4. The test of continued ability to instruct (standards check)
Guidance driving examiners follow when they carry out ADI standards checks - the check of an ADI's continuing ability to teach.
The Driving Standards Agency (DVSA) published the ‘National standard for driver and rider training’ (NSDRT) in 2011 setting out the skills, knowledge and understanding that you need to be an effective trainer.
The aim of the standards check is to let an examiner assess the ADI’s ability to instruct and whether their instruction helps a person to learn in an effective way. The standards check will be conducted with the examiner observing the ADI delivering a normal lesson.
The ADI is responsible for the standards check lesson. They should make sure they have good geographical knowledge of the area around their chosen driving test centre (DTC) so they can:
- plan their lesson
- give appropriate directions to their pupil during the standards check
- change the original lesson plan if needed
The pupil must not be a beginner because static lessons are not permitted. Partly trained, fully trained, new full licence and experienced full licence pupils are acceptable.
The Driving Standards Agency (DVSA) published the ‘National standard for driver and rider training’ (NSDRT) in 2011 setting out the skills, knowledge and understanding that you need to be an effective trainer.
The aim of the standards check is to allow an examiner to assess the ADI’s ability to provide a lesson that is appropriately pitched to the needs of their pupil. The lesson should provide the most suitable instructional technique that suits the learning style of the pupil to ensure that learning is effective. The standards check will be conducted with the examiner observing the ADI delivering a normal lesson lasting 45 minutes moving.
An ADI will normally be invited for a standards check at their local driving test centre, occasional DTCs’ or out-stations are not usually suitable because of the restrictions they impose. The ADI will get a letter or email 6 months before they are due to attend for a standards check. This encourages the ADI to book their own standards check on a date, at a location that suits their needs.
ADIs that do not book an appointment or those who have failed a previous standards check or are required by the Registrar to attend, will have an appointment booked for them. The ADI will receive a letter that confirms the time and place of their standards check it will also explain the test procedure. The ADI should consider their personal CPD (Continual professional development) and seek support from an ORDIT registered trainer before attending for their first standards check.
Test information programme (TIP)
DVSA uses the data taken from driving tests where the pupil was presented by an ADI and the instructors personal reference number was recorded.
The data covers a 12 month rolling period and looks at 4 indicators.
Each indicator has a trigger point and ADI’s who trigger 3 or more of these indicators will be invited for a Standards Check. DVSA will also prioritise those ADI’s who exceed the trigger points by the highest margins first.
Support is provided to the ADI through the offer of an engagement call prior to the standards check. This is an opportunity to discuss the up and coming standards check, reflect on the driving test data for that instructor and reflect on and encourage continuing professional development (CPD).
The examiner will be viewing their ADI testing commitments in advance (approx. 6 weeks) to identify any booked standards checks. The ADI’s contact details are made available by ADI managers. This is to facilitate an engagement call should the ADI agree to receive one. An invite will be sent to the ADI giving them the opportunity to agree a mutually convenient date and time. Once agreed the examiner will obtain a PDF of their test performance which will highlight positives and areas in potential need of development. The engagement call also encourages the ADI to consider support before the standards check from an ORDIT registered trainer.
Types of standards check lessons
Typical lesson scenarios that you may need to assess fall into the following categories:
- partly trained, inexperienced, learner
- experienced pupil - about ready to take their practical driving test
- new full licence holder
- experienced full licence holder
Beginner, classroom-based and ‘off-road’ lessons are not allowed for the standards check.
An increasing number of ADIs provide training to the emergency services. This training can include taking advantage of legal exemptions such as exceeding speed limits or not complying with traffic signs.
The examiner should tell the ADI that you cannot accompany the lesson for health and safety reasons if they are told that the proposed lesson plan includes elements which require the trainee to take advantage of the exemptions. The examiner must stop the standards check if the trainer refuses to change the lesson plan to take out these elements.
Examiners must conduct all standards checks in either English or Welsh. Interpreters for the purpose of translating any other language are not allowed. If an ADI requires a Welsh speaking examiner they should request this on receipt of their invitation email / letter by emailing standardscheck@dvsa.gov.uk.
The examiner will observe the ADI delivering a normal lesson to a pupil. The duration for the Standards Check is 45 minutes with car moving for about 40 minutes. The time the lesson commences in the car and the time the lesson ceases should be noted on the SC1 in the space below the outcome box. (NB these times relate solely to the lesson delivery and do not include any discussions with the ADI).
The ADI is permitted to pull over to discuss anything of significance with their pupil. Whilst we encourage wheels moving it is not rigid and we need to give consideration to the sub competence ‘was the pupil given appropriate and timely feedback during the session?’
The examiner will assess the ADI’s delivery of instruction to their pupil based on the three main competencies and sub competencies which, are now on the DES app.
The pupil can accompany the ADI to the waiting room at the DTC. If the pupil decides to wait in the car, the examiner should encourage the ADI to introduce the pupil to them in a relaxed way.
They should tell their pupil to behave exactly as they would normally. Some find that it helps to put their pupil at ease if they explain:
- that the examiner is there to check the ADI meets the required standard
- the examiner won’t take part
- to make sure that the quality of instruction they get meets the minimum standards
- or words to that effect
The ADI should prepare a normal lesson, with their pupil, based on the student’s learning needs or agreed development strategy.
The theme for the lesson may be one of those listed on Gov.uk, but it may be something else. In that case the examiner should record what the theme was in the ‘other’ box.
Before the lesson starts, the examiner will ask the ADI some questions about their pupil.
