 12 months of passing the Part 3 exam. When you receive your certificate, you can begin paid lessons, set up your own business or join a driving school. Applying to become a fully-fledged ADI in Northern Ireland is a slightly different process. To reach this point will realistically take at least six months, and up to a year for some depending on the amount of time they can devote to training. Such a rewarding career is well worth the time and effort.
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P EN N IE A LE Dare2drive. X A N DER uk
PART 1
Pennie Alexander explains the first of the three tests you must pass to become a fully qualified driving instructor The Part 1 is designed to show you have a good understanding of what it entails to be a driving instructor. It is not simply an elaborate theory test, so you do need to learn other information rather than just what is in the Highway Code. You have 90 minutes to take the test, which comprises of two parts – the multiplechoice questions and the hazard perception. There are 100 multiple choice questions split equally into four categories: road procedure, traffic signs and signals; car control, pedestrians and mechanical knowledge; driving test, disabilities, and the law; publications and instructional techniques. You need to obtain at least 80% (20 out of 25) in each of these to pass with a minimum of 85% overall (85 out of 100). After the multiple-choice 16 UG Becoming a Driving Instructor
questions, you will have the hazard perception (HP) test which consists of 14 video clips with one clip having two hazards, giving 15 hazards to spot. Each hazard has a maximum score of five, giving a total possible score of 75. You will need to achieve a score of 57 to pass. You do need to practice for the HP. Most experienced drivers find they notice the hazard before the point it is expected. You need to look for the developing hazard and then click as it becomes an actual hazard. Find a technique that works for you, just remember if you use a pattern or click too many times, you’ll score a big fat zero. Don’t use apps to learn the information for the multiplechoice questions. Instead, use them to test your knowledge
after you have learned the information. There are several questions asked that are also not included on the apps. To give yourself the best chance of passing, read the recommended books and the information presented by the DVSA on the government website, where you will find lots of useful guidance. It’s not just about passing Part 1. Learning and understanding the information will also help you when it comes to your Part 2 and 3 tests. So, if you’re not using a trainer or they’re not helping you by blending the training, it’s even more important for you to spend time learning about being a driving instructor. You can book your test online or over the phone. To book online you will need your driving licence number, your PRN (Personal Reference Number), a method of payment and an email address. To book by phone, call 0300 200 1122 Monday to Friday, 8am to 4pm. When you attend, remember to take your driving licence. You cannot take anything into the test with you. Mobile phones, handbags, earphones and watches should be left in the available lockers, which could require a deposit to use, so take a pound coin with you, just in case. After you have passed your Part 1 test, you will receive a certificate (an A4 piece of paper telling you the scores) allowing you to book your Part 2, the driving ability test. Good luck!
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MEET TH EXPERT E
HOW TO BE AN ADI
BLA IN E WA gogreendri LS H training.co.vinginstructor uk
Understanding
PART
Blaine Walsh advises how to prepare for the Part 2 test Often underestimated, the Part 2 test is so crucial in the training process. The Part 1 test is about demonstrating the knowledge and deeper understanding that PDIs have, building the foundations for a PDI’s success. Part 2 closely follows this and continues to lay down the building blocks. PDIs are expected to have the skill to apply this knowledge on the road, proving that they know the rules, regulations, and can read between the lines in different situations and scenarios. It’s about demonstrating the standard of driving that is expected to be taught to pupils. My favourite saying is “drive like you’re being followed by the police, but you’re bursting for the toilet.” In other words, make sure that you comply with all of the road rules and
regulations while making good progress! This is not about rushing – it’s about using the road to make good progress by: ❍ planning ahead ❍ timing our approach to situations ❍ being aware of the surroundings ❍ choosing the most appropriate lane ❍ anticipating what other road users are going to do and how situations might change ❍ making sensible judgments ❍ keeping the car under expert control The earlier we see a situation unfolding, the less we have to physically react. If a PDI is able to demonstrate good quality forward planning, sharp awareness, and the ability to make proactive judgments in different circumstances under
“ Part 2 is often overlooked during training, without PDIs realising the true importance it holds” 18 UG Becoming a Driving Instructor
pressure, they’ll be three steps ahead when it comes to teaching pupils. These are all essential skills when teaching real students. It’s about making informed decisions with justified reasoning. It’s worth knowing that fuel-efficient driving – formerly eco-friendly driving – is closely watched by the examiner. In past times, fuel-efficient driving did not contribute to the outcome of the test. However, driving in a way that is not fuel efficient can now be marked as a driving fault – and if a PDI has more than six driving faults, they fail the Part 2. Therefore, it makes sense that trainers include fuel-efficient driving during training, and PDIs are aware of how best to achieve this. While it’s recommended to take sessions with a trainer who has experience in training for Part 2, buddying up with fellow PDIs also has huge benefits. PDIs can share tips and practical experience and even use that time to practice their fault identifying skills on each other. They can also give directions and start to put these skills into practice, which will be beneficial for Part 3 training. Linking Part 2 and Part 3 training together has incredible value. Part 2 is often overlooked during training, without PDIs realising the true importance and weight that it holds. It’s not just the intrinsic value of the skills learned, but how these skills are strong foundations for Part 3 training and teaching.
s Ba ed on 3 er ov 5, 00 0 s ew vi re
The benefits of being a driving instructor and how to earn more money Being an approved driving instructor is a rewarding vocation where you’re teaching a valuable life skill. Here are some of the perks to being an instructor.
Be your own boss You don’t have anyone telling you what to do and when to do it. You’ll be in charge of your own schedule and make decisions that affect your life.
Teaching is rewarding You’ll meet lots of new people and teach them an important life skill. Taking a complete beginner and guiding them through to passing their driving test is an extremely rewarding experience.
Work-life balance Making sure you strike the right amount of time off, as well as earning a living can be tricky in a normal 9-5, but as a driving instructor you control your own hours, enabling you to work around your own schedule.
Earn more money as a driving instructor At Adrian Flux we offer a referral scheme to help you earn extra cash, and help your pupils get the insurance they need. We offer bespoke policies for young drivers, and if you refer a pupil to us, we’ll give you a kick back fee.
Call our UK team on 0808 100 1348 or email dealers@adrianflux.co.uk to find out more
adrianflux.co.uk Authorised & regulated by the Financial Conduct Authority Trustpilot rating checked on 16th February 2026
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HOW TO BE AN ADI
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Building to
PART 3 The Part 1 and 2 tests can often be down-played, but they set you up for success in the final test before you qualify: Part 3 Driving- The Essential Skills (DES) and apps such as Theory Test Pro have their advantages. However, understanding the true meaning behind the text that you’re reading and the questions you’re being asked is valuable. Having in-depth Part 1 knowledge will aid your Part 2 driving as you seek to understand the road far better. Your Part 1 knowledge will also help with the technical aspects and legislation that you will come across when teaching and training for your Part 3. Ensure that for Part 1, you are using a variety of resources such as DES, The Highway Code, Know Your Traffic Signs, Driving Instructors Handbook, the ADI1 (the examiners’ guidelines to Parts 2 and 3, standards checks, and ORDIT tests), the DT1 (the examiners’ guidelines to the learner driving test), the National Standards to driving cars and light vans, and the National Standards to driver and rider training. Different 20 UG Becoming a Driving Instructor
resources will have a variety of information to support your Part 1, 2 and 3 training, as well as your career for the years ahead. Your Part 2 driving is also essential. This isn’t ‘just’ a drive, it’s you demonstrating to the examiner you know exactly what you should be teaching a pupil, as well as having the ability to be proactive, plan ahead, and are fully aware within your driving, which ultimately underpins your skills as an instructor. Your Part 1 and 2 build a foundation towards your instructor skills, giving you a solid base to work with. Any gaps in your theoretical knowledge or a lack of practical driving ability will be evident once you start Part 3 training and teaching real pupils. The examiner on your Part 3 will pick up on the things you are saying or doing, or not saying or doing, which can ultimately lead to a fail. Quite often this comes
down to a lack of knowledge or skill that could have been embedded much earlier. Having a good trainer from an early stage will support you to ensure these skills are embedded, helping you to seek different resources and understand the reasons behind the Part 1 questions you’re asked, as well as embedding your technical driving ability and your high five driving skills - Awareness, Planning, Anticipation, Car Control, and Judgment. You want to be in a position where your Part 1 knowledge and your Part 2 practical ability is just natural. A good trainer will also introduce elements of Part 3 training into your Part 1 and 2 learning. For example, your eight fundamental instructor skills include being able to give directions and instructions effectively, and this is something that can be incorporated into your daily driving so by the time you reach your ‘proper’ Part 3 training, your directions have become natural. This eases the pressure so you devote more time to other elements of your training. Using a trainer at this early stage also allows you to build great rapport, giving you time to become familiar with your trainer, and for them to understand how they can best work with you, understanding your preferred learning styles. In turn, this allows your Part 3 training to run more smoothly. Don’t be tempted to skip over the value that Parts 1 and 2 have to offer.
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HOW TO BE AN ADI
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U INI O Y RA T Treat Parts 1, 2, and 3 as a blended process, recommends Nicky Harris Three tests stand between you and qualifying as an ADI – theory and hazard perception (Part 1), driving ability (Part 2), and Part 3. Treat them separately and you’ll make life harder for yourself. Treat them as one blended process and everything you learn starts working for you. Don’t split the process up. It is tempting to prep for Parts 1 and 2 alone and save the real investment for Part 3. Guidance from day one helps you link your driving decisions to the teaching you’ll deliver later. If you’ve never articulated why you make the choices you make behind the wheel, you’ll have nothing to draw on once you’re in the instructor’s seat. Invest properly from the start. DVSA figures put the Part 3 pass rate at under a third of candidates. Much of that comes down to trainees trying to do 22 UG Becoming a Driving Instructor
this on the cheap – underestimating what quality training involves. A good trainer hasn’t just passed the qualifying process. It takes years of experience and real investment of time and money to deliver training of that standard – and the same commitment needs to come from you. Success comes through committed, methodical learning, not shortcuts. Know yourself first. Understand how your own experiences have shaped your driving and your values – and be willing to challenge them where they do not serve your teaching. Get a genuine handle on how people learn differently, and how to adapt accordingly. This also means real understanding of the National Standards and the GDE Matrix – not things to memorise for Part 3, but the framework for
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how skills, risk awareness and self-awareness interact in a learner. Build the habits now. Practise commentary driving constantly – not just what you’re doing, but why. Learn to read the road further ahead than usual; you’ll need that spare capacity once you’re teaching. Sit in on other instructors’ lessons and compare styles. Record your lessons and reflect honestly before your trainer weighs in. Reflect at every stage and treat constructive criticism as exactly that. Your trainer is there to support and guide you. Prioritise your trainee licence hours. Aim to teach no more than 15 hours per week. A trainee licence is for experience and learning, not earning. Every lesson delivered at this stage is really a training session in disguise – you need time to reflect on what worked and what still needs work. Choose the car over the screen. Too much PDI training happens online rather than experientially. Large classes, videos, and AI tools have their place, but being with a trainer in the car is invaluable. In-car training is often one-to-one, targeting what you need. Risk management, adapting throughout a lesson, and meeting a learner’s specific goals are far clearer when demonstrated and practised in a moving vehicle than explained on a screen. Qualifying is the foundation, not the finish line. Trainees who train this seriously don’t just pass. They become instructors worth training with.
National standard for driver and rider training The standard sets out the knowledge, skills and understanding needed to deliver successful learning. Use them and the learning to drive syllabus to provide a structured learning programme. www.gov.uk/dvsa/driving-standards
Driving instructor code of practice The new code of practice will help you to: understand what's expected of you as a professional driving instructor keep up to date with new guidance on safeguarding, using social media and AI tools play your part in raising standards across the driver training industry www.gov.uk/dvsa/adi-code
HOW TO BE AN ADI
CLIENT-CENTRED learning It’s important to to put your client first, explains Stewart Lochrie, chairman of the ADINJC
The National Standard for Driver and Rider Training provides guidance to driving instructors on what they should know, understand, and be able to do. On client-centred learning the NSDRT states: “Client-centred learning (CCL) is not about the learner taking charge of the learning process and deciding what is going to happen. Instead, it is about creating a conversation between the learner and the instructor that is based on mutual respect. “This approach is based on the idea that people resist taking on new understandings and resist modifying their behaviour if: ● the person who is trying to teach them fails to respect and value their idea of who they are ● the person delivering the learning is not seen as ‘genuine’ ● the person delivering the 24 UG Becoming a Driving Instructor
learning is not seen as having legitimate authority” The NSDRT was published in 2011, so it’s been around a while now, and it’s always interesting to ask at conferences and workshops how many driving instructors are aware of it or how many have read it. It is, quite literally, the “standard” that you are being checked against on your “Standards Check”. In this article, I’m going to break down the passage quoted above and provide some ideas on how to make sure you understand what CCL is and what it means for your driving lessons. AT THE CENTRE, NOT IN CHARGE Let’s start with “CCL is not about the learner taking charge of the learning process.” When we ask our learners what they would like to do today, or how much help they
would like on a certain section of the drive, we are not abdicating our primary responsibility as professional driver trainers. Our main responsibility, the one that comes above all others, is to keep people safe: the learner, ourselves, and the general public (more specifically, other road users and pedestrians). DVSA is not asking you to allow your learner to tackle something they are not yet ready for, or to drive with minimal support, potentially dangerously, in the hope that they learn more effectively. That does not make sense. Rather than “taking charge of the learning process”, CCL is about including your learner in the learning process. This means facilitating conversations on things like: ● topic choice ● goals based on those topics ● practice areas and routes ● time that will be spent
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We need to “respect” people’s abilities as problemsolving, capable human beings.
driving before taking a break If you find yourself telling a learner what you think they should be working on today, or consistently choosing routes and practice areas, or not discussing how many circuits of a route you will be doing, then you’re probably not engaging in CCL. THE VALUE OF MUTUAL RESPECT The next line worth looking at in a bit of detail is “creating a conversation between the learner and the instructor that is based on mutual respect”. To deliver lessons with a CCL approach requires a particular mindset, one that differs quite significantly from a traditional instructor-led mindset. The latter is founded on principles of mentorship, where the instructor is the experienced mentor or the expert in the subject being taught. It should go without saying here that
there is absolutely a place for this experience in every course of driving lessons. For me, though, respect for my learner drivers or trainee driving instructors is based on my belief in their ability to solve problems for themselves and figure out a way of learning that suits them best. Nobody is better placed to know how a learner learns best, or what will motivate them to try harder, or what will help them to solve problems than the learner themselves. And all coaches understand that people work harder to achieve their own goals than goals set by other people. Incidentally, this is where every argument against coaching breaks down. Yes, driving instructors are experts. But they are not – they cannot be – experts on any of the hundreds of learners who will sit in their driving seats over the course of an ADI career.
