Carry out mock driving tests for your pupils
What driving instructors should do to carry out realistic mock driving tests, including what needs to be in the test, assessing faults and recording the result.
Applies to England, Scotland and Wales
The Driver and Vehicle Standards Agency (DVSA) encourages driving instructors to carry out mock driving tests for their pupils.
Taking a mock test can help your pupils to:
- learn how the driving test works
- understand how faults are assessed
- understand how any mistakes they make would affect their test result
- practise managing nerves when driving in a different environment
When to use mock tests
Use mock tests with your pupil when they can consistently drive safely without any prompting.
You can choose to either:
- carry out the mock test yourself, playing the role of the driving examiner
- arrange for another driving instructor to carry out the mock test with your pupil
Arranging another driving instructor to carry out the mock test
If you think that your pupil will be particularly nervous driving with a stranger, it can help if you ask another driving instructor to do the mock test.
To avoid influencing their assessment, do not share your pupil’s strengths and weaknesses with the other instructor before they carry out the mock test.
This will give your pupil experience of dealing with their nerves before their driving test.
What your mock test should include
The mock test should take about 40 minutes and include everything covered during a normal driving test. This includes:
- checking your pupil’s driving licence
- an eyesight check
- ‘show me, tell me’ vehicle safety questions
- general driving ability
- reversing the car
- independent driving
- emergency stop
- giving the test result and feedback
The emergency stop may not be included in your pupil’s actual driving test - it’s used in 1 in 3 tests.
You can sit in on one of your pupils driving tests to see how they’re carried out. You need to check with your pupil beforehand if they want you to do this during their test. Sitting in on a test can help you understand:
- when you should give instructions and directions
- what you should say
- how to give feedback at the end of the test
Design mock driving test routes
You can either:
- create your own test routes that you’ll use for mock driving tests
- check if your local driving instructor association has developed any mock test routes you can use
DVSA does not publish the routes that are used for real driving tests. Avoid using roads you know are used for driving tests to help avoid causing distractions to people taking a real driving test.
The route should take about 30 minutes to drive.
What mock test routes should include
Your route should start in a suitable place to check your pupils eyesight and carry out a ‘tell me’ safety question.
Types of roads to include
Mock test routes should include as many of these as possible:
- rural roads with higher speed limits
- urban roads
- dual carriageways, including those with the national speed limit
- multi-lane roundabouts
- one-way systems
Driving abilities your pupil will need to demonstrate
When you plan the route, make sure it includes opportunities for your pupil to:
- change lanes
- pass parked or stationary vehicles and obstacles
- approach and cross junctions
- observe road markings, signs and react appropriately to potential or actual risks
Each route you create should be as consistent as possible, with similar hazards on each route.
Plan where you’ll do the manoeuvres
Depending on which manoeuvre you ask the pupil to do on the route, it will need to include:
- a straight section of a main road, with clear visibility ahead and behind where you can pull up on the right and reverse
- a straight section of a main road with cars parked on left, with clear visibility ahead and behind where you can parallel park
- a car park suitable for parking in a bay (either driving into a bay and reversing out, or reversing in and driving out)
Choose suitable car parks
When you choose car parks to use, make sure that:
- there are no restrictions stopping you from practising in it
- it can be driven around and exited if no bays are available
- there are several bays to choose from
- bays require the pupil to steer into them on the left or right
- bays are clearly defined
- you use a quieter area of the car park
Plan the independent driving section of the route
You need to ask your pupil to drive independently for 20 minutes of the mock test. This can be either:
- following directions from a sat nav
- following traffic signs
1 out of 5 real driving tests ask candidates to follow traffic signs, so you should make sure you have mock test routes which also use traffic signs.
Set up a sat nav to give directions
You can set up your sat nav to give directions by either:
- creating, saving and using set routes, if your device has that feature
- setting a destination to drive to - however, be aware the device might not always suggest the exact route you want to use
DVSA examiners use a TomTom Start 52 sat nav for the driving test, as it can save custom routes. However, you do not need to use the same make and model for mock tests.
Check your device’s user guide to find out the best way to safely use it to give directions.
Carry out the mock test
You should make the mock test experience as realistic as possible by:
- avoiding giving any instruction during the test
- using the wording included in this guidance (under ‘What you should say’)
- saving feedback on any faults until the test has finished
If your pupil’s driving becomes dangerous during the mock test, you should stop it early and explain why you have decided to stop the test.
Start the mock test and check your pupil’s driving licence
Explain to your pupil that you will be starting the mock test and you’ll be playing the role of the driving examiner from that point on.
Make sure they understand you will be roleplaying a driving examiner until you tell them otherwise.
Start by checking that the pupil has a valid UK driving licence.
What you should say
Good morning/afternoon may I see your driving licence?
Can you confirm your name is correct?
Would you like me to explain about the test?
The test will include independent driving, various roads, and traffic conditions. I will ask you to complete one manoeuvre and we may carry out an emergency stop. The sort of things you have been practising with your instructor/accompanying driver.
Which car are you using?
Check your pupil’s eyesight
Ask your pupil to read a number plate on a parked vehicle which is at least 20m away - this is around 4 car lengths.
If they need to wear glasses to read a number plate, they must also wear them whenever they are driving.
If your pupil has dyslexia, they’re allowed to:
- read a rear number plate instead of a front number plate (the black text on a yellow background can be easier for them to read)
- read back to front or in a non-uniform order
- misread certain numbers and letters that are similar shapes such as B and 8, D and O, 5 and S
- write down the letters and numbers rather than reading them out
What you should say
Will you read the number plate of [description and colour of] car [where it’s parked, for example near the tree]
Ask a ‘tell me’ vehicle safety check question
Before getting in the car ask your pupil one ‘tell me’ vehicle safety check question.
Choose a question from the list of ‘tell me’ questions.
Make sure it’s appropriate for the weather conditions - for example, do not ask them to open the bonnet in high winds or heavy rain.