The ADI should be able to tell the examiner:
- roughly how many hours of tuition their pupil has had and what level of experience they are i.e. partly trained, trained, FLH, etc. No assumption should be made by an examiner on the ability of the pupil purely because of the number of hours tuition they have received. Different people learn in different ways at different speeds.
- whether their pupil is getting any other practice, e.g. from parents or others
- their pupil’s strengths and areas for development, linking known with unknown
The ADI can show the examiner the pupil’s driver’s record (if they have one) before the start of the lesson to help explain their current progress in their agreed training programme. Take a moment to view.
If the ADI has a personal record of their CPD please praise and take a moment to view even though this would have been discussed on the engagement call.
They must display a valid ADI certificate when they attend their standards check if they’re charging the pupil. They don’t need to display their certificate if they’re not charging the pupil for the lesson.
Examiners must ask to see the certificate if it’s not displayed. Examiners must not continue with the standards check if they can’t show you their valid ADI certificate.
The examiner can make notes during the lesson to help them identify locations that may not be familiar to them. They should destroy the notes as soon as possible after the standards check is complete. The only record of the standards check will be the completed DES app report.
Examiners can be accompanied by a senior examiner to quality assure your performance. Whenever possible, the examiner will tell the ADI in advance when this is going to happen. If they couldn’t tell the ADI before the assessment, 5 minutes will be allowed for the ADI to explain to the pupil what’s happening. The lesson can include (if the ADI wishes) driving to the nearest garage or tyre centre to inflate the car’s tyres to the recommended pressures for a heavier load.
In the waiting room examiners should ask the ADI if they would like to have their ORDIT trainer/mentor with them for the standards check, result and end of test feedback. The accompanying person must be at least 16 years of age. The examiner should, where necessary, tactfully explain that the third party must not interfere with, or comment on, the test without giving the impression the third person is not welcome.
If a trainer is known to regularly observe an ADI on standards check it is not necessary to comment.
If a trainer/mentor intends to accompany the ADI and the standards check is also planned for supervision, the supervising examiner will decide whether or not the supervision goes ahead.
When the ADI arrives at the test centre, the examiner will confirm their identity and complete the necessary information on the DES app.
The standards check requires the ADI to show their competence against all the criteria on the DES app. The examiner should make sure the ADI understands what they are required to do, for example by asking:
Do you have any questions about the standards check before we start?
The examiner will then ask about the pupil’s background and how much experience they’ve had. For example, the examiner could say:
Please tell me how many lessons your pupil has had and what you have been covering recently?
What is your plan for today’s lesson?
When the examiner is satisfied that they have the information they need and that the ADI understands what’s going to happen, the examiner will ask them to continue with the lesson, for example by saying:
Thank you, [insert ADI name,] carry on with this lesson in your normal way. I won’t take any part in the lesson, and would you plan your lesson to be back here at (give a time which should be approxiately 45 mins away).
The examiner must record the start and finish time on the DES app.
Once in the car the ADI will normally, discuss the lesson plan and agree it with the pupil. Where the ADI has had little or no experience of working with the pupil they can suggest an assessment drive before finalising a lesson plan. However, the ADI should make sure enough time is available for development and feedback during the lesson.
The standards check will last for 45 mins with about 40 minutes wheels moving. The ADI should allow a minimum of 10-15 minutes at the end of the test for a debrief with the examiner.
The ADI is permitted to pull over to discuss anything of significance with their pupil. Whilst we encourage wheels moving it is not rigid and we need to give consideration to the sub competence ‘was the pupil given appropriate and timely feedback during the session?’
The examiner must record the finish time on the DES app.
Once the ADI has finished any reflective discussion with their pupil, the examiner will tell them that the test has finished, for example by saying:
Thank you [insert ADI name] I now need to complete the necessary this will take me about 10 minutes. I’ll come and find you and give you some feedback on what I’ve seen. You’re both welcome to wait in the waiting room.
The examiner should not provide the profile to the ADI with the pupil present. However, the ADI may request that a third-party, such as their ORDIT trainer or mentor, is present for the feedback. It should be noted the third-party may act as an observer but not take part in the discussion.
If necessary the profile can be listened to via a mobile if an ORDIT trainer is available. A note on the DES app should be made to that effect.
The assessment is made against 3 broad or ‘high’ areas of competence:
- lesson planning
- risk management
- teaching and learning strategies
The three high areas of competence are broken down further into 17 lower level competences and a score will be given for each of these lower level competences. These scores will be totalled to give an overall score which, will determine the outcome. These scores will also provide a profile of the areas where the ADI is strong and where they need to do some more development work.
Marks will be given as follows:
- no evidence of competence = 0
- a few elements of competence demonstrated = 1
- competence demonstrated in most elements = 2
- competence demonstrated in all elements = 3
The key thing to understand is that the lower level competences, on the form, can themselves be broken down into elements and units. The ADI will have to use a range of skills to ensure that there is evidence of competence in each of these elements.
For example, the first lower level competence, in the lesson planning section, is: ‘Did the ADI identify the pupil’s learning goals and needs?’
To fully satisfy this requirement the ADI must:
- actively recognise the need to understand the pupil’s experience and background
- ask suitable questions
- encourage the pupil to talk about their goals, concerns etc. and actively listen to what the pupil has to say
- understand the significance of what they say
- recognise other indications, e.g. body language, that the pupil is trying to express something but perhaps cannot find the right words
- agree realistic goal and manage pupil expectation - client-centred, not client-led
These are what we mean by the elements. Another way to express it would be to think of these as the building blocks which go to make up the lower level competence which is being assessed. Roles one to four of DVSA’s National driver and rider training standard.
Competence standards examples
An ADI who makes no attempt to understand their pupil’s needs would be demonstrating no evidence of competence and would score a 0.