DEVELOPING RAPPORT Finally, the second part of the NSDRT paragraph talks about rapport. It refers to a relationship where values are respected. While the instructor must obviously appear to be professional and knowledgeable (I prefer these terms to “legitimate authority”!) the course of training must teach the person as they are – not the person the instructor thinks they are. Approaches that follow the same structure for every learner, or that are followed because they usually yield good results, are not the answer to effective teaching. The word “bespoke” means custom-made, tailor-made, or specially created for a specific person, purpose, or organisation. Our driving lessons should be bespoke. Tailored to the person in front (to the side) of us. Appreciative of the fact that, the first time we meet someone, we are completely ignorant of who that person is – of their sense of identity, of their lived experience, of their goals, dreams, motivations, and even their anxieties. Instructor-led approaches do not provide solutions to the challenges presented by these human factors. Only by learning more about CCL and coaching can instructors be sure that they are meeting the National Standards set by our profession. UG Becoming a Driving Instructor 25
HOW TO BE AN ADI
LESSON planning Don’t make your lesson planning too complex or rigid, warns Mike Fowler Lesson planning is one of the easiest concepts to overcomplicate. Sometimes, less truly is more, for you and your pupils. I often hear horror stories online of an ADI with their Standards Check months away who has their lesson already planned – while this can be seen as forward planning, there is no realistic way you can tell what a learner’s need will be weeks or months in advance! The first competency on the marking sheet reflects this: “Did the trainer identify the pupil’s learning goals and needs?” While a goal may span multiple lessons, the actual skill being targeted will change, often multiple times within one lesson. So let’s take roundabouts as an example. Achieving competency with roundabouts is a decent enough goal, but 26 UG Becoming a Driving Instructor
what does competency look like? Improved awareness and planning? Lane discipline? Decision making? The specifics here can make all the difference. The skills the learner needs to work on are what the DVSA refers to when they mention goals and needs – but we’ll touch upon this a little bit later. The learner’s need can change at any given moment. Perhaps they’re aiming to focus on lane discipline, but then they stall at a junction. Has something occurred that has undermined the original learning need? What if you were to carry on targeting lane discipline without addressing the stall? Could potential safety issues now occur? WORKING TOWARDS GOALS AND NEEDS The structure of a driving
lesson (or to use the proper terminology, the “agreed lesson structure being appropriate for the pupil’s experience and ability”) should bear these goals and needs in mind: specific enough that a skill can be targeted, but with enough flexibility to increase or decrease task demand if needed. This then leads to competency three: “Were the practice areas suitable?” Note how this competency isn’t “Was the route suitable?” A practice area will often be small, repeatable, and have space to pull up and discuss with the pupil if it’s needed. This is where competency four comes in: “Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?” This naturally leads to the process of lesson planning
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being cyclical in nature: Do I, the instructor, need to change anything to maximise my pupil’s learning and development? PUTTING COMPETENCIES INTO PRACTICE Let’s look at an example where all four of these competencies link together: Our pupil, Bob, wants to use roundabouts to look at lane discipline. We know this because last week he was having trouble lining up his position turning right at traffic light-controlled crossroads, so we looked at lane use doing that, and have agreed to expand it onto roundabouts to pressure test his use of lanes. (Note here we have a goal, a need, and a specific reason to justify this as a learning need.) We will need a lesson structure appropriate for the
learner’s experience and ability – Bob can already cope with lanes appropriately at traffic light junctions. We need to continue expanding Bob’s experience, so we find a standard multi-lane roundabout where he will need to judge his entry with no traffic lights to help him out. This allows us to pressure test the skill of lane discipline while there are other elements of task demand on the driver. If I take Bob to a quiet roundabout with two lanes, I’ll do little in targeting the experience he already has. However, I don’t yet fancy taking him to a giant motorway roundabout with lots of traffic, lots of task demand, and potentially a lot more risk. This is where the practice area comes into play. Based on the learner’s learning need, and the learner’s experience and ability, we want to stretch the pupil, but not introduce unnecessary risk. One roundabout may do the trick, as long as the area allows us to use some side roads to turn around and reattack the roundabout. It could be we find two or three roundabouts to make a “loop” of roundabouts. Ideally, I want to use the practice area to minimise any potential curveballs while still allowing me to increase or decrease task demand when necessary. This then plays perfectly into lesson adaptation. Earlier I
M IK E FOW LE smartdrivi R ng.co.uk
mentioned a learning need changing – Bob has stalled approaching the roundabout. A new need has appeared! This may mean I need to watch the learner (to identify the issue in the first place, if it’s something like poor mirror use, or late observations), spot the learning need, elicit feedback, and adapt by changing the lesson structure, practice area, and potentially the level of instruction. BE READY TO ADAPT DURING THE LESSON The learner’s learning need is more than just “lane discipline” or “roundabouts” though. Could your learner’s learning need be: “I need to give them a bit more help with when to move across” or “I need to shut up and let them have a go on their own” or maybe even “They’re really happy with this roundabout, let’s introduce a bit more task demand into the session”? The flexibility of the structure allows you to adapt the lesson by making it easier or harder, bigger or smaller, with more or less help, or just something completely different if it’s needed by the pupil and spotted by the instructor. You’ll never know six weeks in advance if your learner will stall at a roundabout, so keep it flexible, keep your eyes peeled, and be ready to adapt your plan at a moment’s notice.
“ T he flexibility of the structure allows you to adapt the lesson by making it easier or harder” UG Becoming a Driving Instructor 27
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HOW TO BE AN ADI
Teaching and learning
STRATEGIES
It’s about more than teaching someone to drive, says Ray Seagrave When you first think about becoming a driving instructor, it is natural to focus on how you will explain the physical skills of driving. Those things matter, but the job goes much further. You are helping a learner make decisions, manage risk, recognise how emotions affect behaviour, show consideration for others and take responsibility when you are no longer beside them. Teaching and learning strategies are the different ways you help that learning happen. They are not separate techniques to work through in order. They are choices you make in response to what the learner needs at that moment, and those needs may change during one lesson as well as across the whole learning journey. 30 UG Becoming a Driving Instructor
Imagine a learner hesitates at a roundabout. It would be easy to assume they need more practice or another explanation of priorities, but hesitation only tells you what happened. It does not tell you what caused it. The learner may not know where to look, may misunderstand priorities, may struggle to judge approaching traffic or may recognise a safe gap but lack confidence. Their hesitation may also be influenced by emotion. They may be worried about getting it wrong, distracted by a vehicle behind or so focused on remembering a routine that little attention remains for the road. The behaviour looks the same, but the learning need is different. That is why the first strategy is often not to explain more, but to find out what is
getting in the way. You might ask, “What were you noticing as you approached?”, “What were you waiting to see?” or “What made that gap difficult to judge?” Those questions explore the cause rather than simply reacting to the result. The same applies when something goes well. Asking what the learner noticed or did differently helps them understand the cause of success, so they can repeat it. THE RIGHT STRATEGY Once you understand the need, you can choose the strategy most likely to help. If the problem is a gap in knowledge, the learner may need an accurate explanation, a demonstration, a talk-through or a visual aid. If they are overloaded, adding more
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information may make things worse. The better strategy may be to simplify the task, choose an easier route or offer more support. This is where teaching becomes more than passing on information. Your job is to give the learner the right information, in a form they can use, at the right time. Check what they have understood and explain it differently if the first approach has not helped. Direct instruction is one of those strategies, and it has an important place. A learner meeting a subject for the first time may need step-by-step guidance. A developing risk may also require an immediate instruction such as, “Hold back here”, “Ease off the accelerator” or “Don’t go.” The problem comes when direct instruction becomes your default response. If you tell the learner what to do throughout every lesson, they may become good at following your voice without becoming good at making decisions. They can appear capable while supported but struggle when that support disappears. Instruction is a strong teaching tool when it matches the need, but weaker when it prevents the learner from thinking. INVOLVE YOUR LEARNER Once you have identified what support may help, involve the learner in deciding how it will be used. This is where clientcentred learning connects directly to teaching and learning strategies. You might ask, “Would you like me to demonstrate it first?”, “Would diagrams help?” or “Would you
rather have a go and discuss what you notice?” Their preference may need adapting to suit their ability and the level of risk, and agreed with them where possible. That discussion may lead to task sharing. At a busy roundabout, the learner may be trying to manage speed, gears, observations, lane choice, signalling and judgement at once. If that creates too much mental load, you could agree that they will focus on speed and observations while you support the lane choice. Task sharing is a strategy chosen because it makes the task manageable while keeping the learner involved. As the learner becomes more capable, the strategy should change. Full guidance may reduce to a prompt such as, “Which mirrors do you need to check?”, “How slow do you need to go?” or “What decision are you going to make?” A prompt directs attention without giving the full answer, but it still needs reviewing. If you ask the same question before every change of direction, the learner may respond because you spoke rather than because they recognised the need. Reducing support is part of the strategy too. You might ask, “How useful was that prompt?” or “Would you like to try the next one without me asking?” This gives the learner the chance to take on more
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responsibility while you continue to manage risk. An attempt does not need to be perfect to create learning, provided the risk is actively managed. DIFFERENT QUESTIONS Questions can then deepen reflection, but not every question is a coaching question. Some check knowledge, such as, “Who has priority?” or “What would you do here?” These are useful when you need to establish what the learner knows. Coaching questions go further by exploring beliefs, decisions and influences. You might ask, “What made that feel like the right time to go?”, “How did your speed affect the time you had to decide?” or “What might you do differently next time?” These questions help the learner examine how they reached a decision and what they could change. Timing matters. At a busy junction, a short prompt or clear instruction may be the right strategy, followed by fuller discussion when parked safely. As support reduces, the learner needs space to practise without constant input. Before independent driving, agree what they will manage and when you will step in. You might say, “Would you like to try the next three junctions
“ Asking what the learner noticed or did differently helps them understand the cause of success” UG Becoming a Driving Instructor 31
HOW TO BE AN ADI
without help, unless I need to intervene for safety?” This shows whether the learner can apply learning without relying on your voice. What happens during that practice should be linked back to the agreed goal. If the learner approaches a roundabout more safely, you might say, “You reduced speed earlier, which gave you more time to assess the traffic. How did that help with the decision you wanted to improve?” This turns an event into learning they can use again. It also tells you whether to continue, adapt the task or change the support. FEEDBACK AND REFLECTION Feedback carries that learning
forward. “Well done” may encourage the learner, but it does not explain what worked. Useful feedback is honest, specific and balanced. It recognises progress, makes any remaining risk clear and gives the learner a chance to add their view. That makes feedback a two-way strategy rather than a judgement delivered by the instructor. At the end of the lesson, reflection brings the process together. Ask what the learner understands better, what helped, what still feels difficult and what they want to carry forward. Add your view where needed, particularly if their self-assessment misses an important risk or genuine
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progress. That reflection becomes the starting point for the next lesson. The aim is not to create someone who performs well only while an instructor is guiding them. It is to develop a driver who can recognise risk, manage pressure and emotion, show empathy towards others, make safe decisions and reflect on their driving. Teaching and learning strategies are the choices that make that development possible. The question is not simply, “How can I teach this?” It is, “What does this learner need from me now, how do I know, and how can I help them become less dependent on me over time?”
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HOW TO BE AN ADI
Building
RAPPORT
Before a learner trusts your coaching, they have to trust you
As instructors, we spend a lot of time thinking about lesson planning, coaching models, risk management and the latest teaching techniques. Of course, these things are all important, but none of them matter very much if the person sitting next to you doesn’t trust you. Rapport isn’t something that happens alongside learning. In 34 UG Becoming a Driving Instructor
many ways, it is learning. Before a pupil is willing to admit they’re nervous, ask what they think is a silly question or attempt something outside their comfort zone, they first have to feel psychologically safe. That’s rapport, and it starts from the very first point of contact. For me, the first lesson isn’t
about trying to impress a learner with everything I know. It isn’t about squeezing as much driving as possible into 90 minutes. It’s about laying foundations that take someone from their first lesson to passing their test and beyond. One habit I’ve always tried to keep is knocking on the door rather than waiting in the car,
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especially on that first session. It takes only a few seconds, but it says something about you. It allows you to introduce yourself properly, shows respect to the learner and gives you the opportunity to meet parents or guardians and begin building confidence that their son or daughter is in safe hands. Parents are placing an enormous amount of trust in us. A brief conversation often reveals concerns that were never mentioned over email or text and reassures them they’re leaving their child with someone who genuinely cares. With the learner, I resist the temptation to launch straight into teaching. The drive to the training area is often one of the most valuable parts of the first lesson. Rather than filling every silence with explanations about the car and its controls, I use it to become genuinely curious about them. What are their motivations, interests and hobbies? What previous experiences have they had? What concerns do they have? How do they believe they learn best? Once we’re settled in the nursery area or car park, perhaps the most important question I ask is simply, “What do you already know about the car?” Too often we assume a blank canvas and immediately begin filling it with information. Asking first acknowledges that every learner arrives with some knowledge, whether it’s accurate or not. More importantly, it tells them that their thoughts and experiences matter. I also introduce the learner app early on, whether that’s Total Drive, MyDriveTime or your own system. It shows
there’s a clear plan for the journey ahead and encourages learners to reflect, track their progress and continue learning between lessons. Perhaps the most underrated rapportbuilding skill isn’t talking at all; it’s listening. Really listening. Too often we’re already thinking about the next question, the next explanation or the next prompt. Sometimes the best thing we can do is pause. Give learners time to think. Let them finish their sentence. Resist the temptation to solve every problem immediately. People feel valued when they feel heard, and learners who feel heard are far more likely to be honest about their mistakes, anxieties and uncertainties. Learners who trust you are more likely to admit they didn’t understand something, tell you they’re overwhelmed or ask for help before mistakes become habits. I’ve always believed people don’t learn best from the instructor who knows the most; they learn best from the instructor who understands them the most. Over time, rapport becomes less about conversation and more about consistency. Turning up when you say you will. Being punctual. Replying to messages. Keeping your promises. Remaining calm when things go wrong. Treating every learner with patience and respect, even on difficult days. Trust isn’t built by one grand
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gesture; it’s accumulated through hundreds of small interactions. Rapport doesn’t stop with the learner. It extends to the way we speak about other road users. Learners absorb our attitudes. If every cyclist is an inconvenience, every pedestrian an irritation and every driver who makes a mistake is met with criticism and colourful language, those habits can soon become theirs. Demonstrating patience, empathy and curiosity helps develop emotionally intelligent drivers, not just technically competent ones. The irony is that the better our rapport becomes, the less our learners drive for us and the more they drive for themselves. They stop trying to avoid criticism and start trying to improve. That’s when real learning begins. Years from now, they probably won’t remember exactly how you explained clutch control or parallel parking. They may not remember the acronym you used or the worksheet you handed them. But they’ll remember how you made them feel. They’ll remember whether they felt listened to, respected and believed in. Perhaps that’s what rapport really is. Not another teaching technique, but the foundation upon which trust, learning and coaching are built.