Your pupil is allowed to:
- refer to a vehicle information system (if fitted) when answering questions, for example, a tyre pressure monitoring system
- explain how they’d do a practical check if they have a disability which means they cannot physically do it
Make sure your pupil does not touch a hot engine or physically check the fluid levels when answering the question.
What you should say
I would like to ask you two safety questions about your vehicle.
[Ask the first question].
The second question will be a ‘show me’ question on the move. Please make yourself comfortable in your car and I will join you in a moment.
Start the car and move off
Join your pupil in the car, explain how your instructions will work, and ask them to move off.
Watch them to make sure the handbrake is applied and the car is in neutral gear before they start the engine.
What you should say
Throughout the drive continue ahead, unless traffic signs direct you otherwise. When I want you to turn left or right, I will tell you in plenty of time.
Move off when you are ready, please.
Give directions and instructions to your pupil
Give clear directions and instructions to your pupil in good time, especially where signs and markings show an option of lanes.
At complex junctions, roundabouts and gyratory systems, you might need to use extra wording to make the direction and route clear. The ‘What you should say’ section gives examples.
If your pupil has dyslexia or dyspraxia, you can make adjustments such as confirming directions by pointing or using hand signals.
What you should say
Drive on when you are ready, please.
Take the next road on the left/right, please.
Will you take the second road on the left/right, please. (If necessary, add this is the first.)
At the end of the road turn left/right, please.
At the roundabout turn left please.
At the roundabout turn left please - it’s the first exit.
At the roundabout follow the road ahead.
At the roundabout follow the road ahead - it’s the second exit.
At the roundabout turn right please.
At the roundabout turn right please - it’s the third exit.
Ask a ‘show me’ vehicle safety check question
While your pupil is driving you’ll need to ask them one ‘show me’ vehicle safety check question when it’s safe to do so.
You can ask them at any point during the test including the independent drive.
Choose a question from the list of ‘show me’ questions.
General driving
Stopping normally and moving off
You should ask the pupil to make at least 2 normal stops during the test. This can include when pulling up to start the independent driving section, as long as the road conditions allow.
Wherever possible, you should test the pupil’s ability to move off on a reasonably steep uphill gradient.
If stopping on a hill is not possible you should include another designated stop.
The test must always include moving off at an angle from behind a stationary vehicle.
What you should say
For a normal stop
Pull up on the left at a safe place, please.
Drive on when you’re ready.
For a designated or hill stop
Pull up along here, just before ……… please.
Drive on when you’re ready.
For an angle start
Pull up on the left just before you get to the next parked car, please. (If necessary, add, leave enough room to move away.)
Drive on when you’re ready.
Carrying out a reverse manouevre
Ask your pupil to do one of the following exercises:
- parallel park at the side of the road
- park in a parking bay (reverse in and drive out)
- park in a parking bay (drive in and reverse out)
- pull up on the right-hand side of the road, reverse for around 2 car lengths, and rejoin the traffic
You can ask them to do this at any point during the test including the independent drive.
Parallel park at the side of the road
What you should say
Would you pull up on the left well before you get to the next parked car, please.
This is the reverse parking exercise. Would you drive forward and stop alongside the car ahead. Then reverse in and park reasonably close to and parallel with the kerb. Try to complete the exercise within about 2 car lengths.
Park in a parking bay (reverse in and drive out)
What you should say
I should like you to reverse park in the car park. Drive forward into the car park, then reverse into a convenient parking bay. Finish within one of the bays.
Park in a parking bay (drive in and reverse out)
What you should say
I would like you to drive forward into a convenient parking bay finishing within the lines, either to the left or the right (if car park allows).
Now I would like to reverse out either to the left or the right. [Direct your pupil if arrows indicate a one-way system in the car park].
Pull up on the right and reverse
What you should say
Pull up on the right when it is safe to do so, please.
I would now like you to reverse for about 2 car lengths, keeping reasonably close to the kerb.
Independent driving
Your pupil will have to drive for about 20 minutes by following either:
- directions from a sat nav
- traffic signs
You should set up the sat nav for them.
Following sat nav directions
What you should say
Now I would like you to drive independently following the directions from the sat nav until I tell you otherwise.
Drive on when you are ready.
Thank you, that’s the end of the independent driving. I will direct you from now on.
Following traffic signs
What you should say
Pull up on the left please (either specify location or use normal stop wordings).
Now I would like you to drive independently following the traffic signs for ……., continue to follow the signs until I tell you otherwise. Drive on when you are ready.
Thank you, that’s the end of the independent driving. I will direct you from now on.
Going off the route
Do not give the pupil a fault if they take a wrong turning safely.
Help them to get back on the route by offering directions.
Carry out an emergency stop
An emergency stop must be carried out safely where road and traffic conditions are suitable. Do not do it on a busy road or anywhere that could cause danger to other traffic.
If you cannot find an appropriate opportunity to do the emergency stop, ask the pupil to pull up. Choose the right moment as they will have been expecting the emergency stop signal and may react accordingly. Advise them that the exercise will be given later and that they will be warned again beforehand.
What you should say
Pull up on the left at a safe place, please [or] Pull up along here, just before………..please.
Shortly I shall ask you to carry out an emergency stop. When I give this signal, [raise your right hand to face level and say] ‘Stop’, I’d like you to stop as quickly and as safely as possible. Before giving the signal I shall look round to make sure it is safe, but please wait for my signal before doing the exercise.
Do you understand the instructions?
Thank you. I will not ask you to do that exercise again. Drive on when you are ready.
Ending the test
When the mock test is complete, ask the pupil to pull over in a safe place and give your pupil feedback about how they’ve done.
What you should say
Please switch off the engine and give me a moment to complete my paperwork.
That’s the end of the test and I’m pleased to say you’ve passed. Now that you will be driving on your own, I’d like you to be aware of.
[Give feedback]
That’s the end of the test and I’m sorry you haven’t passed. To help you I’ll explain why.
[Give feedback.]
(The feedback should include all serious and dangerous faults. If the pupil fails on an accumulation of more than 15 driving faults only, then all the driving faults need explaining).