An ADI who makes an attempt, asks a few questions, but doesn’t really listen and then goes ahead and does what they intended to do regardless, would be demonstrating a few elements of competence and would score a 1.
An ADI who grasps the importance of understanding the pupil’s needs and makes a real effort to do so, but who finds it difficult to frame suitable questions, would be demonstrating competence in most elements and would score a 2.
An ADI who changes the original lesson plan to address pupil needs and transfers responsibility before reverting to original plan would score a 3.
Competence development
Another way to look at this is from a developmental point of view. If the examiner gives the ADI a score of 3 - the examiner is effectively saying that this is an area where the ADI does not need to do any further work, apart from continuously reflecting on their performance.
If they give a score of 2 - they are saying that the ADI’s performance is acceptable but there are clear areas where they could improve.
If they give a score of 1 or 0 - they are saying the ADI’s performance is not acceptable and the ADI needs to do a lot more work, even though they give evidence of knowing what they are supposed to be doing.
Consistent marking
It is important that any assessment demonstrates consistency across each area of competence.
The following is an example of inconsistent marking:
- did the trainer identify the pupil’s learning goals and needs? = 0
- was the agreed lesson structure tailored to the pupil’s experience and ability? = 2 or 3
This is inconsistent because if there has been no meaningful attempt to identify the pupil’s learning goals, it is not possible for a lesson structure to be either agreed or appropriate.
An ADI may have knowledge of a pupil’s learning goals from earlier lessons. If this becomes clear during the lesson then, logically, it would also be wrong to give a 0 against the first competence. However, the needs of the pupil often changes once the lesson begins. Therefore, the ADI should be prepared to provide support as and when needed.
The maximum score an ADI can gain is 51 and the overall score achieved will dictate the final grade.
Whatever their overall score is an ADI will automatically fail if they:
- achieve a score of 7 or less on the Risk Management section
- at any point in the lesson, behave in a way which puts you, the pupil or any third party in immediate danger, so that you have to stop the lesson.
In the unlikely event that a Standards Check is stopped and terminated in the interest of public safety (‘code 4’) the examiner must do the following:
- ask the ADI to pull over on the left
- exit the car
- inform the ADI that the test is terminated in the interest of public safety out of earshot of a third party
- return to the DTC (ADI can drive)
- complete the assessment as normal and deliver the result and profile
- contact ADI manager and inform
- contact ADI registrars team and inform that this ADI must be rebooked within a calendar month
Recording assessment
The examiner will complete the assessment on the DES app in the normal way and provide evidence of incompetence in the comments box.
The examiner will note the grade the ADI has achieved on DES app. They will also offer feedback on the ADI’s overall performance, using the profile of the scores given. No other report will be made, as performance and development needs are clearly identified on the profile. The ADI will receive an emailed copy.
If the lesson has been terminated due to dangerous instruction (extremely rare) the examiner completes the DES app in the normal way but also sends an email with ADI’s details to ADI Registrars team padi@dvsa.gov.uk.
Complaints procedure
If ADIs feel that their standards check wasn’t conducted properly they should follow the complaints procedure. However, they can’t appeal against the examiner’s decision. Read the complaints procedure.
If an ADI fails to attend (FTA) at the date and time set out in the invite, the examiner’s DES app should be marked with the relevant code. The result will be uploaded upon test completion.
Where an ADI cancels the standards check at the driving test centre which, is rare. The reason should be recorded on the DES app.
The standards check will be recorded as an FTA unless the ADI provides adequate evidence to justify the cancellation.
In the event of cancellation or FTA, the standards check bookings team can tell the Registrar, who can consider removing the ADI from the register.
Preparation for standards check
Before the ADI arrives, the examiner should make sure they have prepared the DES app. If the ADI fails to attend (FTA) or the standards check cannot go ahead because the ADI is late and there is a shortage of time before the next test the examiner should note that on the DES app.
Greeting the ADI
When the ADI arrives, the examiner should introduce themselves courteously. Welcome the ADI. They should wear their name badge. Please remember that shaking hands is not acceptable to everybody. The examiner must check the identity of the person who has presented themselves for the check and ask to see their ADI registration certificate (badge).
If the pupil they have brought with them is paying for the lesson their ADI certificate (badge) must be displayed. If they are not paying, then the certificate need not be displayed. However, in either case, if the ADI cannot produce their ADI certificate the examiner should not proceed with the standards check.
If the ADI attends without a pupil, the examiner should refer them to the requirements in the invitation letter and inform them they will be contacted by DVSA.
It is the ADI’s responsibility to make sure the vehicle provided has the correct insurance cover in place. Where there is any doubt about whether insurance is in place the test should not proceed.
If the ADI offers to supply pupil training documents such as a record of CPD the examiner should discuss the content with them.
Vehicle to be used
The vehicle used for a standards check must meet minimum test requirements and, as far as is possible to tell, be roadworthy and safe. Soft-top convertibles are not acceptable nor are ‘2+2’ vehicles where seating arrangements and visibility in the back are inadequate.
L plates (or D plates in Wales) should be fitted if the ADI is teaching a learner. Rear seat belts in working order must be fitted and must be used. If there is the facility for rear head restraints these must be fitted to ensure examiner’s safety and suitable insurance must be in place. If there are any doubts about a car’s suitability, or if the ADI proposes using a small vehicle which has limited passenger space in the rear, the ADI should notify the standards check booking section. Failure to attend in a suitable car could result in the ADI’s removal from the ADI Register. Read the rules for cars used for driving tests.
The examiner should not wilfully place themself, the ADI or other road users at risk at any time.