“ Over time, rapport becomes less about conversation and more about consistency” UG Becoming a Driving Instructor 35
HOW TO BE AN ADI
Questioning
SKILLS
The best driving instructors don’t just teach, says Andy Lloyd – they coach, challenge and listen
A question can be one of the most powerful tools in a driving instructor’s teaching toolkit. Used effectively, it can transform a learner from someone who simply follows instructions into a driver who understands risk, makes informed decisions, and can assess situations independently. For trainee driving instructors (PDIs), developing effective questioning skills is key. However, questioning is not about testing a learner’s memory. It is about encouraging reflection, developing understanding, and helping learners take responsibility. THE HEART OF CLIENTCENTRED LEARNING The instructor’s role is not simply to provide information but to guide the learner to the knowledge, skills, and attitudes for independent driving. Effective questioning 36 UG Becoming a Driving Instructor
supports this approach by helping learners to: ● Understand the reasons behind driving actions ● Recognise hazards and manage risk ● Reflect on their own performance ● Develop problem-solving ● Build confidence and self-awareness Instead of immediately correcting a learner, a skilled instructor can use questions to encourage them to analyse the situation themselves. For example: “What did you notice as you approached that junction?” Or: “What could you do differently to make that situation safer?” These questions encourage the learner to think, rather than simply wait for the instructor’s answer. USING DIFFERENT QUESTIONING TECHNIQUES
A competent instructor adapts their questioning style depending on the learner’s experience, ability, and the situation taking place. OPEN QUESTIONS – ENCOURAGING REFLECTION Open questions invite the learner to explain their thoughts and reasoning. Examples: ● “What do you think the main risk is here?” ● “How did that approach feel?” ● “What options were available to you?” These questions provide valuable insight into the learner’s decision-making process and allow the instructor to identify any misconceptions. CLOSED QUESTIONS – CHECKING UNDERSTANDING Closed questions are useful when a specific answer is required.
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Examples: ● “What speed limit applies here?” ● “Have you checked your mirrors?” ● “Is it safe to proceed?” They are particularly useful for controlling risk and for confirming knowledge, but instructors should avoid overusing them. A lesson dominated by closed questions can feel like an interrogation.
Questioning and listening are inseparable skills. Asking a high-quality question is only effective if the instructor genuinely listens to the learner’s response. Active listening allows an instructor to understand: ● What the learner knows ● What they misunderstand ● How confident they feel ● Where further support is needed
REFLECTIVE QUESTIONS – DEVELOPING SELFEVALUATION Reflection is a vital skill for independent drivers. These questions encourage learners to evaluate their performance and help them become more aware of their strengths and areas for development. Examples: ● “What went well there?” ● “What would you change next time?” ● “How confident did that feel?” A learner who can accurately reflect on their own driving is more likely to continue improving after passing and become a safe driver.
ALLOW THINKING TIME One of the most common mistakes made by inexperienced instructors is not allowing enough time for a learner to answer. A pause after asking a question is not a failure – it is an opportunity for learning. Giving learners time to process their thoughts helps develop confidence and encourages deeper understanding.
COACHING QUESTIONS – BUILDING INDEPENDENCE Coaching questions encourage learners to find solutions rather than relying on the instructor. Examples: ● “What could help you manage that situation better?” ● “What choices do you have here?” ● “How could you reduce the risk?” LISTENING SKILLS: THE FORGOTTEN HALF OF QUESTIONING
MORE THAN WORDS Communication is not only about the answers given. An instructor should also consider tone, hesitation, body language, and confidence levels. A learner may say: “I understand.” But their hesitation may suggest that further exploration is needed. A useful follow-up could be: “Can you talk me through what you would do next?” This allows the instructor to check for genuine understanding. CLARIFYING AND SUMMARISING Good instructors confirm they have understood the learner correctly. For example: “So, what your saying is that you felt pressured because you were
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concentrating on the traffic behind you rather than your speed control?” This demonstrates active listening and encourages the learner to explain their thought process. COMMON PITFALLS FOR PDIS Developing questioning skills takes practice. Some common mistakes include: ● Asking questions without a clear purpose. Every question should help move the learning forward. ● Asking too many questions at once. Multiple questions can overwhelm the learner. ● Answering the questions for them. ● Turning lessons into an interrogation. ● Ignoring the response. The value of questioning comes from listening and adapting the lesson accordingly. CREATING THINKING DRIVERS The ultimate goal of driver training is not just to prepare someone for a driving test. It is to create drivers who can continue learning and make safe decisions independently. Effective questioning helps develop this mindset. When combined with active listening, it creates an environment where learners feel involved, respected, and confident. The best instructors do not simply tell learners what to do – they help learners understand why. Because the safest drivers are not those who remember every instruction they were given; they are the ones who have learnt how to think. UG Becoming a Driving Instructor 37
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HOW TO BE AN ADI
DIA NA TOD inspireinstrD uc
tortraining.
com
How to facilitate
LEARNING
Diana Todd explains how to help new drivers fulfil their potential
Ask most people what a driving instructor does and they will say “teaches people to drive.” That answer is why so many trainees finish their first year exhausted. If the learning is your job, you do all the work: talking, warning, correcting, while the person in the driving seat waits to be told what to do. Facilitating is the alternative. You stop being the source of every answer and become the person who creates the conditions for your pupil to find them. It is less tiring for you, and it produces drivers who can think for themselves once you are no longer beside them. START WITH THEIR GOAL, NOT YOUR PLAN The GROW model is a useful shape for a lesson. Goal: what does your pupil want from the next hour? Reality: what can they already do, and how do they know? Options: what could they try? Way forward: what will they actually do, and how will you both know it worked? A few minutes at the kerb spent on goal and reality will save you 38 UG Becoming a Driving Instructor
20 minutes pushing someone through a subject they were not ready for or repeating one they had already cracked. ASK, THEN WAIT The most common mistake I see in trainees is asking a good question and then answering it themselves three seconds later. Silence feels much longer in a car than it does anywhere else. Sit through it. “What did you notice at that junction?” is worth more than any amount of explaining, but only if you leave room for a reply. Keep your questions open and specific: “What were you looking for as you came round?” rather than “Was that alright?” USE SCALING Scaling questions are quick and surprisingly precise – but only if you define the scale first. “On a scale of one to 10, where one is you would rather I talked you through it and 10 is you could do it alone tomorrow, where were you on that roundabout?” Without those anchors a five means nothing. With them, it
tells you far more than a “It was ok” does. Follow it with “What number would you like to be at, and what would get you there?” and your pupil has just written their own lesson plan, one they are far more likely to act on than anything you hand them. MAKING SAFE MISTAKES Facilitating does not mean sitting on your hands. You keep the lesson safe and you intervene when you must. But between perfect and dangerous there is a wide band where a small error, noticed and unpicked by the pupil, teaches more than a flawless drive under instruction ever will. Your job is to judge where that band sits and then stay out of it. NONE OF THIS IS SOFT Facilitating is not a gentler, vaguer version of instructing. It asks for sharper observation, better questions and more discipline over your own mouth. It is also the difference between a pupil who passes and a pupil who drives well for the next 40 years.
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How to deliver
A GREAT DRIVING LESSON Hardial S Matharu outlines what separates a great lesson from a good one This article outlines the essential parts of a great driving lesson. It’s easy for driving instructors to get bogged down with the DVSA 17 competencies and worry if all with be met on an assessment. What I have learnt during the past 10 years as a driving instructor is that it’s vital to focus on delivering a great driving lesson, every lesson. All driving lessons should include: ● VALUE FOR MONEY – by the end of the lesson the pupil needs to feel that money was spent wisely and not wasted driving around aimlessly fixing mistakes as they occur. ● TEACHING AND LEARNING – it’s vital that the pupil learns something during each lesson. Also, this learning needs to be able to be evidenced. Be mindful that each pupil may learn the same task in a different way. Be aware of your pupil’s cognitive load/capacity. Have a range of teaching and learning strategies that you can use from your coaching toolkit, and be
adaptable with your approach to problem solving and skill development. Take care not to overwhelm your pupil. ● RISK MANAGEMENT – it’s your job to always keep the car safe and not endanger the pupil/passengers/other road users. Be aware of risk mitigation, risk analysis, risk development, risk assessment, risk planning, and risk increasing factors. Develop pupil skills by discussing dangers, risks and consequences. There’s a difference between a good instructor and a great instructor. Here are the key skills driving instructors should develop through their career. ● LISTENING – use active listening skills to find out how the pupil is feeling about situations. Explore thoughts using nonverbal communication clues, as well as paying attention to PVAT (Pace Volume Accent Tone of voice). ● RAPPORT – work on building a connection with each pupil, so
H A R DIA L S M AT H A RU pdiadi.com matharu/ /trainer/hardial-
that any conversation can be handled with ease. Make lessons fun so each learner engages well to enable deep learning to take place. Become interested in Molly, David, John, and Katie. Each pupil is a unique individual. ● QUESTIONING – use effective questioning skills to dig deeper so the root cause of an issue can be ascertained. Be aware of the many types of questions available. Develop your questioning skills to enable you to dig deeper. Use active listening skills to help formulate and develop a meaningful conversation, not just asking a list of questions. ● FEEDBACK – encourage pupils to self-evaluate after every learning opportunity. This will help learners prepare for a lifetime of safe driving. Develop the skills necessary in each pupil to enable selfevaluation and reflection so pupils can analyse situations by themselves. This will target the higher levels of the GDE Matrix. ● INTUITION – Listen carefully to what is not being said. Uncover any doubts or fears about safe driving. Imagine you are driving the car yourself in the place of your learner. What would you have done in that situation? Mention and discuss any deviation from the desired outcome. It can be very useful to observe an experienced instructor delivering a driving lesson, followed by tailored training. Ask your trainer if this is something they offer. UG Becoming a Driving Instructor 39
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LY N N E BA R adinjc.org.u R IE k
A pupil’s
GOALS & NEEDS
Lynne Barrie, ADINJC president, explains how understanding each learner’s goals and needs helps to deliver better instruction A goal is what a person wants to achieve and is often related to feelings and emotions and confidence. In conversation with them listen for “I struggle with, I panic when, I don’t want to miss”. The purpose of a goal can be the following: ● To help us focus and persist ● To improve performance and direct our energy ● To motivate us and enhance self esteem ● To measure learning (scaling is a useful tool here) ● To help us feel in control and determined ● To make the learning more enjoyable ● To help cooperation between the learner and instructor ● To help to prioritise time and take on new challenges Some useful tips to consider about goals are that if you share and agree your goals with someone who is perceived to be of a higher status they become more concrete and valuable. Speaking goals out
40 UG Becoming a Driving Instructor
loud makes them more concrete as does writing them down and finding support from friends, family, etc. Support can help a learner persist with their goals. Take small steps and be prepared to break goals down so they are more achievable. Then be ready to adjust what doesn’t work, be adaptable and willing to change goals. Goals should be SMART: Specific, Measurable, Achievable, Relevant and Timebound. Specific: what exactly do I want to achieve? Measurable: how will I track my progress? Achievable: what can I do to reach the goal? Relevant: how does this relate to my longterm goals? Time bound: what is my time frame to achieve this? Throughout the National Standards for Driver Training there are constant references to the needs of the pupils. Take time to look: www.gov.uk/ government/publications/ national-standard-for-driverand-rider-training
It states that needs refer to the “specific knowledge, skills and understanding that a pupil requires to achieve their goals tailored to their current ability.” So, needs are more practical and detailed, they are what the pupils may also need help with during their lesson, often risk related. A goal may be based around their need to improve the approach to roundabouts but if on the way there is a parked vehicle with cars approaching and they aren’t reacting safely then they need help with the situation, so as the instructor you need to step in and support. A need is how we are going to solve a problem, it’s what’s under the surface, and how you will achieve the goal together. It involves assessing their experience, confidence and capabilities to create a client-centred, adaptable lesson plan rather than a rigid teacher-led one. An example: The goal is to improve the learner’s confidence in turning right at traffic lights. For that to be achieved they will need to be able to be able to understand MSPSL on approach, recognise signs and road markings, understand traffic light sequences and understand filter lights. For goals and needs to be achieved in a lesson, a pupil must feel secure in their environment, understand their learning goals and practise the skill and understand the process involved. Also, they should receive and be given feedback throughout and reflect on their learning.
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Are you giving your learner the right
LEVEL OF INSTRUCTION?