Assess and record faults your pupil makes
Driving, serious and dangerous faults
There are 3 types of fault:
- a driving fault - this is not potentially dangerous, but if the pupil keeps making the same fault, it could become a serious fault
- a serious fault - something potentially dangerous
- a dangerous fault - this involves actual danger to the driver, the examiner, the public or property
When deciding what level of fault to mark you should consider:
- to what extent did the pupil not meet the required standard
- was safety or control compromised
- was a legal requirement breached
Use the marking sheet
The marking sheet is split into assessment criteria under these headings:
- eyesight test
- manoeuvres
- show me/tell me
- emergency stop
- control
- move off
- use of mirrors
- signals
- junctions
- judgement
- positioning
- progress
- response to signs/signals
- examiner took action (ETA)
- eco (fuel-efficient driving)
You must not use a digital version of the marking sheet on a tablet during a mock test or driving lesson. It’s illegal to use a tablet when you’re supervising a provisional licence holder.
You’ll need to mark faults under the right assessment criteria. To do this, ask yourself:
- what the fault was
- how it happened
- what caused it
Use a tally on the left-hand side of the box to mark any driving faults made against each assessment criteria.
Put a slash through the ‘S’ or ‘D’ circles if your pupil makes a serious or dangerous fault.
When to mark the fault
Observe faults as they’re made and evaluate them as soon as you can make a confident judgement. Do not be too hasty when you make a decision - wait until the event has finished, then mark the fault when it’s safe to do so.
Do not double-mark faults. This means you should not record the same fault under more than one box on the form.
You can mark both control and observation when assessing and marking a manoeuvre - this is not classed as double-marking.
Eyesight test
The pupil should be able to read a number plate, in good daylight, (with the aid of glasses or contact lenses if worn) from a distance of:
- 20 metres for vehicles with a new-style number plate
- 20.5 metres for vehicles with an old-style number plate
Record a serious fault if the pupil cannot do this.
Go back to the list of assessment criteria.
Manoeuvres
When you ask the pupil to do a manoeuvre, you need to record any faults made related to:
- control
- observation
The manoeuvres are:
- pull up on the right and reverse (shown on the form as reverse/right)
- reversing into a parking space
- reverse park at the side of the road (parallel park)
- forward park into a parking space
Reverse/right (pull up on the right and reverse)
The pupil should demonstrate the ability to safely pull up on the right hand side of the road and reverse 2 car lengths. They should make effective all round observation throughout the manoeuvre showing consideration to other road users.
Reasons to record a fault under ‘control’ include:
- poor co-ordination of controls
- scrubbing or brushing the kerb
- mounting the pavement
- stalling
- reversing out into the road
| Fault type | Example of the fault |
|---|---|
| Driving fault | Clearly scrubbing the kerb |
| Serious fault | A wheel clearly mounting the pavement |
| Dangerous fault | Mounting the pavement, causing the instructor to take action to prevent damage to the car or property |
Reasons to record a fault under ‘observations’ include:
- not checking blind spots
- relying too much or entirely on the mirrors
- misjudging the speed and distance of oncoming vehicles
- misjudging the speed and distance of vehicles positioning to pass from behind
- showing no or late indication of intentions
- waiting unnecessarily for other road users
| Fault type | Example of the fault |
|---|---|
| Driving fault | Misjudging the speed and distance of an approaching vehicle when beginning to move over to the right hand side of the road, but does not compromise safety of other road users |
| Serious fault | Misjudging the speed and distance of an approaching vehicle, causing the driver to brake firmly to allow the pupil to proceed to the right hand side of the road |
| Dangerous fault | Any situation brought about by a loss of control during the manoeuvre that results in actual danger to the pupil, instructor, general public or property |
Reverse park (reversing into a car park space)
The pupil should be able to control the car accurately when parking on the road or into a parking bay. They should make effective all round observation throughout the manoeuvre showing consideration to other road users.
Reasons to record a fault under ‘control’ include:
- poor co-ordination of controls
- scrubbing or brushing the kerb
-
unnecessary shunting backwards and forwards
- mounting the pavement
- turning the steering wheel the wrong way
- stalling
- finishing at an acute angle to the kerb
- ending up straddling two bays
| Fault type | Example of the fault |
|---|---|
| Driving fault | Re-positioning required to correct a loss of control or accuracy |
| Serious fault | Excessive re-positioning to correct complete misjudgement or significant loss of control. Final parking position parking is outside the bay |
| Dangerous fault | Any situation brought about by a loss of control that results in actual danger to the pupil, instructor, general public or property |
Reasons to record a fault under ‘observation’ include:
- not checking their blind spot
- relying too much or entirely on the mirrors
- making ineffective observation
- looking but not reacting to other vehicles or pedestrians
- waiting too long for other users in the car park
| Fault type | Example of the fault |
|---|---|
| Driving fault | Does not check a blind spot but no one is affected |
| Serious fault | A significant lack of observation to areas where another vehicle or pedestrian could be affected |
| Dangerous fault | A significant lack of observation to an area where a vehicle or pedestrian is present which causes the instructor to take action to prevent actual danger |
Reverse park (parallel parking at the side of the road)
The pupil should be able to control the car accurately when parking on the road or into a parking bay. They should make effective all round observation throughout the manoeuvre showing consideration to other road users.
Reasons to record a fault under ‘control’ include:
- poor co-ordination of controls
- scrubbing or brushing the kerb
- unnecessary shunting backwards and forwards
- getting too close to the object car
- mounting the pavement
- turning the steering wheel the wrong way
- parking too far from the kerb
- stalling
- not completing within two car lengths
- finishing at an acute angle to the kerb
| Fault type | Example of the fault |
|---|---|
| Driving fault | Re-positioning required to correct a loss of control or accuracy |
| Serious fault | Excessive re-positioning to correct complete misjudgement, significant loss of control |
| Dangerous fault | Any situation brought about by a loss of control during the manoeuvre that results inn actual danger to the pupil, instructor, general public or property |
Reasons to record a fault under ‘observation’ include:
- not checking their blind spot
- relying too much or entirely on the mirrors
- making ineffective observation
- looking but not reacting to other vehicles or pedestrians
| Fault type | Example of the fault |
|---|---|
| Driving fault | Does not check a blind spot but no one is affected |
| Serious fault | A significant lack of observation to areas where another vehicle or pedestrian could be affected |
| Dangerous fault | A significant lack of observation to an area where a vehicle or pedestrian is present which causes the instructor to take action to prevent actual danger |
Forward park (drive in and reverse out of a parking space)
The pupil should be able to control the car accurately when forward parking into a parking bay. They should make effective, all round observation and consideration to other road users and pedestrians.