The examiner’s role is to assess the ADI’s competence to deliver effective driving instruction. The ‘National standard for driver and rider training’ is expressed in terms of learning outcomes and there may be more than one way for an ADI to achieve those outcomes. Of course, if an ADI does, or says, something that is clearly wrong it is important that this is picked up, especially where it could lead to a safety issue. However, the overall approach should be focused on recognising achievement and promoting improvement and development - rather than purely identifying faults.
The ADI’s task is to provide an effective learning experience for their pupil. An effective learning experience is judged to be one in which the pupil is supported to take as much responsibility as possible for their learning process. A client centred approach as opposed to client led.
The ADI should, where it is correct and safe to do so, feel free to introduce wider issues from the driving standard into the lesson, such as assessing personal fitness to drive, the use of alcohol or drugs or dealing with aggression. If, for example, a pupil offers an inappropriate comment about the use of alcohol it would be appropriate for the ADI to challenge this. Similarly, it would be appropriate for the ADI to encourage the pupil to think through what might happen, in particular situations, if the conditions were different. For example, after negotiating a particularly difficult junction it might be helpful to discuss how different it would be at night or in bad weather. The important thing to remember here is that the most effective learning takes place when the pupil finds the answers for themselves.
If opportunities arise for discussion of issues between the ADI and the pupil, while on the move, these can be used, but this needs to be tailored to the pupil’s ability and should not create distraction. Too many unnecessary instructions from the ADI can both de-motivate the pupil and create a real hazard. Remember it is an offence to use a mobile phone whilst driving because this is known to create a level of risk equivalent to or, in some cases, greater than driving whilst drunk. It cannot, therefore be good practice to constantly bombard the pupil with unnecessary questions.
It may be necessary to pull over to discuss or confirm understanding has taken place rather than discuss on the move. This is a judgement call and based on circumstances and learning styles at the time.
In normal circumstances the examiner should record their assessment, on the DES app immediately after the standards check has been completed, taking into account the guidance given above. They should record the vehicle registration, main subject of the lesson and what level of experience the pupil is said to have e.g. FLH for a full licence holder on the DES app at the start of the test.
If at any point during the lesson the ADI is demonstrating dangerous instruction or behaves in a way which puts the examiner, the pupil or any third party in immediate danger they should stop the lesson. The examiner should put a tick in the appropriate Yes box in the review section and the DES app will automatically record as a Fail.
If the ADI scores 7 or less in the section marked Risk Management the DES app will automatically record a Fail. The ADI can still be given a score, determined by the scores they achieve against the other criteria but, in any case, the outcome cannot be assessed as satisfactory.
If the examiner has to stop the lesson and record a Fail, this outcome must be referred to the Registrar. If the ADI scores 7 or less in the section marked risk management, this will automatically be uploaded to the ADI booking team.
Assuming the examiner does not have reason to award an automatic fail, the scores given will be totalled by the DES app to determine the grade achieved.
Where a third unsatisfactory standards check takes place an email to ADI booking team should also be sent.
Once the examiner has finished filling in the assessment DES app, they should inform the ADI of the grade they have achieved. If they have been assessed as a Fail, they must be told clearly that their instruction is not at an acceptable level. Depending on the reasons for the unsatisfactory assessment the ADI should be told they will need to have a further standards check and the bookings team will contact them. They should also be encouraged to seek support from an ORDIT registered trainer.
The examiner can then give more detailed feedback but, when they do this, they must make sure that it relates to the competences against which the ADI has been assessed:
- lesson planning
- risk management
- teaching and learning strategies
The purpose of feedback is to help the ADI understand where they failed to demonstrate full competence and where they need to focus their efforts when undertaking further development. The examiner should not leave the ADI feeling that they have done something wrong but not knowing what it was or why it happened. They must understand what has led to the grade they have been awarded. This discussion should be interactive and be supportive after all we are attempting to raise standards.
With the DES app the examiner will be able to show the ADI the ‘profile’ of their performance, against the individual competences, very clearly. This should help them to see where they have given a strong performance as well as where they need development. The examiner will not, therefore, need to produce any additional written reports or follow-up letters. Notes taken during the test, names of roads or examples of risk will help the examiner. However, it is important to remember that it is not part of an examiner’s role to tell the ADI what they should have done. It is for the ADI to reflect on how to improve their performance. Often this can be achieved by asking the appropriate question.
The examiner should note, in the box marked ’debrief / feedback offered’, the areas of competence not met that have been highlighted in the feedback to the ADI along with evidence.
If the ADI has ‘failed’ their standards check, they must be advised to seek further development/guidance and record that this has been done by marking the “Yes” box provided on the report form. In some circumstances a ‘No’ may be recorded in this box, for example if the ADI failed the third check and they have been advised that the result will be reported to the Registrar for consideration, or if the debrief was not delivered for any reason. Any “No” recorded should have the reason noted in the debrief notes box.
Test results will be automatically uploaded when the examiner completes the test on the DES app.
Confidentiality and security are essential therefore your iPad should not be seen by others and if asked by colleagues about the result, politely remind them of the importance of confidentiality.
If the examiner had to stop the lesson and record a Fail, this outcome must be referred to the Registrar asap as mentioned earlier.
An examiner conducting standards checks should be in regular contact with their ADI Manager to help ensure that programming of standards checks and qualifying examinations is as productive as possible. The standards check booking team allocate slots into a programme and book standards weeks in advance.
Standards check booking team will select those ADIs who are on the priority list ‘P’. The priority list is determined by those ADI’s who hit parameters on the TIP (Test information programme) , who failed to attend and those ADI’s who have achieved a ‘fail’ on a previous attempt.