Finding a balance is key, says Jeff Lucas
One of the most common reasons trainee and qualified driving instructors fail their Part 3 tests or Standards Checks is using the wrong level of instruction. Some overinstruct, while others give learners too much independence, too soon. To pass, you need to get the right balance – which may feel challenging. In practice though, if you follow our advice and guidance, it’s far simpler than you may think. Begin with discovery and use open questions to identify the support your student needs. START WITH DISCOVERY Before deciding how much instruction to give, ask open questions such as: ● How have things been since our last lesson? ● Have you done any driving since we last met? ● How did it go? ● What feedback did you receive? ● How are you feeling about today’s lesson?
The answers help you judge the most appropriate starting point. A learner who was confident last week may arrive at the next lesson feeling anxious, tired or unwell. Another may have gained valuable experience through private practice. Without asking, you’re simply guessing. EXPLORE LEARNING GAPS As you explore your student’s development needs you’re really looking to uncover one or more of three key gaps. 1. KNOWLEDGE GAP Does the learner understand what they are supposed to do? If not, your first job is to fill that gap. 2. ABILITIES GAP Sometimes the learner knows the theory but can’t yet put it into practice. This requires coaching, demonstration and guided practice. 3. CONFIDENCE GAP A learner may have both the knowledge and the ability but still lack confidence. In these situations, reassurance, demonstrations and gradual exposure to the
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o.uk
task are more effective than simply giving more information. KEEP USING OPEN QUESTIONS Discovery isn’t something you do once at the start of a lesson. After each little burst of practice (ideally just 10-15 minutes at a time), pull over and use open questions to get inside your student’s head, such as: ● What went well? ● What did you find difficult? ● What have you learned? ● What would you do differently next time? ● What level of support would help you now? These conversations allow you to adjust your level of instruction as the lesson progresses. Sometimes support can be reduced. Other times, you’ll discover a new gap and need to increase your support and guidance again. Lessons are dynamic and your job is to identify and adapt to what is happening rather than sticking with a rigid plan. BETTER QUESTIONS, BETTER RESULTS Using open questions transforms lessons from instructor-led lectures into learner-centred coaching sessions. Instead of making assumptions and delivering a lesson you think should work, you gain a clear understanding of your student’s knowledge, ability and confidence. This allows you to be laser-targeted with your support – which is what an examiner is wanting to see as well. UG Becoming a Driving Instructor 41
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DA R R EN R U gov.uk/gov SS EL L organisationernment/ vehicle-stan s/driver-anddards-agen cy
is challenging at times. Be a guiding minds It means you need to know the
LIGHT
Driving instructors play a key role in guiding learners to become safe and sustainable motorists
As a driving instructor, you’ll play a vital role in helping people gain an important life skill and make a significant contribution to road safety. Many of the instructors I work with impress me with their professionalism and commitment. The best instructors use their experience to guide students, who are often young, on the importance of becoming safe drivers as well as being ready for their test. They also play a vital role in educating students on their role and responsibilities in terms of safety and sustainability when driving. Working with developing 42 UG Becoming a Driving Instructor
best ways to interact with students, and the environment you need to create to teach. If you have not already done so, I’d encourage you to read our guidance on becoming a driving instructor on www. gov.uk/apply-to-become-adriving-instructor. This sets out your main responsibilities as an instructor. It’s also important you read and familiarise yourself with the National Standard for Driver and Rider Training. This explains everything you’ll need for a successful driver training programme. You will need to continue to use this when you are fully qualified. At DVSA, we work hard to make sure our gov.uk guidance is easy to understand and accessible. To help you through the qualification process, we have created a step-by-step guide. I would also recommend signing up to our email alerts, DVSA Direct, so we can contact you if there are any changes to the way instructors are regulated or to the learning to drive or driving test process. We
will also invite you to webinars or take part in research to help us understand how easy our services are to use and to improve road safety. You can choose which topics you would like to receive information on. Another way to keep updated with industry news is by reading our Despatch Blog – giving advice and information to driver and rider trainers. You can subscribe to this to make sure you never miss one. Joining an industry body, which represents the interests of the driver training industry, is another great way of staying up to date. The National Associations Strategic Partnership (NASP) is focused on promoting the interests of driving instructors. It is formed of representatives from the Approved Driving Instructors National Joint Council, the Driving Instructors Association, and the Motor Schools Association. They work closely with us to make sure we view our services through the eyes of customers and help us to make improvements that support the driver training industry. Progressing from potential driving instructor (PDI) to approved driving instructor (ADI) and beyond is a job with a lot of responsibility. By using the guidance and support available, you can improve the likelihood of you qualifying. This will assist you in being ready for the challenge of training Britain’s new drivers and helping them become safe and sustainable motorists.
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HOW TO BE AN ADI
G OK H A N ZL derindrivingAT EV school.co.uk
My top advice
FOR PDIs
As a rising star in the driving instruction world, Gokhan Zlatev gives his advice to aspiring instructors Every PDI starts with the same goal: qualify, earn the green badge and begin teaching. It’s an exciting stage, and it’s easy to focus all your energy on passing the exams. But qualifying is only the first step. Building a successful career as an ADI takes much more than getting through Part 3. If I could offer one piece of advice it would be this: don’t just train to qualify, train to become the instructor your future pupils deserve. It’s natural to look up to the trainer who’s guiding you through the process. But as your confidence grows, it’s important to develop your own style. Your pupils don’t need another version of your trainer, they need an instructor they can relate to. Learn the principles behind good instruction, then make them your own. Another habit that’s worth developing early is asking why, not just what. When a learner makes a mistake, it’s easy to
focus on what happened. The more useful question is why it happened in the first place. Two learners can make exactly the same mistake for completely different reasons. One might feel under pressure from other road users, another may have reached the limit of what they can process at that moment. Understanding the reason behind the mistake makes it much easier to decide what support the learner actually needs. That’s where coaching becomes far more effective than simply correcting faults It’s also worth being selective about where you get your information. The ADI community is full of advice, but not every opinion reflects current best practice. Social media and online discussions can be useful, provided they’re balanced with trusted sources such as DVSA guidance, Roadcraft and recognised professional organisations. One of the most valuable skills to develop isn’t having all
the answers, it’s knowing where to find reliable ones. Something that’s often overlooked is that becoming an ADI also means running a business. Alongside teaching, you’ll be managing your diary, looking after your finances, building your reputation and creating a positive experience for every pupil. Developing good habits from the start, whether that’s staying organised, communicating clearly or managing your time effectively, will make a real difference. Perhaps the most important advice of all is to stay curious. Qualifying isn’t the end of your learning; it’s the beginning of it. Every learner is different, every lesson teaches you something new, and there will always be opportunities to improve. Personally, I’ve found conferences, workshops and networking events organised by Intelligent Instructor to be incredibly valuable. They’ve introduced me to new ideas and reminded me that even experienced instructors never stop learning. Years from now, your pupils won’t remember how quickly you qualified. They’ll remember whether you were patient when they struggled, whether you listened, encouraged them and helped them become safe independent drivers. The green badge opens the door, but it’s your professionalism, your willingness to keep learning and the way you support your pupils that will define the instructor you become. UG Becoming a Driving Instructor 43
HELP YOUR LEARNERS GET INSURANCE READY 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.
MIB is the not-for-profit organisation responsible for making roads safer by reducing uninsured driving, and compensating victims of uninsured and hit-and-run collisions. Find out more at mib.org.uk/talkaboutinsurance
0269-MIB-Ultimate-Driving-Instructor-Guide-Advert-v6.indd 1
01
ARE THEIR DETAILS CORRECT?
ARE THEY REALLY THE MAIN DRIVER?
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.
04
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.
02
WHAT TYPE OF INSURANCE DO THEY NEED?
WHERE DID THEY BUY THE POLICY?
Driving to work requires commuting insurance, while driving for work will require business insurance. Making deliveries will need hire-and-reward cover.
05
Be cautious of cheap deals. Many are ghost broking scams selling fake, worthless policies. Check the provider is a member of MIB or BIBA.
03
HAVE ALL PAYMENTS BEEN MADE?
06
HAVE THEY MODIFIED THEIR CAR?
07
CAN THEY DRIVE SOMEONE ELSE’S CAR?
Keep an eye on bank statements and insurer notifications to spot missed or bounced payments.
WHAT HAPPENS IF THEY DRIVE UNINSURED? 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)
Even small changes, such as new wheels or a spoiler, must be declared.
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.
SCAN TO DOWNLOAD a tip sheet you can share with your learners
• 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.
05/03/2026 13:25
S TA R T I N G O U T
Green for
GO!
Being awarded your green badge as an ADI is a landmark moment. It’s also time to decide if you want to work for a franchise or strike out on your own Qualifying as an approved driving instructor is as exciting as it can be daunting. After spending so much time focusing on your instructor training, you now have a whole set of new challenges to establish yourself as a successful professional. There are two routes to working as an ADI, which we’ll explore here. JOINING A FRANCHISE The most common route, and perhaps the easier one for a newly qualified ADI, is to work for a franchise. From large national franchises to smaller, more local ones, they take a lot of the groundwork out of running a driving school. The biggest advantage is the awareness their brand will have with learner drivers. Think of driving instructors you see in your local area and the chances are most will be from a recognised driving school. Being part of a franchise gives you a share in that recognition. You may already have been through your Part 1, 2, and 3 exams and training with a franchise and know you 46 UG Becoming a Driving Instructor
have a pre-agreed term working for them. This offers job security when you are starting out. However, it also means you give up a degree of autonomy in how you work, who your pupils are, and your earnings. A franchise will help with much of the admin – booking pupils, often providing a dual-control car and covering its running costs, and advertising. One other advantage of a franchise is many provide ongoing training should you want to take it, which should be something you are keen on as part of your continuous personal development (CPD). However, working for a franchise does come at a financial cost, and you will have to pay some of your earnings to the franchise. Generally this is a fixed weekly fee rather than a percentage of your earnings. This means you need to deliver a consistently high number of lessons per week to cover this cost and give yourself a decent income. Other downsides of a
franchise deal are your working hours may be more regimented, so you may find it is not flexible enough for your work-life balance. In lean times there may not be enough pupils to support your financial commitment to the franchise, and there is also a possibility the franchise has other ADIs in the area so you could miss out on earning potential. BUSINESS ADVICE Good business advice is worth its weight in gold, especially when you are starting out as an independent ADI. One of the best places to begin is other independent ADIs. They will have experienced the pitfalls and practicalities to show you what works and what doesn’t. It also pays to seek professional business help from your bank and its small business adviser. You will also find many local councils run advice teams for small enterprises, or you could approach other local business groups or speak to your accountant. There is help available from the government,
too, with advice on everything from taxation to writing a business plan. A business plan may sound unnecessary when you know what your job is – being a driving instructor – but it is an essential map to chart your progress. It can also help you expand the business if that is what you want, or highlight areas you need to focus on more, such as marketing, social media, or CPD. MARKETING Marketing is how you promote yourself and your business. It’s essential to be on top of marketing and advertising to attract students, especially if you have chosen to work as an independent ADI rather than joining a franchise. Having a presence on Facebook, X/Twitter, Instagram, YouTube and TikTok will help maximise your reach. Even if you are not a keen user of social media yourself, potential students probably will be, so it pays to use these platforms and to keep them up to date. The world of social media keeps changing, so ask young people which platforms they use. Your best advert is a happy customer, so when one of your pupils passes take a photo of them (with their permission and minus details of the examiner) and post it on your social channels and your website if you have one. A website can also be an excellent promotional tool. Even a simple page detailing who you are, the areas you work, your qualifications and contact details is worthwhile.
A more elaborate website could include online booking. There are lots of websitebuilding tools online, so you don’t need any special knowledge to make one. That said, a good web designer who understands SEO (search engine optimisation) could take your online presence to the next level. Although a business card may seem old-school, you’ll be surprised how often ADIs are stopped and asked for one. Think about your car, too. Consider fitting a roof sign and side panels to build brand recognition. Local sponsorship deals can also be beneficial. The players and parents of a local under-17 side will be on the lookout for an ADI within a few months, and they’ll think of your driving school first if its name is on their team shirts. THE CAR Your car is the most fundamental tool you have as a driving instructor. Take your time when choosing as you will be spending a lot of time in it, so find one that has front seats that are comfortable for you as a driver and passenger when giving lessons. It should also be a car your pupils are likely to feel at ease driving, so best to avoid anything too big or difficult to see out of. There are several companies that specialise in leasing cars to driving instructors, with dual
controls already fitted. This gives you access to a new car and offers a wide choice of price options. However, for many starting out in their own business, it will be more cost-effective to use their own car for instruction. The other decision you have to make is whether you go for a car with a manual or automatic gearbox. Although most students still learn in a manual car, there’s a growing number of automatic electric cars and hybrids on the roads. So while teaching in a manual is more common, there’s plenty of demand to learn in an automatic. It’s not a legal requirement for a driving instructor’s car to have dual controls, but it is much better to have them than not. Not only do dual controls make for safer lessons, they are largely expected by students and by parents. With dual controls, you will have a brake and clutch pedal (or a brake in an auto) but no accelerator. Fitting most cars with dual controls is not difficult and there are two main suppliers – HeMan Dual Controls and Universal Dual Controls. There are fitters who will come out to where you work or your home address to fit them, so ask among other ADIs who they recommend locally. Your car is a business expense, so many of its running costs can be set against tax when running your own business. An accountant will
“ There is help available from the government on everything from tax to business plans” UG Becoming a Driving Instructor 47
S TA R T I N G O U T
Making tax
DIGITAL
There are tax changes around the corner that all ADIs need to know about. It’s not something to lose sleep over, but it is something driving instructors need to prepare for. “It’s not going to change the way ADIs pay their tax, but it is going to change the way they report their tax,” explains Alan Gott of FBTC Accountancy Services. Since April 2026, a driving instructor with revenue of over £50,000 (including any property income) has needed
talk you through exactly what you can and cannot claim. Alternatively, you can lease a car with dual controls. This offers a new car on a regular basis, but it is likely to come with a mileage limit and the contract will be less flexible than owning a car outright, but you can offset the lease cost against tax. INSURANCE As with any car, you need insurance as a driving instructor. However, you will need more than a standard policy, so don’t assume your previous insurance will cover you when providing lessons. As an ADI, you will need a hire and reward policy as you are being paid to give tuition in the car. There are many specialist insurers for PDIs and ADIs, and one-day cover for the Part 2 and Part 3 tests is available. The cost will vary depending on the type of car, where you 48 UG Becoming a Driving Instructor
to make digital tax returns. The same will apply to businesses bringing in over £30,000 from April 2027 and over £20,000 from April 2028. “HMRC want you to do two things,” says Gott. “The first thing is to use some HMRC-approved software to record your all your transactions. The second thing is to submit that data every three months instead of doing an annual return.” Although the changes won’t apply to all instructors yet, as not all will have a high enough revenue, Gott advises finding some suitable software and starting to use
it now. “I would be looking at it, chatting with your accountant, and becoming comfortable with the software rather than waiting until the change comes in.” Don’t panic if you are happier with a pen and paper rather than computer software. “HMRC have said it’s going to be a soft landing. There won’t be instant penalties for getting it wrong,” says Gott. “It’s a learning curve for everyone.” To find suitable approved software, go to: gov.uk/ guidance/find-softwarethats-compatible-withmaking-tax-digital-forincome-tax
live and work, and your age and experience. What you need to look for is a policy that covers you as an instructor and your pupils regardless of their age range. It will also need to come with liability insurance and dual-control cover in case you need a courtesy car with these extra controls while your car is being fixed in the event of damage to the vehicle. You need to decide on the level of cover. Do you want to include personal accident cover, negligent tuition cover, or uninsured driver protection? All of these are worthwhile additions, but they will add to the final cost of the premium. .
in downtime between lessons. How much work you can do via the app depends on the individual application, but the more comprehensive ones let you manage your calendar, booking enquiries, and payments. The more sophisticated apps also let you track your income and expenses, as well as driving tests booked for pupils and any changes to these. Many are free for PDIs to use so check them out and decide which one is for you. You can also use many of these apps in collaboration with your pupils, so you both know when a lesson is booked and when it’s been paid for. This helps reduce no-shows for lessons, making your business more effective and lucrative.