Reasons to record a fault under ‘control’ include:
- poor co-ordination of controls
- ending up straddling two bays
- shunting forwards and backwards unnecessarily
- turning the steering wheel the wrong way
- stalling
| Fault type | Example of the fault |
|---|---|
| Driving fault | Finishing the exercise with one or two wheels on the parking bay line |
| Serious fault | Finishing the exercise with one or two wheels fully in the bay adjacent to the intended bay |
| Dangerous fault | Loss of control that causes the instructor to take action to prevent the pupil from hitting a vehicle in the adjacent bay |
Reasons to record a fault under ‘observation’ include:
- not checking their blind spot
- relying too much or entirely on the mirrors
- making ineffective observation
- looking but not reacting to other vehicles or pedestrians
- waiting too long for other users in the car park
| Fault type | Example of the fault |
|---|---|
| Driving fault | Does not check a blind spot but no one is affected |
| Serious fault | A significant lack of observation to areas where another vehicle or pedestrian could be affected |
| Dangerous fault | A significant lack of observation to an area where a vehicle or pedestrian is present which causes the instructor to take action to prevent actual danger |
Go back to the list of assessment criteria.
Show me/tell me
The pupil should display and demonstrate a basic knowledge and use of the fundamental controls and safety checks applicable to the car. These include:
- safe fluid levels
- lighting checks
- tyre checks
- washing the windscreen
You should record a fault if the pupil:
- answers 1 or 2 questions incorrectly
- loses control when demonstrating the on-road ‘show me’ question
| Fault type | Example of the fault |
|---|---|
| Driving fault | Answers a ‘tell me’ question incorrectly or displays a minor loss of vehicle control whilst demonstrating the on-road ‘show me’ question |
| Serious fault | Displays serious loss of control whilst demonstrating the on-road ‘show me’ question |
| Dangerous fault | Displays an actual dangerous loss of vehicle control whilst demonstrating the on-road ‘show me’ question requiring the instructor to take action to prevent a collision |
Go back to the list of assessment criteria.
Emergency stop
The pupil should bring the car to a stop safely, promptly and under full control. They should avoid locking the wheels.
Do not record a fault if the car is fitted with an anti-lock braking system (ABS) which requires the clutch and brake pedals to be used together harshly in an emergency, and your pupil uses this technique.
Reasons to record a fault under ‘emergency stop’ include:
- making a late or slow reaction to the signal
- applying the handbrake before stopping
- skidding out of control
- missing the footbrake pedal
- letting go of the steering wheel
| Fault type | Example of the fault |
|---|---|
| Driving fault | Locks the wheels and skidding for a short distance, but demonstrates effective skills in regaining control |
| Serious fault | Very harsh braking which locks the wheels and causes the car to skid out of control, with either ineffective or no attempt to regain control |
| Dangerous fault | Any situation brought about by a loss of control during the emergency stop that results in actual danger to the pupil, instructor, general public or property |
Go back to the list of assessment criteria.
Control
You need to record any faults on the form related to the:
Accelerator
The pupil should use the accelerator and clutch to make a smooth start.
Reasons to record a fault include:
- making uncontrolled use of the accelerator
- revving excessively
| Fault type | Example of the fault |
|---|---|
| Driving fault | Uncontrolled or harsh use of the accelerator |
| Serious fault | Continuous habitual uncontrolled or harsh use of the accelerator |
| Dangerous fault | Uncontrolled useof the accelerator leading to a situation involving actual danger |
Clutch
The pupil should use the accelerator and clutch to make a smooth start. The clutch should be depressed before the car stops.
They should not allow the car to coast by running on in neutral or with the clutch depressed.
| Fault type | Example of the fault |
|---|---|
| Driving fault | The clutch is not depressed in time when coming to a stop causing the engine to stall, but no other traffic is affected |
| Serious fault | The clutch is not depressed in time habitually throughout the drive |
| Dangerous fault | The clutch is not depressed in time when coming to a stop, resulting in the instructor needing to take action to prevent actual danger |
Gears
The pupil should select the correct gear to match the road and traffic conditions.
They should not allow the car to coast by running on in neutral or with the clutch depressed.
| Fault type | Example of the fault |
|---|---|
| Driving fault | Selecting the wrong gear, resulting in a reduction in vehicle speed with no risk to following vehicles |
| Serious fault | Selecting the wrong gear, resulting in a sudden reduction in vehicle speed, causing following traffic to alter speed or direction |
| Dangerous fault | Any situation brought about by a control fault that results in actual danger to the pupil, instructor, general public or property |
Footbrake
The pupil should use the footbrake smoothly and progressively.
| Fault type | Example of the fault |
|---|---|
| Driving fault | Uncontrolled or harsh use of footbrake |
| Serious fault | Uncontrolled or harsh use of footbrake habitually throughout the drive |
| Dangerous fault | No timely attempt to use the foot brake, resulting in the instructor needing to take action to prevent actual danger |
Parking brake
The pupil should make full use of the parking brake to prevent the car rolling backwards or forwards.
| Fault type | Example of the fault |
|---|---|
| Driving fault | Parking brake not applied for stopping on hill start, car rolls back a short distance |
| Serious fault | Parking brake not applied for stopping on hill start, car rolls back a significant distance |
| Dangerous fault | Parking brake not applied for stopping on hill start, car rolls back with a vehicle or other road user behind causing actual danger |
Steering
The pupil should steer the car as smoothly as possible. Steering too early or late may cause the car to hit the kerb or swing out towards another road user.