If, during a standards check, an ADI asks an examiner a question which they cannot answer using the sources they normally have available, they should seek guidance from their local ADI Manager. If they cannot answer the question, they can refer it to the Driver Training Policy Team. They should set out the precise question the ADI asked and send it to their ADI Manager along with any additional information they think is relevant. The Driver Training Policy Team will send them their response and they should include it, in full, in the reply to the ADI.
It is essential that any questions raised by the ADI are answered as quickly as possible. Examiners must work closely with the Policy Team to make sure that any advice which the Directorate gives, about driving or instruction technique, accurately reflects the views of the Driver & Vehicle Standards Agency.
The partly trained, inexperienced, learner.
Drivers at this stage of their career are likely to want/need experience of a steadily increasing variety of road and traffic conditions to enable them to develop their basic skills. They may have areas where they are uncomfortable or not yet competent, such as complex junctions or roundabouts, heavy or fast moving traffic. They may not have a good understanding of theory, for example, of road-signs and markings.
In this context the key objectives of the ‘National standard for driver and rider training’ include being able to:
- create a climate that promotes learning (element 6.3.1)
- explain and demonstrate skills and techniques (element 6.3.2)
- transfer the balance of responsibility for their learning process to the learner as soon as they are ready to take it (element 6.3.3)
ADIs should be working to understand where the pupil is having difficulties and how they can help them develop sound basic skills. If the ADI is not making the effort to understand, they are not demonstrating competence. By asking questions or staying silent and listening and watching they are clearly making the effort to understand and demonstrate competence. It doesn’t matter if they don’t achieve full understanding by the end of the lesson.
In the same way, pupils at this level should not feel they are being patronised or talked-down-to as this will make them unreceptive. They do not all learn in the same way. Consequently there is no single, correct, way to transfer responsibility to them and, in any case, this is not going to take place instantly. In this context, just as it is unreasonable to expect a pupil to get it right instantly, so it is unreasonable to expect an ADI to transfer responsibility instantly. The key thing that an ADI must demonstrate is that they understand the need to transfer ownership and make the effort to do so.
It is important to understand that, at this level, a pupil will not always ‘get it right’ as soon as the ADI gives them some direction or coaches them around a problem. They should understand the issue, at least in principle, and what they need to do in theory. They should generally be willing to try to overcome weaknesses, but their efforts may not always be successful. Examiners should not penalise the ADI if they do not immediately ‘solve the problem’.
ADIs should use a variety of tools to encourage the pupil to analyse their own performance and to find solutions to problems. The ADI should be supportive and give suitable and technically correct instructions or demonstrations where appropriate. Of course, where a pupil cannot come up with a way forward the ADI should provide suitable input – especially if failure to do so might result in a risk to any party.
Experienced pupil – about ready to take their practical driving test
At this stage the key objective of the ‘National standard for driver and rider training’ is to work with the learner to agree when they are ready to undertake formal assessment of driving competence (element 6.3.3) a mock test.
Evidence suggests that, by this stage, some pupils may:
- be technically skilful
- be able to complete manoeuvres competently
- have experience of driving on a wide range of roads and in a range of conditions
They may be confident and feel that they are at the stage of refining their competence around ‘what they need to do to pass the test’ and have a lifetime of safe driving. On the other hand they may:
- have already developed bad habits, especially if they have been taught by a relative or friend
- have an inflated opinion of their competence
- have a poor understanding of risk
- have not developed the skills of scanning and planning that will help them to cope when they drive independently
- have not developed the skills of reflection that will help them to be life-long learners
They may not be used to being challenged to analyse and come up with solutions. They could be impatient and resistant to correction if they do demonstrate ‘bad habits’. They may well have forgotten a lot of what they learnt when they did their theory test. Responses at this level could vary from enthusiastic acceptance of the information they need, to real resistance to being told things they do not think are relevant.
During their standards check the ADI must demonstrate that they understand the key issues that need to be addressed to try to reduce the numbers of newly qualified drivers who crash in the first 6 months. They should be working to develop a realistic understanding of ability and an enhanced understanding of risk. They should be checking, developing and reinforcing systematic scanning and planning tools. Fuel efficient driving and forward planning. They should be strongly encouraging reflection.
ADIs should be supportive, not over-instruct and give suitable and technically correct instructions or demonstrations where necessary. However, the emphasis is likely to be on the use of tools, such as practical examples, to develop a more joined–up and outward looking approach.
Fully trained pupils are permitted to use motorways so the FED (fuel efficient driving) skills can be consolidated. These lessons must be in a vehicle that is clearly marked as a driver training vehicle and fitted with dual controls.
New full licence holder (FLH)
This FLH pupil has demonstrated ‘competence’ against those elements of the National Driver Standards (NDS) that we test in the theory and practical tests. Remember, however, that these tests are limited in scope. They do not require the pupil to drive on all classes of roads and they do not test understanding of that part of the NDS which calls on learners to reflect on their competence as they go through their driving career. The ADI’s objective, at this stage should be to develop the pupil’s competence across the full range of driving environments and to support and reinforce their commitment to life-long learning around driving.
Reasons why an individual might come to an ADI at this stage include:
- wanting to refresh their skills if they haven’t driven since they took their test
- moving on to a bigger or technologically different vehicle
- starting to drive for work
- starting a family and wanting to improve their skills
- moving from an urban to a rural environment, or vice versa
- starting to use motorways
- lacking in confidence when reversing
- a simple desire to become a better developed driver
This pupil is likely to be enthusiastic and, in theory at least, open to learning if they have chosen to take training. If, on the other hand, they have been told to take it, perhaps by an employer, they might be resentful and resistant. They may well have already lost the disciplines of the mirrors-signal-manoeuvre (MSM) routine and forward planning skills. They may not be used to driving in an ‘Eco-Safe’ (FED) way and may not even understand the term. They may be nervous about increased responsibility and accountability.