BUSINESS TOOLS There are a number of dedicated smartphone apps for driving instructors that let you manage your diary while you’re away from the office or home. A key advantage here is you can do your admin and office chores
ACCOUNTANCY Birth, death, and taxes – they come to us all! While you can’t do anything about the first
two, you can improve your finances with the help of a trusted accountant. It’s worth asking other driving instructors which accountancy firm they use. When you have an accountant, such as FBTC, you should sit down with them and discuss your business, income and outgoings, and what your aims are. This will help decide how to structure your business to be as tax-efficient as possible and make sure you are paying the right amount when tax is due. This will also help work out what you can and cannot claim as a legitimate business expense. Some ADIs will choose to fill in their annual tax return themselves, which is entirely possible. However, most choose to use an accountant for the ease of filling in the forms and peace of mind that you have not missed out a vital detail. Whichever way you choose to go with your accounts, scrupulous record keeping is critical to getting this right. ASSOCIATIONS There are a number of professional bodies to support driving instructors at a local and national level. All offer added information relevant to your new profession, and most also provide advice and assistance if you have a question or problem. Depending on which association, or more than one, you join, the benefits you can expect include help with continuous personal development, discounted rates for insurance, news via email and social media, and the
opportunity to meet with other ADIs at organised events. Some will also offer legal representation in the event you need it. THE MAIN ASSOCIATIONS CURRENTLY SUPPORTING DRIVING INSTRUCTORS INCLUDE: ◆ The Approved Driving Instructors National Joint Council (ADINJC). ◆ Driving Instructors Association (DIA). ◆ Motor Schools Association of Great Britain (MSA GB). ROAD SAFETY Approved driving instructors play a key role in promoting road safety and educating drivers. It should be the goal of every ADI to see their pupils pass the driving test and become safe drivers. Road safety should be woven through every lesson so that it’s ingrained in the pupil. This means that you, as an ADI, also need to remind yourself about road safety on a regular basis and keep abreast of all developments. Make this a core part of your
continuous personal development and use all available resources such as online webinars and tutorials, videos, reading material, and driving instructor forums. REFERRALS There are two types of referrals to think about. The first is word of mouth. This is just about the best promotion for your business as other learners will be encouraged by a positive report. You can also sign up to businesses that refer learners looking for a driving instructor. Some of these businesses charge an upfront fee, while others take a commission for every lesson booked. They can be a way to fill out your diary, but you won’t earn as much per lesson. The other referral option is where you refer a pupil to an insurance company. Lots of insurers pay a fixed rate for every policy they sell as a result of your referral but you will have to be satisfied the insurer is offering a good deal to a new driver.
“ Don’t assume your previous insurance will cover you when providing lessons” UG Becoming a Driving Instructor 49
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Joining a
FRANCHISE
Here’s the case for being part of a franchise as you start out as a new instructor Starting a new career is a big step. It helps to have someone in your corner. If you choose to be part of franchise, that’s exactly what you get. Instead of building a business from scratch, you’re part of an established team. There’s support with admin, finances, marketing, and more – all that fiddly stuff that takes up so much time when you’re not delivering lessons. “For many new driving instructors, joining a franchise offers the opportunity to focus on what they trained to do – helping people become safe, confident drivers while benefiting from the support of an established national brand,” says Beth Sutherland, marketing manager at AA Driving School. “Our franchise provides access to a recognised brand, a wide choice of tuition vehicles, business support, technology and a community of experienced instructors.” 50 UG Becoming a Driving Instructor
Something else to consider is the cost of qualifying and then starting a driving school. “Training to be a driving instructor can be very costly with very large upfront costs,” says Adam Bragg, director of SmartDriving UK. “We can offer a very small start-up cost, and deliver unlimited training until someone qualifies. We recoup costs from the earnings the new instructor makes, meaning the cost is spread over a longer period of time.” Career development can be another plus. David Jones, head of franchise recruitment at RED Driving School, says: “RED provides multiple channels for professional development, such as our RED Accredited Trainer Scheme and our Fleet Trainer qualification.” Similar opportunities can be available to an independent instructor, but it may take more work to find them. With a franchise, paths for career
progression are laid out in front of you. “As an ADI develops, we continue to support with ADI classes as they grow their business,” says Bragg. “We also identify those with the ability to train as a trainer. We can also provide trainees to train, which many new independent trainers struggle to find.” After a few years working within a franchise, many instructors consider going it alone. But while this is the right choice for some, many franchise benefits are as valuable to an old hand as to a freshly qualified newcomer. “Over 10% of RED instructors have served with us for more than a decade, some for 15 or even 20 years, because they find the ongoing benefits (marketing, a reliable supply of students, business support, technology and professional development) outweigh the costs,” explains Jones. Sutherland agrees that there are career-long advantages. “Some instructors choose to remain because they value the ongoing support, the strength of the brand, access to pupils and the time they save on running their business. There can also be financial reassurance in knowing that key running costs and support services are included, such as comprehensive insurance, servicing and maintenance, breakdown cover, accident management support, and access to a replacement vehicle where needed.” Ultimately, there’s no one-size-fits-all answer to whether to go franchised or independent – it’s about what suits you.
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EM M A FON wheelwisedNA LA N D rivingscho ol.com
The benefits of being an
INDEPENDENT DRIVING INSTRUCTOR Emma Fonnaland outlines the pros of striking out on your own
There is no right or wrong answer when it comes to choosing between a franchise and going independent. We are all in different positions, and what works well for one instructor may not work for another. However, for those considering taking the leap, independence can offer a lot more than just removing a weekly fee. One of the biggest benefits is having complete control over your business. As an independent instructor, you get to decide how you work, which areas you cover, what services you offer and how you want your business to develop. You are not working under somebody else’s name or representing a bigger company. Instead, you are building something that reflects you and the instructor you want to be. Independence also gives you the freedom to experiment. As instructors, we are constantly learning and developing, and the way we run our businesses will naturally change alongside us. New ideas will undoubtedly
involve some trial and error, but being independent gives you the freedom to try things, learn from what doesn’t work and build on what does. If something works, great! If it doesn’t, you can make changes and try again. There can also be a financial benefit. Without a franchise fee, you have more control over where your money goes. You can choose to invest it in training, marketing or simply reduce your business expenses. Of course, it is important to consider the things you would need to manage yourself, but many instructors already handle most of their own administration, marketing and pupil communication. If becoming independent would not significantly increase your workload, the potential savings may be worth taking into consideration. Building your own brand can be another rewarding part of independence. Choosing a business name, designing a logo and deciding what you
want your business to represent may sound like little things, but together they create something that is entirely yours. Every recommendation, positive review and learner success contributes towards the reputation you are building for your own business. Being independent can also remove the pressure of representing somebody else’s brand. Your decisions, successes and mistakes are your own. Although that responsibility can feel daunting, it can also help create the confidence to develop your own identity within the industry, without worrying about how your choices may reflect on the wider franchise. Don’t get me wrong, independence is not without its challenges. You become responsible for your own marketing, enquiries, policies and administration. Building a reputation can take time, and support may not always be easily available. However, being independent does not have to mean being alone. Associations, local instructor groups and relationships with other instructors can still provide support and a sense of community. Independence offers an opportunity to take full ownership of your business: to decide what it stands for, how it develops and where it goes next. For instructors who value freedom, flexibility and the opportunity to build something of their own, it can be an incredibly rewarding step. It has been for me. UG Becoming a Driving Instructor 51
adinjc.org.uk
Membership Benefits Be a part of over 7,500 members who have already joined the ADI National Joint Council (ADINJC), connecting you to a supportive, knowledgeable community dedicated to your success. As a not-for-profit, independent body run by instructors, for instructors, we’re here to ensure your voice is heard, your interests are represented, and your professional development is fully supported.
Latest Industry News – Stay ahead with exclusive updates
Tribunal Support & DVSA Guidance – When it matters most
Regular Workshops & Network Meetings – Grow your skills and support circle
Helpline Access – Advice and support from ADI experts
Insurance Options – Add a number of insurance options to your membership plan
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The UK’s Leading ADI National Driving Instructor Organisation 0800 8202 444
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Training. Representation. Information. Protection. 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
Run by Instructors – Real insight from real experience
Find out more via the QR Code, visit us at adinjc.org.uk, call 0800 80202 444 or email contact@adinjc.org.uk
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Advertising & marketing:
YOU ARE YOUR BUSINESS Sarah Baldock explains the basics of promoting yourself as a new driving instructor
As a PDI or a new ADI, there are some things to consider about how you advertise and market your business. (Please note, PDIs or trainee driving instructors cannot advertise independently and must clearly indicate their trainee status when offering lessons through a sponsoring school.) Firstly, and most importantly, you are your best advert. Market yourself well and word of mouth will likely do the rest. Be friendly, open, presentable, and professional. Good communication is essential. Answer queries as soon as possible with clear information. Manage your diary well and turn up on time, allow travel time between sessions. Have a clean, well-maintained car. Be flexible with your teaching methods and make your clients feel as comfortable as possible. Be prepared for each session and know your 54 UG Becoming a Driving Instructor
stuff; your student should be the centre of the session, make them feel safe and supported. There are over 40,000 instructors on the register. The current demand for instructors may not last, so think about what makes you different, what makes you stand out and market that. Lay a solid foundation of your work now, so you have an established brand if things slow down. An example may be that you may have a lot of experience with ADHD or anxiety. You may speak a second language, offer Pass Plus or additional theory support or even work unusual hours. If you use The Honest Truth, My Learner Driver or any of the diary management apps, why not tell people about it? The way you market what you have to offer, determines who finds you. Social media is an excellent way to do this. It can seem
SA R A H BA sarah@csjmLD O C K b.co.uk
daunting but keep it simple. Decide which platform you like and start with that. You don’t need to be present on them all, but they will all offer slightly different results. I primarily use Instagram for two reasons. Firstly, It’s my favourite platform. I find it friendly, and it’s easy to use. Secondly, I get enquiries through it from the students, not parents, which I prefer. Often, they are slightly older, which I also prefer. This means I attract the type of learners I enjoy working with the most. I try to keep it varied and interesting in the following ways: I post a diary of my working life. Anything that makes me happy or proud when I am with a student gets a post. I upload photos from lessons, a nice view, a great bit of parking or dashcam footage – anything that highlights what I do, and who I am, in a positive way. I post about any CPD I do and highlight how that benefits me and my students. Attending expos or awards also get a mention, these things demonstrate that I am always working on my craft. Whenever possible I highlight others within the industry who have had a positive impact on me. I also talk about filming sessions I do with brands like Driving Test Success or other instructors. All of this gives the learner insight into how it would feel to work with me. However you market yourself, keep it relevant, fun and educational. Remember – everything is content.
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S TA R T I N G O U T
HOW AI P L E H N A Cu start and grow yo r o t c u r t s n i n as a
how this onnor explains ’C O es D t er p AI ex ructors benefit new inst technology can
Passing your driving instructor exams is a fantastic achievement. However, qualifying is only the beginning. You now need to attract pupils, build confidence, manage your diary and run a successful business. For many newly qualified instructors, that can feel more challenging than the qualification itself.
HOWARTIFICIAL INTELLIGENCE (AI) CAN HELP
Think of AI as a business assistant that’s available whenever you need it. It can help you save time, organise your work, communicate more professionally and focus on what matters most, helping 56 UG Becoming a Driving Instructor
learners become safe and confident drivers. You do not need to be an expert in technology to use AI. You simply give it an instruction or ask it a question. This is called a prompt. The better your prompt, the more useful the answer is likely to be.
START USING AI WHILE YOU ARE TRAINING
You do not have to wait until you qualify before using AI. It can explain difficult subjects in simple language, create revision questions and help you prepare for your Part 2 and Part 3 tests. For example, you could ask: “Explain the MSPSL routine in simple language that I could use
with a nervous learner.” Or: “Create five coaching questions I could ask during a lesson on roundabouts.” Think of AI as another study tool that supports your learning. It should never replace your trainer or official DVSA guidance, but it can help reinforce what you are learning.