| Fault type | Example of the fault |
|---|---|
| Driving fault | Steers sufficiently late when turning right at a junction to cause a ‘swan neck’ steering line which is recovered |
| Serious fault | Steers significantly early when turning left at a junction causing a wheel to mount the pavement |
| Dangerous fault | Steers significantly late when turning right at a junction, causing a wheel to mount the pavement when there is a pedestrian present causing actual danger - the instructor has to take action to prevent the situation escalating |
Precautions
Before the engine is started, the pupil should make sure that they are comfortably seated and all controls can be safely operated.
| Fault type | Example of the fault |
|---|---|
| Driving fault | After stalling at a road junction, handbrake applied but pupil attempts to start the engine whilst in gear |
| Serious fault | At a road junction, engine started whilst in gear, resulting in car entering the new road with potential risk to other road users |
| Dangerous fault | Any situation brought about by a lack of ability to recognise the need to operate or being unable to operate the controls, which directly affects other traffic or pedestrians and causes actual danger |
Ancillary controls
The pupil should understand the function of all the controls and switches, especially those that have a bearing on road safety. These include:
- indicators
- lights
- windscreen wipers
- demisters
- heaters
The pupil should be able to find these controls and operate them correctly, when necessary, without looking down or causing a loss of control.
Reasons to record a fault include:
- failing to use ancillary controls when necessary
- being unable to operate the controls
- being unable to locate or operate essential ancillary controls
- losing control whilst operating ancillary controls
| Fault type | Example of the fault |
|---|---|
| Driving fault | Pupil is not completely familiar with the location and operation of controls. Control of the car is compromised but with no effect on road safety |
| Serious fault | Pupil is unaware of the location and operation of the controls, resulting in a serious loss of vehicle control and road safety being compromised |
| Dangerous fault | Any situation brought about by a fault locating or operating ancillary controls that results in actual danger to the pupil, instructor, general public or property |
Go back to the list of assessment criteria.
Move off
On the form you need to record any faults made related to:
Safety
Reasons to record a fault under ‘safety’ include:
- not checking their blind spot
- checking their blind spot at the wrong time
- moving away unsafely, making a blind spot check only over the left shoulder for normal stops and angle starts
- making ineffective or no observations before moving off following the ‘pull up on the right and reverse’ exercise
- pulling away with the right signal on following the ‘pull up on the right and reverse’ exercise
| Fault type | Example of the fault |
|---|---|
| Driving fault | Incorrect timing of the blind spot check when moving off with no risk to other road users - for example, checking the blind spot after the car has moved off |
| Serious fault | Moving off into the path of traffic or failing to make observation at all |
| Dangerous fault | Failure to make observation causes actual danger to the pupil, instructor, general public or property |
Control
The pupil should:
- move off smoothly and safely on a gradient and at an angle
- make the correct precautionary observations
Reasons to record a fault under ‘control’ include:
- stalling
- moving off with the handbrake applied
- rolling backwards when attempting to move off
- not engaging a gear when attempting to move off
- attempting to pull away in too high a gear
| Fault type | Example of the fault |
|---|---|
| Driving fault | Attempts to move away but stalls the engine, no other road users are affected |
| Serious fault | Attempts to move away and repeatedly stalls the engine |
| Dangerous fault | Attempts to move away uphill, stalls the engine and allows car to roll back with another vehicle behind causing actual danger |
Go back to the list of assessment criteria.
Use of mirrors
On the form you need to record any faults made related to:
The pupil should:
- make full and effective use of all mirrors fitted to the car
- use the mirror - signal - manoeuvre (MSM) routine
Reasons to record a fault include:
- not using the exterior mirrors when essential
- using the mirrors but not reacting to the information
- not using the mirrors at all
- pulling up with no mirror checks
- increasing their speed with no mirror checks
- making late use of mirrors
Signalling
| Fault type | Example of the fault |
|---|---|
| Driving fault | Mirrors are not used before signalling but no other road users are affected |
| Serious fault | Mirrors are not used before signalling repeatedly throughout the drive |
| Dangerous fault | Mirrors are not used before signalling for right turn, vehicle behind has to abandon overtake causing actual danger |
Change direction
| Fault type | Example of the fault |
|---|---|
| Driving fault | Late use of exterior mirror before changing direction |
| Serious fault | Does not use the exterior mirror before a significant change in direction |
| Dangerous fault | Any situation brought about by a serious neglect of using the mirrors, resulting in actual danger to the pupil, instructor, general public or property |
Change speed
| Fault type | Example of the fault |
|---|---|
| Driving fault | Does not use mirrors before making a normal stop but no other road users are affected |
| Serious fault | Does not use mirrors before making a normal stop and no signal is given, significantly affecting the following traffic |
| Dangerous fault | Does not use mirrors before a normal stop and no signal is given, causing actual danger to following traffic |
Go back to the list of assessment criteria.
Signals
On the form you need to record any faults made related to signals not being:
The pupil should give clear signals to let other road users know the intended course to be taken. Signals shown in the Highway Code should only be used if it would help other road users (including pedestrians).
Signals should be given in good time and cancelled after the manoeuvre has been completed.
Pedestrians should not be beckoned to cross the road.