During their standards check the key thing that the ADI must demonstrate is that they are able to find out exactly what it is the pupil wants from the lesson and put together a plan to deliver that. They must of course, identify and deal with bad habits that might have been acquired. However, if all they do is go over what the pupil should have learnt prior to their test they are unlikely to reinforce the commitment to life-long learning.
Experienced full licence holder
At this stage the FLH pupil should be more confident and competent than they were immediately after passing their test. They should have gained experience across all or most of the possible classes of roads, at night and in bad weather. They may already be driving for work and are likely to regard themselves as capable drivers, even though their application of safety routines and forward planning skills may show they are not quite as competent as they think.
Reasons why an individual might come to an ADI at this stage include:
- being required by employers to undertake additional training to keep insurance costs down
- wanting to drive more economically to reduce business costs
- having had an accident or near miss that has shaken their confidence
- returning to driving after a period of ill-health or loss of licence
- recognising that their driving skills are deteriorating through age or ill-health
This FLH may be an overseas driver who has significant experience but, having been in the UK beyond the statutory period, is now required to take the tests to qualify for a UK licence.
Depending on their reasons for undertaking training these pupils could be enthusiastic or very nervous, willing or very resistant. Older pupils may find it harder to learn new skills or to get out of bad habits. They may have developed unsafe habits such as not leaving large enough separation distances and failing to carry out systematic observation routines.
The ADI should be able to determine their individual learning style and provide support appropriate to their pupil’s individual needs. The ADI should be encouraging and flexible with their teaching/coaching techniques and could even include a demonstration. Demonstrations should be short and technically correct.
In assessment the key thing is that the ADI must demonstrate they can find out exactly what it is the pupil wants from the lesson and put together a plan to deliver that. They must, of course, spot and deal with bad habits that might have been acquired. However, the lesson must take the pupil forward in their learning. If it does not deliver what the pupil is looking for they will not engage with the learning process.
This is not an exhaustive list of possible scenarios. However, it should give some indication of the sorts of things that should be considered.
Lesson planning
The purpose of all driver-training is to assess and develop the learner’s skill, knowledge and understanding in relation to the contents of the NSDRT. Research indicates that is best achieved by placing the client at the centre of learning process. In this context the assessment criteria should be interpreted as follows.
Did the training identify the pupil’s learning goals and needs?
Usually, this process will take place at the beginning of a lesson. However, where the ADI and the pupil have been working together for some time prior to the standards check, they may have already laid down the basic structure of the pupil’s learning goals. This needs to be considered when assessing this element.
If the ADI has not worked with the pupil before it is perfectly OK for the ADI to ask the pupil to undertake a demonstration / assessment drive. This should give the ADI a good idea of the pupil’s level of competence and provide a basis for a discussion of the pupil’s needs.
It is also important to remember that a better understanding of the pupil’s needs may emerge as the lesson progresses. It follows that this criterion cannot be ‘ticked-off’ at the beginning of the lesson and then forgotten.
As the examiner observes the lesson, they should be looking for indications that the elements which go to make up the low-level competence are being demonstrated. In this case the sorts of things that would give an indication of competence include:
- encouraging the pupil to say what they want from the lesson
- asking questions to confirm understanding
- checking understanding as the lesson progresses
- listening to what the pupil is saying
- taking note of body language
- providing support if the needs change
If an ADI encourages the pupil to say what they want, asks questions to check understanding at the beginning, provides support as the lesson progresses, listens to what they are saying and also picks up on body language they are likely to get a 3. If, on the other hand, they do all the listening bits but fail to spot the learner getting very tense and nervous in a particular situation or the ADI doesn’t deal with a particular need they would probably get a 2. They would have demonstrated their understanding of the need to listen etc. but have not yet developed their ability to spot non-verbal clues. Indications of a lack of competence could include:
- making assumptions about understanding or experience
- failing to note negative or concerned comments or body language that shows discomfort
- not providing support if the needs of the pupil change
- undermining the pupil’s confidence by continually asking questions clearly beyond the pupil’s knowledge or understanding
- pushing the pupil to address issues that they are not happy to talk about, unless there is a clear need, such as an identified risk or a safety critical issue
Was the agreed lesson structure appropriate for the pupil’s experience and ability?
The lesson structure should allow the pupil to progress at a manageable rate; stretching them without overwhelming them. For example, a pupil who is concerned about entering roundabouts should not be asked to tackle a fast-flowing multi-lane, multi-exit junction as their first attempt. Neither should they be restricted to very quiet junctions, unless the ADI identifies a potential risk issue that they want to check out first
Indications that all the elements of competence are in place could include:
- ensuring the pupil understands what they plan to do and agrees with that plan
- a lesson that reflects the information given by the pupil and the learning goals they want to tackle
- building in opportunities to check the statements made by the pupil before moving to more challenging situations
- checking and linking theoretical understanding with practice
Indications of lack of competence include:
- delivering a pre-planned, standard lesson that doesn’t take into account the pupil’s expressed needs or concerns
- failing to build in a suitable balance of practice and theory
- overwhelming the pupil and not providing the support needed
Were the practice areas suitable?
The ADI should use an area that allows the pupil to practise safely and helps them to achieve their goals. The area chosen should fit the agreed lesson plan. There is no point taking a pupil to an area with no roundabouts when the original goal for today’s lesson is ‘roundabouts’. It should provide some stretch and challenge, but without taking the pupil out of their competence zone.