PREPARE LESSONS WITH MORE CONFIDENCE
Many newly qualified instructors worry about lesson planning. AI can help you prepare a basic lesson structure based on the skill your learner needs to practise. Every learner is different, so always adapt the suggestions to
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DES O ’CON aifordrivingNOR inst
BUILD A PROFESSIONAL BUSINESS
USE AI RESPONSIBLY
ATTRACT MORE PUPILS
A HEAD START, NOT A SHORTCUT
AI can help you create welcome emails, website content, frequently asked questions, cancellation policies, price guides, pupil information packs and professional letters. This allows you to present a more organised and professional image from day one.
AI can help you create ideas for Google Business Profile updates, Facebook posts, website articles, email newsletters, learner tips and road safety advice. Instead of wondering what to post, you can spend more time building relationships with potential pupils and growing your reputation locally. suit the individual. AI provides a starting point, but your experience and judgement remain the most important part of every lesson.
USE AI TO EXPLAIN DRIVING MORE CLEARLY
If one explanation does not work, AI can suggest another. It can help you simplify complex subjects, generate coaching questions and provide different examples for different learning styles. Many newly qualified instructors lack confidence in their explanations. AI cannot replace experience, but it can help you feel more prepared before each lesson.
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SAVE TIME EVERY WEEK
AI can help draft lesson reminders, payment reminders, progress summaries, review requests and replies to common enquiries. Treat AI as your first draft, not your final answer. Always personalise what it produces so your communication reflects your own style.
CONTINUE LEARNING AFTER QUALIFICATION
AI can support your continuing professional development by helping you reflect on lessons, improve your coaching questions and explore different teaching approaches.
Always check important information against official DVSA guidance. Never rely on AI to make safety decisions during a driving lesson. Avoid entering confidential pupil information into AI unless you understand how that information is stored and protected.
Imagine qualifying on Friday. Before your first lesson on Monday, AI has helped you prepare lesson plans, write a welcome email, draft your website, create your first Facebook post and answer common questions from new pupils. The instructors who begin using AI early can spend less time on administration, communicate more professionally and build their business with greater confidence.
THE FUTURE IS ABOUT PEOPLE
Every experienced driving instructor started exactly where you are today. AI will never replace patience, encouragement, experience or good coaching. What it can do is reduce the time spent on repetitive tasks, help you stay organised and allow you to spend more time helping people become safe, skilled and confident drivers. Used wisely, AI is not there to replace you. It is there to help you become the best driving instructor you can be. UG Becoming a Driving Instructor 57
S TA R T I N G O U T
G N I T N U ACCO the book TC A la n Gott o f F B a sics ex p la in s the b d ta x o f ac cou nts a n
Starting to trade for yourself can feel daunting and the last thing on most people’s mind is their bookkeeping and tax, which is fair – you have bills to pay. But sooner or later the Tax Man cometh and you must be ready.
WHAT RECORDS MUST I KEEP?
Well, at the most basic level, you should record your income and expenditure. Keep your receipts, your diary and bank statements. When you come to prepare your first tax return you need to know what you’ve 58 UG Becoming a Driving Instructor
by
made and what you’ve spent. Then tax law steps in and it can become a lot more complicated. You may have queries like, what do I do about the car? I’ve been paid for lessons I haven’t given yet, does this need to be included in income? How do I pay my National Insurance? The questions can feel endless, and it’s just not possible for me to cover everything in this article. I do think it’s incredibly important that everyone has an understanding of how they are taxed, though, so let’s get started.
WHAT SHOULD I KNOW ABOUT TAX AND NATIONAL INSURANCE?
As a sole trader you pay income tax and National Insurance (NI) on the profit the business makes: not the income, but your profit. Profit is your turnover (income from students) minus business expenses, such as fuel, franchise fees, car insurance, etc. On your profit you will pay income tax and two different types of National Insurance. Depending on your other
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A LA N G OT T fbtc.co.uk
income (employment, pension, property, etc) you may be entitled to a personal allowance meaning the first £12,570 of profit is tax free. After that you will pay income tax on the next £37,700 at the basic rate, currently 20%. Profit over this is taxed at the higher rate of 40% then the additional rate which is 45%. If you do fall into these rates, I would suggest speaking to an accountant to make sure you are operating in the most tax efficient way possible. The reason I say you may be entitled to a personal allowance is that if you have another
income source such as a salary, your salary will use up your personal allowance first and there may be none left to set against your profit. This can be incredibly important in the year you start trading as you may have both employment and self-employment. As already mentioned, sole traders pay two types of National Insurance. The first is Class 4 and just like income tax this is based on your profit. Again, the first £12,570 is National Insurance free, but unlike income tax this ignores any other income such as
employment. The next £37,700 is at 6% then the rest is at 2%. The other National Insurance you pay is Class 2 and this is the important one. Unlike Class 4, Class 2 is the only National Insurance Contribution (NIC) you pay which counts towards your state pension and possible future benefits, such as maternity allowance. Class 2 is not profit based, but your level of profit does matter. It is a flat weekly amount you pay based on the number of weeks you traded during the tax year. The current rate is £3.65 per week. When you pay it can be a little complicated and this is where your profit matters. If your profit is above the Small Profit Threshold, currently £7,105 (in 2026/27), then you do not need to pay Class 2, you receive a credit on your NI record with HMRC which counts towards your state pension and benefits. A little odd but really handy. If your profit is below the Small Profit Threshold, then you can choose to pay Class 2 voluntarily and I would strongly recommend that you do. When you come to retire and claim you state pension you can top it up for any missing weeks by paying Class 3 NIC which is currently £18.40 per week. I know which I’d rather pay.
WHEN DO I HAVE TO TELL HMRC I’VE STARTED TO TRADE? You are required to notify HMRC that you have started trading by the 5th October following the
UG Becoming a Driving Instructor 59
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end of the tax year in which you start to trade. To put a quick example to it, if you start to trade on 1st November 2026, your first tax year ends on 5th April 2027, you have to tell HMRC by 5th October 2027.
DO I HAVE TO COMPLETE A TAX RETURN EACH YEAR?
Yes, you must declare all your income and expenditure to HMRC for the entire tax year you started trading in, not just the period you were trading. Don’t forget to add your employed income, and submit this to HMRC by the following 31st January.
Based on the example above, your first tax year ends on 5th April 2027, you must submit your tax return to HMRC by the 31st January 2028.
WHEN DO I PAY MY TAX AND NATIONAL INSURANCE?
Your tax and National Insurance is calculated on your tax return and must be submitted to HMRC by the same 31st January deadline. I hope this helps give a basic understanding of how tax and National Insurance works for a new driving instructor. It can feel overwhelming and it may be wise to seek professional advice and assistance to make sure you get it right.
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Protect your
MENTAL HEALTH Starting out as a driving instructor is rewarding, but tough. Emma Cottington explains how to make your mental health a priority
Becoming a driving instructor can be one of the most rewarding career paths you choose. Every day is different, and you get to meet some incredible people. There aren’t many careers where you can build someone’s confidence, teach a life skill, and help people achieve their dreams every day. However, what most people aren’t aware of before starting is just how emotionally demanding it can be. Driving instructors have such a diverse role. They don’t simply teach someone to drive; they are coaches. They reassure and
motivate, while helping learners manage stress and frustration. Alongside everything going on inside the car, they are also managing the risks outside the car and keeping everyone safe. It’s easy to see why mental health should be a priority. For those just entering the industry, it’s okay to remember that you are a trainee. Confidence grows through practice and experience, not because you are perfect. Give yourself permission to learn. Here are eight tips for protecting your mental wellbeing:
“ Confidence grows through practice and experience, not because you are perfect” 62 UG Becoming a Driving Instructor
1. Create healthy routines from the beginning. Set the number of hours you want to work and stick to them. Those hours should reflect your life and lifestyle, not what your learners want from you. Build regular breaks into your diary, as long days and moving from one lesson to another can be mentally exhausting. 2. S tay hydrated and eat well. Give yourself time between lessons, or at the end of the day, to step away from the car and move your body. 3. T ake a mental break from lessons. Give your mind a chance to switch off from work. Find something that helps take your thoughts away from work or training at regular intervals
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throughout the day. 4. Remember that your identity isn’t just ‘driving instructor’. You have family, friends, and hobbies too. Maintaining those relationships and making time for activities you enjoy are important for boosting your mental wellbeing. 5. Make time for exercise and relaxation. Both are essential parts of your working week. Relaxing isn’t a waste of time; it’s one of the most valuable things you can do for yourself. Find exercise that you enjoy – anything that helps you move and stretch your body – as you spend a significant amount of time sitting still
in this career. 6. Find the right support. Don’t underestimate the value of a supportive trainer. A good trainer should deliver excellent training while also emotionally supporting you through the ups and downs of the journey. 7. Connect with others around you. Seek out other trainees locally or online and arrange to chat. They are very likely experiencing many of the same challenges you are. It’s good to talk to people who understand. 8. Don’t ignore the signs when you’re struggling. It’s perfectly normal to feel overwhelmed and stressed at points during your
EM M A COT updrivertr T ING TON aining.com
training. However, if you’re constantly feeling overwhelmed or emotionally drained, speaking to someone for support isn’t a sign of weakness – it’s a sign of self-awareness. Protecting your mental wellbeing isn’t just about feeling better; it helps you become a calmer, more patient, and ultimately more effective driving instructor. When you look after yourself, you’re better equipped to look after those around you. Remember, the most valuable asset in a driving lesson isn’t the car – it’s the person sitting in the instructor’s seat.
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BEYOND THE BADGE:
why ongoing CPD matters
Terry Cook explains why good instructors never stop learning Qualifying as a driving instructor is a major achievement, but it is not the end of an instructor’s education. Whether you are a PDI preparing for Part 3 or an experienced ADI, the job never stands still. Vehicles, roads and technology change. Our understanding of behaviour, anxiety, coaching and road safety develops too. Most importantly, every pupil brings different experiences, needs and abilities. Ongoing professional development helps instructors respond to that reality. It keeps lessons relevant, protects against complacency and gives pupils a better chance of becoming thoughtful, independent and safe drivers. And experience alone is not enough. Teaching every day will inevitably build experience, but 64 UG Becoming a Driving Instructor
experience does not automatically produce improvement. An instructor can become very efficient at repeating familiar routines without ever examining whether those routines still work. Habits can feel comfortable and successful, particularly when pupils continue to pass, but a test result is only one measure of the quality of our teaching. Good CPD (continuous professional development) interrupts that comfort. It encourages difficult but useful questions. Do pupils understand, or have they learned to follow instructions? Are we adapting the lesson to the person? Are we preparing someone to pass a test, or helping them make safe decisions when nobody is there to prompt them? Those questions are not an
attack on an instructor’s competence. They are evidence of professionalism. The strongest instructors are not those who believe they have finished learning; they are those who remain curious about what they could do better. And CPD is much broader than a course. The term CPD can sound formal, expensive and intimidating. It can create images of conference rooms and lengthy training courses. All of those can be valuable, but development is much broader. An instructor might learn from a podcast, article, webinar, association meeting or conversation with a colleague. They might invite someone to observe a lesson, revisit the Highway Code, develop their own driving, study coaching or ask former
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pupils about driving after passing. A PDI may even make an experienced trainer reconsider an explanation. The format matters less than the purpose. Simply attending a course or playing a podcast between lessons does not guarantee development. The important question is what happens next. If an instructor identifies an idea, tries it, notices the pupil’s response, reflects on the outcome and adapts their future practice, development has taken place. Conversely, it is possible to complete hours of training, collect certificates and change nothing. CPD should therefore be measured less by what was consumed and more by what improved. There has never been more information available to driving instructors. That offers enormous opportunity, but it creates a new problem: too many voices, techniques and supposed solutions competing for attention. Applying everything at once can make lessons worse. An instructor may hear a phrase, questioning technique or lesson structure and copy it immediately. If it does not fit their personality or the pupil, the delivery can feel unnatural. Rapport suffers, and the instructor suddenly sounds like somebody else. The answer is not to ignore new ideas. It is to filter them. Find trainers, communities and resources that challenge you while communicating in a way that helps you learn. Test ideas rather than accepting them automatically. Keep what
works, adapt what nearly works and discard what adds no value. Most importantly, work on one area at a time. Improving one aspect of your practice is more useful than collecting 20 ideas that never make it into the car. TURNING CPD INTO CHANGED PRACTICE A simple development cycle can make CPD manageable: 1. Choose one genuine need. This could be listening more carefully, improving questioning, supporting anxious pupils or managing risk more effectively. 2. S elect an appropriate resource. Choose a course, conversation, book, podcast, observation or trainer that addresses the need and suits you. 3. T ry one change. Introduce it carefully during lessons. When appropriate, explain to the pupil what you are working on and invite their feedback. 4. R eflect on the result. Consider what changed, how the pupil responded and whether the idea needs adapting. An unsuccessful attempt is still useful if it reveals why something did not work. 5. G o again. Now you’ve attempted the change, you have new information. Practise again and repeat the cycle. (Much like a pupil might on a driving lesson.) This process need not consume entire days or cost hundreds of pounds. Just 10 focused minutes after a lesson can be more developmental than hours of passive content.
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Paid training may be the right investment for a larger or persistent need, but useful CPD can also begin with a notebook and one honest question. For PDIs, building this habit early prevents qualification becoming the finish line. For ADIs, it provides a reason to develop throughout the four-year badge cycle rather than waiting for a Standards Check to trigger a burst of activity. Ongoing CPD is not about chasing perfection or proving that other instructors are doing things incorrectly. It is about accepting that pupils deserve instructors who remain engaged with their own learning. Start simply: identify one part of your practice that could be stronger, choose one action and try it. Then reflect, adjust and repeat. That is how professional development produces better teaching, and how better teaching contributes to safer drivers long after the test. I was going to leave it there, but I feel like I should add one more thing... There is nothing wrong with listening to a podcast while driving or watching a YouTube video while doing the ironing. If it gives you ideas, keeps you motivated, or inspires you to try something new, that is valuable. Just be honest about what it is. Passive listening can support your development, but meaningful CPD begins when you take an idea, apply it, reflect on the outcome, and practise. UG Becoming a Driving Instructor 65
A D V E R T I S I N G F E AT U R E
Making
TAX DIGITAL FBTC’s expert, Jason Crowther, explains everything driving instructors need to know about changes to how tax reports are made to HMRC
The first Making Tax Digital (MTD) quarter ended on the 5th of July and FBTC has helped hundreds of driving instructors submit their data on time to HMRC. It’s fair to say it’s been an interesting couple of months and it’s probably worth a reminder of what Making Tax Digital is. For the uninitiated, MTD is HMRC’s attempt to close the tax gap relating to small businesses. MTD involves keeping digital records and submitting your business and 66 FBTC Accountancy Services
rental income and expenses to HMRC every three months.