Necessary
Reasons to record a fault under ‘necessary’ include:
- failing to re-apply the signal when it self cancels
- failing to give a signal where necessary
| Fault type | Example of the fault |
|---|---|
| Driving fault | Applies signal but cancels before the change in direction is complete, where another road user is present who would benefit from the signal |
| Serious fault | Omits an essential signal to inform other road user of a change in direction |
| Dangerous fault | Omits an essential signal to inform other road user of a change in direction, resulting in actual danger to the pupil, instructor, general public or property |
Correctly
Reasons to record a fault under ‘correctly’ include:
- signalling unnecessarily
- giving wrong arm signals
- failing to cancel after use
- signalling incorrectly (for example signalling left for right or right for left)
- flashing the headlights at another driver to proceed or turn
- having the hazard lights on whilst on the move
- making unnecessary use of the horn
- beckoning pedestrians
| Fault type | Example of the fault |
|---|---|
| Driving fault | Does not cancel left signal after leaving roundabout, continues with signal on for sufficient distance with no effect |
| Serious fault | Does not cancel left signal after leaving roundabout, continues with signal on towards junction on left with vehicle waiting to emerge, has to be asked to cancel signal |
| Dangerous fault | Beckons pedestrian to cross road causing actual danger, oncoming vehicle has to brake heavily to avoid pedestrian |
Timed
Reasons to record a fault under ‘timed’ include:
- giving late exit signals at roundabouts
- arriving at a junction and then signalling
- signalling after starting the manoeuvre
- signalling far too early or too late
- giving a misleading signal before intended left and right turn
| Fault type | Example of the fault |
|---|---|
| Driving fault | Gives a necessary signal late when turning at junction, having a sufficient effect on other road users to warrant recording a fault |
| Serious fault | Gives a very late signal for turning at junction with traffic present who are significantly affected |
| Dangerous fault | Gives a very late signal for turning at a junction and causes actual danger |
Go back to the list of assessment criteria.
Junctions
On the form you need to record any faults made related to:
Approach speed
The pupil should be able to judge the correct speed of approach so that the car can enter a junction safely or stop if necessary.
Reasons to record a fault under ‘approach speed’ include:
- approaching too fast
- approaching too slow
| Fault type | Example of the fault |
|---|---|
| Driving fault | Approaches a junction sufficiently quickly that control of the car is compromised |
| Serious fault | Approaches a junction far too quickly, significantly affecting control of the car |
| Dangerous fault | Approaches a junction far too quickly, causing the instructor to take action to avoid actual danger |
Observation
The pupil should:
- make effective observations before moving into a junction and make sure it is safe before proceeding.
- watch out for cyclists and motorcyclists coming up on their left and pedestrians who are crossing
Reasons to record a fault under ‘observation’ include:
- not taking effective observation before emerging
- looking both ways but still emerges to affect other road users
| Fault type | Example of the fault |
|---|---|
| Driving fault | Misjudges the speed and distance of an approaching vehicle, does not compromise safety of other road users |
| Serious fault | Does not take effective observation before emerging at junctions, emerging into the path of other vehicles |
| Dangerous fault | Any situation brought about by the severe lack of effective observation that results in actual danger to the pupil, instructor, general public or property |
Turning right
The car should be positioned correctly, using the correct lane. When turning right, the car should be positioned to the centre of the road as is safe. The car should not cut the corner when turning right.
Reasons to record a fault under ‘turning right’ include:
- positioning the car too far to the left
- positioning the car too far to the right
- stopping short of the turning point when turning from a major to minor road
- taking an incorrect position before turning right
| Fault type | Example of the fault |
|---|---|
| Driving fault | Approaches a T junction to turn right and positions the car part way over the central road marking with no effect on any road user |
| Serious fault | Does not attempt to use a clear available right hand lane when turning right at a major roundabout |
| Dangerous fault | Approaches a T junction to turn right and positions on the wrong side of the road with a high risk of safety to oncoming traffic |
Turning left
When turning left, the car should be over to the left to avoid swinging out.
Reasons to record a fault under ‘turning left’ include:
- positioning the car too far to the right or too close to the kerb
- swinging out prior to reaching the corner
- positioning the car in an unmarked inappropriate lane to turn left
| Fault type | Example of the fault |
|---|---|
| Driving fault | Approaches a T junction to turn left and brushes the kerb |
| Serious fault | Habitually positions the car extremely close to the kerb or brushes it when turning left |
| Dangerous fault | Approaches a T junction to turn left and brushes the kerb, causing the instructor to take action to prevent actual danger to pedestrian close to kerb edge |
Cutting corners
Record the fault under ‘cutting corners’ if the pupil cuts corners when turning from a major to minor road.
| Fault type | Example of the fault |
|---|---|
| Driving fault | Turning right from a major to minor road with the car positioned part way over the central dividing line of the minor road, with no effect on other road users approaching the junction |
| Serious fault | Turning right from a major to minor road with the car positioned completely on the wrong side of the road in the minor road with no mitigating circumstances |
| Dangerous fault | Turning right from a major to minor road with the car positioned completely on the wrong side of the road in the minor road, causing the instructor to take action to prevent actual danger to other road users |
Go back to the list of assessment criteria.
Judgement
On the form you need to record any faults made related to:
The pupil should only overtake when it is safe to do so.
A sufficient safety margin should be left when other vehicles are being overtaken. Cyclists and motorcyclists need as much space as other vehicles; they can wobble or swerve suddenly.
They should not cut in too quickly after overtaking.
Care should be taken when the width of the road is restricted or when the road narrows. If there is an obstruction on their side or not enough room for two vehicles to pass safely, the car should be prepared to wait and let the approaching vehicles through.
When turning right, other vehicles should not have to stop, slow down or swerve to allow the car to complete its turn.
Overtaking
Reasons to record a fault under ‘overtaking’ include:
- cutting in after overtaking
- attempting to overtake in a hazardous place
- unsafe overtaking
| Fault type | Example of the fault |
|---|---|
| Driving fault | Cuts in too soon after safely passing another road user safely but leaves some margin for error |
| Serious fault | Cuts in too soon after passing another road user, leaving no room for error and compromised safety |
| Dangerous fault | Attempts an overtake in a hazardous area causing the instructor to take action to prevent actual danger taking place |
Meeting
Record the fault under ‘meeting’ if the pupil fails to show proper judgement when meeting approaching traffic.
| Fault type | Example of the fault |
|---|---|
| Driving fault | Late reaction when meeting approaching vehicles |
| Serious fault | Placing other drivers at risk by driving forward when they should give way |
| Dangerous fault | Any situation brought about by the inability to meet approaching traffic that results in actual danger to the pupil, instructor, general public or property |
Crossing
Record the fault under ‘crossing’ if the pupil turns right across the path of oncoming road users.
| Fault type | Example of the fault |
|---|---|
| Driving fault | Misjudges the speed and distance of an approaching vehicle causing the driver to slow. Safety of other road users is not compromised |
| Serious fault | Misjudges the speed and distance of an approaching vehicle causing the driver to slow down significantly |
| Dangerous fault | Misjudges the speed and distance of an approaching vehicle causing the instructor to take action to prevent danger to any other possible road user |
Go back to the list of assessment criteria.