Indications that all the elements of competence are in place could include choosing a practice area / route that provides:
- a range of opportunities to address the agreed learning objectives
- area to provide opportunity to consolidate the theory of the chosen lesson plan
- challenges, but is realistic in terms of the pupil’s capabilities and confidence
Indications of lack of competence include the ADI taking the pupil into an area that:
- takes the pupil outside of their competence zone - so that they spend all their time ‘surviving’ and have no space left to look at learning issues
- exposing the pupil to risks they cannot manage
Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?
The ADI should be willing and able to adapt if the pupil:
- appears to be uncomfortable or unable to deal with, the learning experience that the ADI has set up
- pupils needs change significantly whereby a risk should be supported
- suggests that it is not providing what they were looking for
- pupil dealing competently with the chosen lesson plan and area. Should be more challenging
If the pupil’s inability is creating a possible risk situation they must adapt quickly. This might require a few extra questions to clarify what is out of line. It may be that the problem is because of the teaching and learning style being used by the ADI rather than because the overall plan is wrong. For example, the ADI should provide instruction but elects to ask questions despite evidence of the pupils inability. Whatever the reason for adapting the plan, the ADI must make sure the pupil understands what they are doing and why.
Indications that all the elements of competence are in place could include:
- comparing the actual performance of the pupil with their claims and clarifying any differences
- responding to any faults or risks that undermine the original plan for the session by providing the appropriate support
- responding to any concerns or issues raised by the pupil
- picking up on non-verbal signs of discomfort or confusion
Indications of lack of competence include:
- persisting with a plan despite the pupil being clearly out of their depth
- not providing the necessary support despite a risk being identified
- persisting with a plan despite the pupil demonstrating faults or weaknesses that should lead to a rethink of the plan
- changing the plan without reason
- failing to explain to the pupil why the plan has been changed
Risk management
It is vital that all parties in any on-road training situation understand, and are clear about, where the responsibility lies for the safety of themselves, others in the vehicle and other road users.
There are two aspects to the management of risk in any training situation.
At all times the ADI is responsible for their safety, the safety of the pupil and the safety of other road users. In particular circumstances this can extend to taking physical control of the vehicle to manage a safety critical incident. If the ADI fails in this basic responsibility, at any time, they will fail the standards check.
From a training point of view, the ADI is also responsible for developing the pupil’s awareness of and ability to manage risk (as the driver, the pupil also has responsibilities). This is the objective that is being assessed in this section.
Did the trainer ensure that the pupil fully understood how the responsibility for risk would be shared?
The ‘balance of responsibility’, between the pupil and the ADI, will inevitably vary in different circumstances. For example, compare the following two scenarios:
A pupil in the very early stages of their training, in a car fitted with dual controls.
In this situation it might be reasonable for an ADI to start a lesson by saying something like:
At all times I expect you to drive as carefully and responsibly as possible. I will expect you to be aware of other road users and to control the car. However, I do have the ability to take control of the car in an emergency. I will only use these controls when I feel that you are not dealing with the situation yourself. If that happens we will take some time to talk about what happened so that you understand for next time.
A pupil who has passed their driving test but has asked you to give them some additional training in their own car, which is much bigger and more technically advanced than the one they learnt in.
In this situation an ADI might say something like:
You have passed your test and I will therefore assume that you are taking full responsibility for our safety. I will be talking to you from time to time but I will try to keep that to a minimum so that I don’t distract you. If I am quiet don’t worry; that just means I am comfortable with what you are doing. I will, of course, let you know if I see any risk that you appear to have missed.
A pupil who has had many lessons.
The ADI may say
We have covered the responsibility for who manages the risk during the lesson many times previously.
However, such opening statements are not all that is involved in meeting this criterion. The ADI should be managing this process throughout the lesson. So, for example, if the pupil makes some sort of mistake carrying out a manoeuvre the ADI should provide support. This can be with direct instruction or prompting then the ADI should ideally find an opportunity to encourage the pupil to reflect on the ‘why’ word. Having achieved an understanding of what went wrong they might then ask the pupil to try the manoeuvre again. At that point they should provide the pupil with clear information about what is required of them. So, for example, they might say:
Let’s try that manoeuvre again. I will prompt you as to what to do. Just try to remember what we have just been talking about.
On the other hand, they may want to take back a bit more control and they might say:
Let’s try that again. I will talk you through it this time. Just follow my instructions.
Then confirm understanding by allowing the pupil to drive independently.
The ADI should work with the pupil to decide the best way of tackling the problem or risk and that might mean a temporary change in the ‘balance of responsibility’. The important thing is that the pupil knows and understands what is expected of them.
Under test conditions there are no circumstances in which an ADI can assume that the issue of risk management has been dealt with. Even if the ADI and the pupil have had discussions about risk before the observed lesson, they must show that they are actively managing the issue for assessment purposes.
Indications that all the elements of competence are in place could include:
- asking the pupil what is meant by risk
- asking the pupil what sorts of issues create risk, such as the use of alcohol, drugs and distractions such as mobile phone use
- explaining clearly what is expected of the pupil and what the pupil can reasonably expect of the ADI
- checking that the pupil understands what is required of them when there is a change of plan or they are asked to repeat an exercise
Indications of lack of competence include:
- failing to address the issue of risk management
- giving incorrect guidance about where responsibility lies for management of risk
- failing to explain how dual controls could be used
- undermining the pupil’s commitment to being safe and responsible, e.g., by agreeing with risky attitudes to alcohol use, for example one drink is ok
- asking the pupil to repeat a manoeuvre or carry out a particular exercise without making sure that they understand what role the ADI is going to play
Were directions and instructions given to the pupil clear and given in good time?