THE PHASED ROLLOUT OF MTD
When you begin Making Tax Digital depends on your total turnover and rental income in a given tax year. ● Combined turnover and rental income exceeding £50,000 – you’re already in it, submissions due now! ● Combined turnover and rental income exceeding £30,000 in 2025/26 - start April 2027,
just a few months to go ● Combined turnover and rental income exceeding £20,000 in 2026/27 – start April 2028 The main part of MTD is paperless submissions, all transactions must be recorded on software and submitted electronically to HMRC every three months. New penalties have also been introduced to encourage compliance. Let’s be honest, it’s a major change for all small businesses adding an
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admin burden that many have not seen before, and many may not see an upside.
LOOKING TO THE FUTURE
Many ask, why bring it in? HMRC have just announced that the time sole traders pay their tax is being consulted on and you may find that it’s not too long before you’re paying HMRC every three months. This would be based on the data you submit and may be automatically collected via
Direct Debit. However, this is still only being talked about and there would need to be major changes made to tax law to make it work. But watch this space. For those who do not follow HMRC’s riveting press releases, they have provided us with some interesting figures regarding MTD signups and submissions. Over 570,000 taxpayers signed up for MTD before the first submission deadline. While this figure is high HMRC initially expected 864,000 taxpayers to fall into MTD this year, leaving 294,000 taxpayers who have not yet signed up! That’s 34% of those expected to register who have not. HMRC are obviously concerned by this and believe that many either don’t know about MTD or think they can ignore it. Unfortunately, not registering doesn’t mean you don’t have to submit. From September 2026 HMRC will begin automatically signing up any taxpayers they believe should have registered, putting them into MTD. Of the 570,000 taxpayers who signed up, only 436,000 submissions were made. Luckily for the 134,000 submissions still outstanding, HMRC have confirmed that no penalties will be issued for now, which is great. However, I’d strongly recommend submitting your quarter to HMRC as soon as possible if one is already due. Even though there is no penalty
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for the timebeing do you really want to be on HMRC’s not complying list?
HOW FBTC CAN HELP YOU
I’m proud to say that every year FBTC helps thousands of clients submit their tax returns to HMRC on time, this year we’re helping hundreds of clients do the same for MTD. From April next year we’ll be helping thousands of current clients with their MTD submissions. We’ve been preparing for MTD for years and that’s helped us get it right, it’s fair to say we know what we’re doing. There is no better sign of this than the fact that we have recently partnered with TotalDrive, MyDriveTime, the DIA and MSA to help their members, and we could ask for no better endorsements. MTD can feel overwhelming, please do not ignore it, it’s not going away. If you should be submitting or are about to start don’t put it off. Act now to avoid future problems. By Jason Crowther AAT ATT, assistant manager, FBTC Accountancy Services. FBTC has been advising the driving instructor industry for over 35 years helping them with their accounts and tax affairs. If you would like more advice on MTD or your tax affairs in general, please contact us on 0344 984 2515.
“ We’ve been preparing for MTD for years” FBTC Accountancy Services 67
S TA R T I N G O U T
STANDARD procedure Far from being something to worry about, a Standards Check should be seen as a chance to improve your skills and development as a driving instructor. Here’s what’s involved...
After you qualify as an approved driving instructor, you must renew your registration every four years and undergo a Standards Check (SC). The Standards Check protects the public from sub-standard teaching and maintains safe standards for learners. Look at it positively: it’s your chance to learn and improve. You are tested on your competency to teach to the national standards. View these online at: www.gov.uk/ government/publications/ national-standard-for-driverand-rider-training Please note the process for a Standards Check is different in Northern Ireland and the exam can only be taken in English or Welsh. It’s similar to the Part 3, but with more experience you should now be able to achieve a higher mark. It involves a Driver and Vehicle Standards Agency (DVSA) examiner observing a normal lesson to judge your teaching ability. 68 UG Becoming a Driving Instructor
You’ll be tested on three main areas: lesson planning; risk management; and teaching and learning skills. You’ll receive a reminder from the DVSA that renewal is due, both by post and email, and you’ll have 10 days to confirm or request any changes. You can be removed from the ADI register if you do not book or attend your Standards Check. Most ADIs get a Standards Check every four years and ideally a newly qualified ADI will have one within 12 months. However, you can also be asked to take one based on your pupils’ driving test results. The DVSA monitors four indicators: the average number of driving faults per test; the average number of serious faults per test; the percentage of tests where the driving examiner had to take physical action in the interests of public safety; and overall pass rate.
HOW TO PREPARE
Don’t wait for the invitation to attend. Start planning early because if you have taken Part 3 or have had a previous Standards Check, you can reflect on your learning and start to improve. If we continue to update our skills and give good lessons on a regular basis, planning for the SC should not be overwhelming. It’s important to continually look for up to date knowledge, maybe by attending training days or industry conferences so you can continue with your Continuous Professional Development (CPD) as an ongoing process. You may decide to do some training if it’s your first SC or if you think your skills need updating. Training can be reading suitable material, viewing the DVSA website to look at the requirements in more detail, or seeking out a good ADI ORDIT trainer. If you have failed a Standards Check
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and are on a second or third attempt, it’s a good idea to get some training, or attend a workshop or online course, ideally both. Don’t bury your head in the sand, get some help.
ON THE DAY
You must take your green badge (ADI certificate), a pupil, and a suitable car to your SC. The pupil can be partly trained, trained, or a full licence holder. They cannot be an ADI or someone who is preparing to take the ADI Part 3 test. The examiner will watch you giving a client-centred lesson to your pupil for about 45 minutes. At the start of the lesson, discuss the goals for the lesson and risk management with your pupil. This should take no more than three minutes and your pupil must drive for about 40 minutes of the lesson. You cannot spend the whole lesson teaching a manoeuvre, but you can include a short recap of one you’ve
taught in a previous lesson. If you need to give your pupil immediate feedback, you can do so safely during the lesson. At the end of the lesson, you should give your pupil about three minutes to reflect on their performance. The examiner will look for evidence that you meet the standards mentioned earlier in this article. Your marks are totalled and they will show areas where you are strong and where more development work is needed. At the start of the assessment, you begin with a three in each box and need to maintain that score to gain 51. In other words, you lose marks, you don’t gain them. MARKS ARE GIVEN AS FOLLOWS: 0 No evidence – completely unacceptable. 1 Demonstrated in a few elements – unacceptable, more work needed. 2 Demonstrated in most elements – acceptable but clear areas for improvement. 3 Demonstrated in all elements – keep up the good work! The maximum mark you can gain is 51 (17 x 3) and the score achieved will decide the final grade. The meanings shown come from the DVSA. You’ll be marked on 17 areas of competence that are grouped into three categories: lesson planning; risk management; teaching and learning skills. The 17 areas of competence are listed in the SC report form that the examiner uses during the check. After you give the lesson, the examiner will discuss your performance. You’ll get your grade and a complete ADI Standards Check report by email at the
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end of the test. THE RANKINGS ARE: ◆ 0-30 is an unsatisfactory performance. ◆ 31-42 is a grade B and you can stay on the register. ◆ 43-51 is a Grade A and you have shown a high standard and can stay on the register. You’ll automatically fail if you get a score of seven or less in the risk management category, or the examiner stops the lesson because you’ve put yourself or someone else in danger.
WHAT IF YOU FAIL THE SC?
If you fail, you’ll have up to two more attempts to pass. Fail three times and you’ll be removed from the ADI register and have to retake the three ADI tests to join rejoin. You can appeal your SC if you think your examiner did not follow the regulations. Your result cannot be changed, but you might be able to take another SC if your appeal is successful. This is where being a member of a national association is invaluable as they will support you through this process.
KEEP IT SIMPLE
If on the Standards Check the examiner can say yes to the three points below, you will reach the standard required. ASK YOURSELF THESE QUESTIONS AFTER LESSONS AS A PATH TO PASSING THE SC EVERY TIME. ◆ Was the lesson suitable for the pupil? ◆ Was the lesson safe? ◆ Did the pupil learn enough and improve? UG Becoming a Driving Instructor 69
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S TA R T I N G O U T
f o e c n a t r o p m i The
G N I D R A U G SAFE Intelligent Instructor examines the safeguarding responsibilities an instructor should keep in mind
Being a driving instructor is a responsible job, and those responsibilities go beyond the obvious. Yes, you’re responsible for the learner driver and their actions during a lesson, making sure that you, the new driver, and other road users remain safe. But safeguarding responsibilities also apply. While 17-year-olds may think they are adults in all but name, by law they are still minors. Even when working with learner drivers of 18 or older, they may be vulnerable in some way. Instructors need to make sure learners are safe, and that as instructor we are also kept from harm.
which allow them the right to live free from neglect, abuse and harm,” explains Lynne Barrie, president of the ADINJC. “So as an ADI, an example of a safeguarding issue we may come across could include a pupil telling you they are being bullied or abused or you may be able to see they are self-harming.” The kind of abuse a young or vulnerable person might suffer from will generally fall into four categories (sometimes more than one at a time): ● Physical ● Emotional ● Sexual (including grooming) ● Neglect
UNDERSTANDING SAFEGUARDING
UNCOVERING AN ISSUE
“Safeguarding is a term used to indicate measures to protect the health, wellbeing and human rights of all individuals, 72 UG Becoming a Driving Instructor
Good instructors are often liked and trusted by learner drivers, being an older and experienced adult figure
removed from the often tense dynamic of teenage child and parent. As part of client-centred learning, it’s good practice to ask learners how they are so you can adapt your lesson plan to suit their recent experiences and mental state. Most of the time such conversations won’t uncover areas of concern, but once in a while a young person may take this opportunity to confide in you. “Listen to what the young person is telling you, stay calm and reassuring and don’t dismiss what they are saying,” advises Barrie. “Don’t show revulsion as you may be listening to difficult topics and never give your personal opinion or say that the person should have told you before. Listen and show you care but that you can’t keep it secret, don’t say it will all be okay
escalating any safeguarding issue. Whether you are within a franchise or an independent instructor, serious safeguarding issues should be reported to social services or to the police. None of this will be a pleasant experience, but you could make a real and important difference to the life of a young or vulnerable person. “As an ADI or PDI you may never have to report a concern but equally you may be the lifeline someone needs. So, being aware and ready to cope is vital!” says Barrie.
SAFEGUARDING THE SAFEGUARDER
because it may not be instantly. Write a dated statement as soon as possible, using their words.” It’s important to remain professional, taking concerns seriously without becoming involved in ways that might compromise you personally or place you in any danger.
REPORTING CONCERNS
The dated statement should include details such as your learner driver’s identity, your concerns, details of what abuse may have taken place and where, any evidence you may have, the name and address of the alleged abuser, and the details of any witnesses. It should also include your name and job role. If you work within a franchised driving school, check up on internal procedures for reporting and
When we think of safeguarding, more often than not we have our learner drivers in mind. However, we also need to take care of our own safety and wellbeing. “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,” says Karen Bransgrove of the Green Penny training company. “Protecting personal safety, professional reputation, and legal standing is therefore a vital part of the role as a driver trainer.” Take sensible precautions when planning and executing lessons to avoid unnecessary risk. “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,” recommends Bransgrove. “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 was: ‘Is this the most appropriate meeting point and what is it possibly saying about your choice of location?’” If you find a student intimidating or aggressive, be prepared to terminate a lesson early – Bransgrove advises including this as an item in your terms and conditions. Being a member of a professional organisation such as the ADINJC can really pay off with advice and support if you do face any allegations, and professional insurance, public and professional liability and legal expenses protection are worthwhile precautions. Touch wood, you won’t find yourself in such a position, but better safe than sorry.
FIND OUT MORE
The National Standards for Driver and Rider Training cover the importance of safeguarding. Read up on: ● Unit 1 – Prepare to train learner drivers ● Unit 4 – Manage risk to instructor, learner, and third parties See also the DVSA Code of Practice: gov.uk/ government/publications/ driving-instructor-codeof-practice/approveddriving-instructor-adicode-of-practice UG Becoming a Driving Instructor 73
S TA R T I N G O U T
R E T A E R G R DRcIaVtiE on Edu
lains Lee Jowett exp s of the higher level the GDE matrix
What separates the great from the good? Within driver education there can be many answers to this question. Reliability, experience, knowledge, patience to name a few qualities that would certainly help towards delivering a great service. However, the goals for driver education should be clear. In 1980, Mikkonen and Keskinen proposed that drivers develop internal (inner) models that guide how they perceive, interpret and respond to the driving environment. These mental models integrate experience, expectations and self-awareness, shaping decisions beyond vehicle control. Safer driving develops by refining these internal models, enabling more accurate anticipation, judgement and behavioural adaptation. They named this theory the inner models of driving behaviour. Esko Keskinen and Vesa 74 UG Becoming a Driving Instructor
Mikkonen are Finnish traffic psychologists and researchers whose work has significantly influenced driver education. Their research explores how drivers develop competence, with a particular focus on the cognitive and psychological processes underpinning safe driving behaviour.