Positioning
On the form you need to record any faults made related to:
- normal driving
- lane discipline
- pedestrian crossings
- position/normal stop
- awareness / planning
- clearance
- following distance
- use of speed
Normal driving
Reasons to record a fault under ‘normal driving’ include:
- the car is too close to the kerb
- the car is too far from the kerb
- not using bus or cycle lanes when the times allow its use
- driving in the right hand lane on dual carriageways
- cutting across the normal road position when going ahead at roundabouts
| Fault type | Example of the fault |
|---|---|
| Driving fault | Continuing ahead in the right hand lane of a dual carriageway for a sufficient period of time, when the left hand lane is available |
| Serious fault | Habitually driving too close to the edge of the road instead of the centre of the intended lane |
| Dangerous fault | Driving to the extreme left of the intended lane, causing the instructor to take action to prevent danger |
Lane discipline
Reasons to record a fault under ‘lane discipline’ include:
- straddling marked lanes when going ahead
- straddling a bus lane
| Fault type | Example of the fault |
|---|---|
| Driving fault | Going ahead at a roundabout, straddling two marked lanes on approach |
| Serious fault | After leaving a roundabout, straddling lanes impacting following traffic |
| Dangerous fault | Straddling two clearly marked lanes resulting in the instructor taking action to prevent actual danger |
Pedestrian crossings
Reasons to record a fault under ‘pedestrian crossings’ include:
- approaching too fast
- not reacting to the lights at a pedestrian controlled crossing
- pulling away well before the crossing is clear of pedestrians
- not stopping when necessary
- beckoning pedestrians to cross
| Fault type | Example of the fault |
|---|---|
| Driving fault | Does not continue when the crossing is clear and the light is flashing amber at a pedestrian crossing |
| Serious fault | Stops on a zebra crossing causing pedestrians to have to walk around the vehicle to be able to cross the road safely |
| Dangerous fault | Makes no attempt to slow on approach to a pedestrian crossing with people attempting to cross |
Position / normal stop
Reasons to record a fault under ‘position/normal stop’ include:
- making a normal stop in an unsafe position
- having both nearside wheels on the kerb/pavement
- stopping over a driveway
- stopping at a bus stop
- being too far from the kerb
- being too near to a junction
- stopping opposite other parked vehicles
| Fault type | Example of the fault |
|---|---|
| Driving fault | During the normal stop exercise, blocks a driveway when other options are available to park clear of it |
| Serious fault | Parks habitually away from the kerb, almost in normal driving position during stopping exercises |
| Dangerous fault | Stops in a position that causes the instructor to take action to prevent actual danger |
Awareness / planning
Reasons to record a fault under ‘awareness / planning’ include:
- not considering the actions of vulnerable road users such as pedestrians, cyclists, motorcyclists and horse riders
- not anticipating road and traffic conditions in good time
- reacting to other road users at the last moment rather than in good time
| Fault type | Example of the fault |
|---|---|
| Driving fault | Late reaction to what other road users are doing |
| Serious fault | Last minute and sudden reaction to other road users compromising their safety |
| Dangerous fault | Any situation brought about by a last minute and sudden reaction to other road users that results in actual danger to the pupil, instructor, general public or property |
Clearance
The pupil should allow plenty of room when passing stationary vehicles and obstructions. They should be able to display the readiness to be prepared to slow down or stop, as a door may open, a child may run out or a vehicle may pull out without warning.
Record a fault under ‘clearance’ if the pupil drives too close to stationary vehicles and obstructions.
| Fault type | Example of the fault |
|---|---|
| Driving fault | Passes too close to a stationary vehicle when road conditions allowed the correct clearance |
| Serious fault | Narrowly avoids a collision with a stationary vehicle when road conditions enable the correct and safe course to be taken |
| Dangerous fault | Passes dangerously close to or striking a stationary vehicle, resulting in actual danger to the pupil, instructor, general public or property |
Following distance
The car must always be a safe distance between the pupil and other vehicles.
On wet or slippery roads it takes much longer to stop.
When the car has stopped in traffic queues, sufficient space should be left to pull out if the vehicle in front has problems.
Reasons to record a fault under ‘following distance’ include:
- getting too close to moving vehicles
- pulling up too close to vehicle ahead
| Fault type | Example of the fault |
|---|---|
| Driving fault | Not maintaining the full separation distance required |
| Serious fault | Driving too close to the vehicle ahead, where the separation distance left little margin for error |
| Dangerous fault | Any situation brought about by dangerously driving too close to the car in front that results in actual danger to the pupil, instructor, general public or property - the instructor must take action as necessary to increase separation distance and avoid the possibility of a collision |
Use of speed
Reasons to record a fault under ‘use of speed’ include:
- driving too fast for prevailing road traffic and weather conditions
- breaking the speed limit
| Fault type | Example of the fault |
|---|---|
| Driving fault | Driving too fast for the road or traffic conditions for a short period |
| Serious fault | Driving too fast for the road or traffic conditions, exceeding speed limits |
| Dangerous fault | Any situation brought about by the inability to meet approaching traffic that results in actual danger to the pupil, instructor, general public or property |
Go back to the list of assessment criteria.
Progress
On the form you need to record any faults made related to:
The pupil should drive at a safe and appropriate speed for the prevailing road and traffic conditions. Speed limits are not target speeds and there will be occasions where pupils need to reduce their speed to deal safely with situations such as narrow residential streets or busy high streets - this should not be considered as a fault.
Appropriate speed
Reasons to record a fault under ‘appropriate speed’ include:
- not driving at an appropriate speed for the road and traffic conditions
- holding up following traffic
| Fault type | Example of the fault |
|---|---|
| Driving fault | Driving at 20mph in a 30mph area with no mitigating circumstances |
| Serious fault | Driving on a dual carriageway significantly below the permitted speed limit, affecting following road users |
| Dangerous fault | Driving at a speed significantly below the speed limit and creating a situation that encourages other road users to put themselves at risk |
Undue hesitation
Reasons to record a fault under ‘undue hesitation’ include:
- stopping unnecessarily at junctions (except traffic light controlled junctions) and other hazards
- not proceeding when it is safe to do so at junctions
| Fault type | Example of the fault |
|---|---|
| Driving fault | Shows a lack of judgement by not proceeding when it is safe and correct to do so |
| Serious fault | Stopping and waiting when it is safe and reasonable to proceed |
| Dangerous fault | Undue hesitation is unlikely to become dangerous in itself unless it creates situations that encourage other road users to put themselves at risk |
Go back to the list of assessment criteria.
Response to signs/signals
On the form you need to record any faults made related to:
The pupil should:
- be able to understand and be able to react to all traffic signs and road markings
- act correctly at traffic lights, checking that the road is clear before proceeding when the green light shows
- obey all signals given by police officers, traffic wardens and school crossing patrols
- display the awareness to be able to react to signals given by other road users, including people in charge of animals, and be ready to act accordingly
Traffic signs
Reasons to record a fault under ‘traffic signs’ include:
- going to the wrong side of a keep left sign
- not complying with a stop sign
- not complying with a no entry sign
- driving in a bus lane when times on the sign prohibit its use
- not complying with mandatory signs
| Fault type | Example of the fault |
|---|---|
| Driving fault | Late reaction to a clearly visible sign that shows a lower speed limit change |
| Serious fault | Attempting to continue into a road with a clearly visible no entry sign |
| Dangerous fault | A situation that requires the instructor to take action in order to prevent actual danger |
Road markings
Reasons to record a fault under ‘road markings’ include:
- crossing the solid white centre lines unnecessarily
- not conforming to directional arrows
- stopping in a yellow box junction when the exit is not clear
| Fault type | Example of the fault |
|---|---|
| Driving fault | Straddling lanes with separate clear visible painted directional arrows in individual lanes on approach to a junction |
| Serious fault | Entering and stopping in a clearly marked yellow box junction when going ahead at a junction |
| Dangerous fault | A situation that has caused actual danger to other road users |
Traffic lights
Reasons to record a fault under ‘traffic lights include:
- waiting at a green filter light when safe to proceed
- waiting to turn right in a junction, when the red repeater light is on the opposite side and it is safe to proceed
- not conforming to a red light
- making a late reaction to the amber traffic light
- remaining at the stop line when safe to move forwards
- stopping beyond the solid white line going into an area designated for cyclists
| Fault type | Example of the fault |
|---|---|
| Driving fault | Late reaction to an amber traffic light, with no effect to safety |
| Serious fault | Failing to comply correctly and promptly with an appropriate traffic light or breaching a legal requirement |
| Dangerous fault | A breach of a legal requirement that results in actual danger to the pupil, instructor, general public or property - the instructor may have to take action to avoid a legal requirement being breached |
Traffic controllers
Record a fault under ‘traffic controllers’ if the pupil fails to respond to:
- police
- traffic warden
- school crossing patrol
- other persons directing traffic
| Fault type | Example of the fault |
|---|---|
| Driving fault | A late reaction to a traffic controller holding a stop sign at temporary road works |
| Serious fault | No reaction to a school crossing controller waiting to step into the road |
| Dangerous fault | Driving towards a school crossing patrol resulting in the instructor having to take action to prevent actual danger to the public |
Other road users
Record a fault under ‘other road users’ if the pupil does not react appropriately to the signals given by other road users.
| Fault type | Example of the fault |
|---|---|
| Driving fault | Does not continue ahead safely past a car that is signalling and waiting to turn right from a major to minor road |
| Serious fault | Waiting behind a bus that has clearly signalled and has stopped, inconveniencing following traffic that could overtake |
| Dangerous fault | A situation that has caused the instructor to take action to prevent actual danger taking place |
Go back to the list of assessment criteria.
Examiner took action (ETA)
Record a fault under ‘ETA’ if at any point your pupil’s driving becomes dangerous and you have to take action to correct it. This action may be:
- physical
- verbal
Go back to the list of assessment criteria.
Eco (fuel-efficient driving)
On the form you can record any faults made related to:
The pupil should drive in an eco friendly manner to reduce pollution and save fuel. They should:
- plan well ahead and choose appropriate gears
- avoid heavy braking and over revving of the engine, particularly when stopped or moving off
- consider stopping the engine when stopped for long periods of time
Although eco-safe driving is assessed during the driving test, it does not affect the overall result. You use this when you give feedback at the end of the test.
Go back to the list of assessment criteria.
Give feedback at the end of the test
The pupil will pass the test if they make:
- no more than 15 driving faults (sometimes called ‘minors’)
- no serious or dangerous faults (sometimes called ‘majors’)
When giving the feedback at the end of the test, you could either:
- give the feedback as though you’re the examiner
- ask their pupil how they think they did
Giving feedback as though you’re the examiner
You could give the result and feedback while still roleplaying as the examiner. This will give the pupil a feel for how much feedback the examiner will give.
Offer the pupil a brief explanation of the faults that you have recorded on the marking sheet. Explain all serious and dangerous faults, and a selection of repeated driving faults.
If the pupil fails the test due to making 15 or more driving faults, you’ll need to explain all of the faults.
End the mock test and give feedback
When the mock test is finished, you can stop roleplaying as the examiner and:
- give more feedback about their driving during the mock test
- ask coaching questions about any faults
- answer any questions they have about the test and how they drove
- use the results of the mock test to plan their future lessons
Print the documents you’ll need
Updates to this page
Published 21 June 2022Last updated 22 June 2022 + show all updates
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Added a callout about not using a digital version of the marking sheet under 'Use the marking sheet'.
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First published.