ENTER THE MATRIX
In 1999, as part of a European wide road safety research project called GADGET (Guarding Automobile Drivers through Guidance Education and Technology), they formed the Goals for Driver Education matrix (GDE). The GDE matrix is widely considered to be the most comprehensive guide for driver education currently published, despite its age. What is it all about and how does it separate the great from the good? Throughout my years teaching learner drivers
I experienced many good days, none more so than when my pupils passed their driving tests. The test itself is a good indicator of whether the candidate has sufficient skill and knowledge to drive independently. This is where its capability ends, however. Levels one and two of the Goals for Driver Education matrix are where the driving test assessment sits. Level one develops vehicle control across three columns: knowledge and skills, risk increasing aspects, and the all-important selfassessment. Level two develops driving in traffic across the same criteria. The third column of the matrix is all-important for post-test driving. It’s where the possibilities for safer drivers can be created. In traditional instructing, before clientcentred learning, the instructor held the role of evaluator with the pupil passively taking on
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board the information given to them. The skills of identification and analysis had to be developed by the pupil post-test. How many times have we heard the line ‘you only really learn to drive once you pass your test’? Annoyingly for instructors I fear there was more truth to that than we were previously aware as we explained to our pupils what they did and didn’t do well. Today’s driving test still doesn’t assess as far as the third column of the GDE matrix. The examiner provides the evaluation at the end of the drive. So, of the 12 elements that combine to outline the requirements for driver education only four of them are assessed by examiners. A good instructor might do an excellent job of developing car control, knowledge, and understanding of how to navigate through traffic. A great educator will develop learners around all 12 elements, all four levels, and all three columns of the matrix, as is necessary to create safer drivers.
ADDRESSING COLLISIONS
Interestingly road traffic collision investigation reports dating back to 1979/1980 (Sabbey & Taylor) found that the vehicle, the roadway and the environment are not the principal cause of collisions. Collision contribution factors most often lie in the behaviour of the driver. Depending on the statistics you find, it is commonly accepted that somewhere between 90-95% of collisions occur due to the behaviour of at least one driver
in the lead up. This means that collision factors sit in matrix levels three and four and that driver education that remains primarily where the driving test sits (levels one and two) cannot be considered great. If we dare to be great, then we dare to move beyond the minimum standards of DVSA. We dare to educate at all levels of the GDE Matrix and through all 12 elements. We need method and purpose. “The goal of the matrix is to give tools to understand reality” - Esko Keskinnen. The reality that we know as educators is that collisions, particularly those most serious, are rarely the result of a lack of skill or understanding. The reality for young novice drivers, particularly males, is that their actions in the moment are organised and prioritised by who they see themselves as (level four) in their current environment (level three). The front lobe of their brain remains underdeveloped. This is the part of the brain that performs functions such as emotional regulation, impulse control and awareness of risk. Put in simple terms, the behaviour of young drivers (level four) weakens under pressure (level three). Take a young male aged 17-24 and put him in a vehicle on a rural road. Here we are dealing with levels one and two in isolation just as in the driving test and typical instruction/education. Factor in that this young male is a confident, extrovert character (level four) and things begin to change. It becomes even more interesting when you move to context (level three)
LE E JOW ET ADIkit.co.ukT
and factor in that this particular journey is taking place in the early hours of Saturday morning with four peers in the vehicle. It is commonly accepted that this scenario we are painting is a cocktail for the most serious collisions and loss of life. The vehicle and the road are factors but not contributors. A risk averse more introverted character would arguably have made different choices. The fascinating aspect is that when you change the context of the journey, then the same confident, extrovert male could make safer choices automatically. Imagine the same driver on the same road, driving his gran to bingo in the same vehicle. The fatal collision becomes far less likely because the behaviours that lead to serious collisions become less desirable to the driver.
PROVIDING TOOLS
The most difficult aspect that instructors face, in my experience, is that our role in relation to the higher levels of the GDE is not to provide the fix, or the answers. It is to ‘give tools to understand reality’. The third column of the GDE matrix is about delivering education that raises selfawareness. This is where greater self-understanding can develop, narrowing the gap between intention and behaviour to help our young drivers consider how they see themselves and building intention towards the driver they will become. Levels one and two are good enough to pass a Part3 test. Good enough... but not great. UG Becoming a Driving Instructor 75
S TA R T I N G O U T
CAITLIN’S CAMPAIGN
Sharron Huddleston makes a personal plea for graduated driver licensing
“Don’t let this happen again.” These were the words used as the headline in our local newspaper the day after my 18-year-old daughter Caitlin’s inquest in September 2018. The words were from the coroner for Cumbria recommending a graduated driver licensing (GDL) system to be implemented nationwide to prevent future deaths in the same circumstances. My daughter Caitlin was killed as a teenage passenger in a newly qualified driver’s car. The coroner stated that young newly qualified drivers should not carry their peer-aged friends as passengers by law for a limited time until they have gained more experience driving solo or with an older experienced driver. I had asked the coroner to write a Preventing Future Deaths Report. He agreed, and wrote to the Department for Transport recommending a graduated driver licensing system to be implemented nationwide. In the newspaper article we 76 UG Becoming a Driving Instructor
said that “our daughter and her friends were victims of an outdated driving licensing system which cuts the lives short of a serious number of young people whilst destroying and rewriting lives on an almost daily basis.” JULY 14TH 2017: THE DAY OUR FAMILY’S LIVES CHANGED FOREVER “Do I look OK, Mam?” Little did I know that these would be the very last words that my precious youngest child Caitlin would say to me that evening. Caitlin (aged 18) was a front-seat passenger in a car driven by her friend (aged 18) who had recently passed her driving test. With another friend (aged 18) in the back seat of the car, they were travelling on the A595 in Cumbria to a local restaurant when the newly qualified driver lost control of the car on a bend and collided with a van. Neither driver was speeding but the road was wet. The coroner put the crash down to the inexperience of the newly
qualified driver. The third person in the car and the van driver were both seriously injured. Caitlin and her friend driving were killed on impact. Since this tragedy I have campaigned tirelessly, lobbying Government to protect our teenage inexperienced drivers, calling for safeguards through a GDL system. I have been raising awareness of the dangers posed to young novice drivers upon passing their driving test, especially on rural roads. I want all parents of teenagers and young drivers themselves to know the risks, as we as a family were unaware of them before Caitlin’s death. That’s why the ‘Caitlin’s Message’ information pages were created and published in the booklet ‘Learning to drive: the parent’s guide’, in the hope that the advice will help inform parents, and that ADI’s can share this booklet with their students. The second leading cause of death in the UK to our younger generation is road traffic collisions. We must do everything we can to help prevent these deaths. Graduated driver licensing has proven to reduce road deaths and serious injuries by between 20-40%. Elements of a GDL system will give our younger generation a safer future and safe mobility. You can find out more information on the website www.protectyoungdrivers.com. DEDICATED TO CAITLIN LYDIA HUDDLESTON. Aged forever 18. #caitlinscampaign #caitlinshour #caitlinsmessage #forgetmenotfamiliesuniting
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S TA R T I N G O U T
C H R IS BEN chrisbenst S T ED ed.co.uk
Supporting your
LEARNERS Adapt your support to suit each learner’s needs, says Chris Bensted When people think about becoming a driving instructor, they often focus on teaching ‘the car’. Moving off, junctions, roundabouts, manoeuvres and all the other things a learner needs to do to pass a test. Even those who truly believe they are not ‘test focused’ fall into the subject trap and can miss the true development line. The job is not really about the car, it is about supporting a person. Every learner arrives with a different starting point. Some are confident but careless. Some are capable but anxious. Some need more time to process information. Some will understand an explanation immediately, while others need to see it, try it and talk it through afterwards. Good lessons start with noticing that difference. Your role is not to deliver the same lesson to everyone. It is to work out what this learner needs, today, and adapt accordingly.
That may mean changing pace, reducing the amount of information, giving clearer instructions, using repetition, or allowing the learner more time to think before expecting an answer. EVOLVING SUPPORT You do not need a diagnosis or a label before you adapt. If a learner is struggling to process a long explanation, make it shorter. If they forget a sequence, break it into smaller steps. Respond to the need in front of you rather than waiting for permission to teach differently. Support does not mean making things easy or avoiding challenge. It means making the challenge achievable. One of the biggest mistakes new instructors make is focusing too heavily on the subject. They decide that today is ‘roundabouts’ or ‘bay parking’, then try to force the
lesson to fit the plan. A better question is: what need does this learner need to develop? They may need better observation, earlier planning, improved judgement, more confidence or greater responsibility for decisions. Needs lead to skills, and skills lead to success. The subject is simply the place where that skill is being practised. Supporting learners also means creating an environment where they can be honest. A learner who feels judged will often hide confusion, agree when they do not understand, or avoid taking responsibility. Or they will hide behind “I don’t know” to avoid getting it wrong. Ask questions, but do not turn the lesson into an interrogation. Give feedback, but do not fill every silence. Praise what is genuinely working and be specific about why it worked. “That was better” is far less useful than “You looked earlier, which gave you more time to make the decision.” This kind of praise can turn “IDK” into “I wonder if…” As learners improve, your support should change. The ‘uncoachable’ pupil will start to reflect and respond. The aim is not to create a learner who follows instructions perfectly. It is to develop a driver who can recognise risk, make informed decisions and take responsibility for the outcome. . You will not get every lesson right. No instructor does. What matters is that you reflect, adapt and keep learning – if you can’t, why should they? UG Becoming a Driving Instructor 77
S TA R T I N G O U T
, e g d a b n Gree
L O O H C S N GREE ives Vicky Folland g eing her advice on b an eco-friendly instructor
Becoming a driving instructor isn’t just about helping people pass their test. It’s also about how we run our businesses, the example we set and the legacy we leave behind. The good news is that many of the habits that make us better driving instructors also make us greener ones.
BETTER DRIVING IS GREENER DRIVING
One of the biggest misconceptions is that sustainable driving is something separate from good driving. They go hand in hand. Think back to your Part 2 test. The skills you worked so hard to develop weren’t just there to help you pass an assessment. They are the foundations of safe, efficient driving every day. 78 UG Becoming a Driving Instructor
Anticipation. Smooth acceleration. Progressive braking. Correct gear selection. Avoiding harsh steering, braking and acceleration. These techniques reduce risk, create a smoother drive and make you a better driver. They also reduce fuel consumption, lower emissions and, if you’re driving an electric vehicle, can increase battery range. As instructors, these are the very skills we teach our learners. We’re not just preparing them for a driving test, we’re helping them build habits that will stay with them for life. A smoother, safer driver is almost always a greener driver too. Smooth driving means less wear on tyres, brakes and clutches, lower fuel costs and
fewer repairs. Your vehicle spends more time earning money and less time in the garage. You don’t have to choose between running a successful business and running a sustainable one. Very often, they’re the same thing.
WHY IT MATTERS
The young people we’re teaching today are growing up in a very different world to the one when I became a driving instructor 21 years ago. Research shows many are concerned about climate change. Learning to drive can already feel overwhelming, and as instructors we spend dozens of hours alongside young people during an important stage of their lives. Those conversations matter.
MEET TH EXPERT E
question: How can I do this with less impact? That question changed how I looked at my business. Six years later, I’m proud to say my driving school has been carbon neutral every year, not because I set out to win awards or tick a box, but because one small change led to another. I didn’t change everything overnight. I simply started making better decisions. Each small change made my business a little more efficient, a little more sustainable and a little more aligned with my values.
IT’S NOT JUST ABOUT THE CAR
My own journey towards running a greener driving school didn’t begin with a business plan. It started at home. My son became passionate about protecting the environment through his school’s Eco Council. Suddenly our conversations were about wildlife, plastic pollution and the small changes we could all make. It made me stop and think. I realised nobody should feel guilty for earning a living. Driving instructors provide an essential service, helping people access education, employment and independence. But I also realised that if I was going to spend thousands of hours each year on the road, I had a responsibility to ask one simple
When people think about running a greener driving school, they often assume the first step is buying an electric vehicle. It isn’t. Owning an EV doesn’t automatically make a business sustainable, and driving a petrol or diesel car doesn’t stop you making a real difference. Sustainability is about the decisions you make every day, not just what’s parked on your driveway. I use MyDriveTime to manage my lessons, replacing my old paper diary. It has reduced cancellations and no shows, improved efficiency and made my business more profitable. My learners also have access to online theory resources, removing the need for printed handouts that often end up lost or thrown away.
V IC KY FOLL vickysdriv A N D ingtuition.c o.uk
Looking after your vehicle is another simple step. Correct tyre pressures improve safety, reduce fuel consumption and help tyres last longer. Regular servicing keeps your vehicle reliable and efficient. Whenever possible, I buy quality products that last or choose refurbished technology instead of replacing equipment unnecessarily.
START SMALL
If you’re thinking about becoming a driving instructor, don’t feel you need to have everything figured out before you begin. You don’t need an electric car on day one. You don’t need a perfect sustainability policy, and you certainly don’t need to be carbon neutral. Instead, focus on building good habits. Plan your diary efficiently. Drive smoothly. Maintain your vehicle. Choose digital resources where possible. Reduce unnecessary mileage and buy equipment that lasts. A green driving school isn’t about being perfect. It’s about recognising that the choices we make as business owners and educators have an impact. The future of driver training isn’t simply electric, it’s thoughtful, efficient and sustainable. That’s something every new driving instructor can be part of from day one.
“ Sustainability is about the decisions you make every day, not just what you drive” UG Becoming a Driving Instructor 79
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T R AI N I NG DI R E C TORY
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DRIVING INSTRUCTORS ASSOCIATION (DIA) driving.org
RAY SEAGRAVE INSTRUCTOR TRAINING complete-instructor-training.co.uk
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EMPATHETIC INSTRUCTOR TRAINING empathetic.co.uk EXCEL WITH DR JULIA MALKIN MBE facebook.com/juliapm.co.uk FIONADRIVE fionadrive.com GJH CONSULTANCY & COACHING FOR DRIVER DEVELOPMENT grahamhooper.blog GO GREEN DRIVING INSTRUCTOR TRAINING gogreendrivinginstructortraining.co.uk
SMARTLEARNER DRIVING SCHOOL smartlearner.com SUPPORT DRIVING SCHOOL supportdrivingschool.com THE DRIVING ACADEMY thedrivingacademy.org THEORY TEST EXPLAINED theorytestexplained.co.uk TRAINING WHEELZ trainingwheelz.co.uk
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GUILD OF MINDFUL DRIVER TRAINERS thecalmside.com
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