‘Directions’ should be taken to mean any instruction, such as ‘turn left at the next junction’ or ‘try changing gear a little later’. Any input from the ADI must be sufficient, timely and appropriate. It is important that ADIs take account of the ability of their pupils when giving directions. Directions given late, or in a confusing or misleading way, do not allow the pupil to respond and can make weaknesses worse.
Too many unnecessary instructions from the ADI can both de-motivate the pupil and create a real hazard. Remember it is an offence to use a mobile phone whilst driving because this is known to create a level of risk equivalent to or, in some cases, greater than driving whilst drunk. It cannot, therefore be good practice to constantly bombard the pupil with unnecessary questions.
Instruction to mitigate risk should be timely and appropriate to avoid the risk developing. Continually providing retrospective support is not managing the risk and would also impact on the ‘teaching and learning strategies’ – ‘ was the teaching style suited to the pupil’s learning style and current ability?’
Indications that all the elements of competence are in place could include:
- clear, concise, and timely instruction/directions
- ensuring the pupil understands what they plan to do and agrees with that plan
- directions or instruction given at a suitable time so that the pupil can respond
Indications of lack of competence include:
- giving confused or late directions
- giving instruction too late
- giving unnecessary directions
- failing to recognise when the ADI’s input is causing overload or confusion
Was the trainer aware of the surroundings and the pupil’s actions?
This question lies at the heart of the ADI’s professional skill. They should be able to:
- take in the outside world and ever changing circumstances and react accordingly
- observe the actions of the pupil, including comments and body language
- judge whether those actions are suitable in any given situation and if not provide support
- respond accordingly with the appropriate coaching teaching technique. This may impact on any verbal or physical action
Any serious lapses in this area are likely to lead to a 0 marking.
Was any verbal or physical intervention by the trainer timely and appropriate?
The overall approach should be client-centred. Remember that there is a fine balance between giving enough input and giving too much.
When stationary it would be expected that inputs and interventions would take the form of a dialogue with the pupil. In the moving-car environment an ADI remaining silent and signalling their confidence in the pupil, through their body language, is just as much a coaching input as asking a stream of questions. Praise is also a valuable tool.
Clearly the most important ‘interventions’ are those that manage risk in a moving car. We would expect an ADI to point out situations in which a risk or hazard might arise to their pupil. However direct intervention by the ADI, to prevent a situation escalating, may be needed. This criterion is primarily about the ADI’s response in those situations.
Indications that all the elements of competence are in place could include:
- intervening in a way that actively supports the pupil’s learning process and safety during the session
- allowing the pupil to deal with situations appropriately and independently
- taking timely control of situation where the pupil is clearly out of their depth. This could be with direct instruction or the use of the dual controls
Indications of lack of competence include:
- late identification of potential risk. Not prompting pupil if no initiation of MSM routine
- ignoring a developing situation and leaving the pupil to flounder
- taking control of a situation the pupil is clearly dealing with appropriately
- constantly intervening when unnecessary, over instruction
- intervening inappropriately and creating distractions. For example, too many questions when approaching a developing hazard
- undermining the pupil’s confidence
- reinforcing the ADI as the person who is in sole control of the lesson
Was sufficient feedback given to help the pupil understand any potentially safety critical incidents?
If a safety critical, or potentially critical, incident does occur resulting in the ADI either taking physical/verbal action it is vital that the pupil fully understands what happened and why. The discussion should be interactive encouraging the pupil to reflect and decide how they could have avoided or dealt with it better. Ideally the pupil should be supported to analyse the situation for themselves. However, it may be necessary for the ADI to provide feedback if, for example, the pupil simply did not see a problem. That feedback should be given as soon as is practical after the incident.
Indications that all the elements of competence are in place could include:
- providing timely meaningful feedback
- finding a safe place to stop and reflect on safety the critical incident
- allowing the pupil time to express any fears or concerns the incident might have caused
- supporting the pupil to reflect clearly about what happened and why
- what has the pupil learnt?
- providing input to clarify aspects of the incident that the pupil does not understand
- support the pupil to identify coping strategies for future situations
- providing input where the pupil does not understand what they should do differently
- checking that the pupil feels able to put the strategy in place
- agreeing ways of developing that competence if the pupil feels the need. In other words practice
Indications of lack of competence include:
- feedback too late after the incident
- failing to give the pupil the opportunity to reflect on the incident
- taking too long to address issues generated by an incident. Get to the point
- not allowing the pupil to explore their own understanding
- telling the pupil what the solution is and not checking their understanding
- failing to check the pupil’s ability to put in place the agreed strategy. No opportunity for consolidation
Teaching and learning strategies
The important thing to remember when considering teaching and learning styles is that it is not just about coaching. It is about client-centred learning. Our judgement should be about whether the ADI can help the pupil to learn in an active way. Also, remember instruction based around the core competences used currently is pretty good. The core competencies are embedded into the 17 sub-competencies assessed on a Part 3 and Standards Check. We must not throw that away. We are trying to increase the options available to an ADI. Coaching is a powerful extension of the range of options. It is not an automatic replacement for any of the existing ones. As the majority of you will know the teaching technique to be used depends very much on the learning style of the pupil.
There will be many times when it is useful to use a coaching technique. The principle that underpins coaching is that an engaged pupil is likely to achieve a higher level of understanding and that self-directed solutions will seem far more relevant. This applies in every situation, including instruction. Direct instruction is useful in helping a pupil in the early stages cope with new situations or supporting a pupil who is clearly struggling in a certain situation. Good coaching will use the correct technique at the correct time, matching the pupil’s needs. In some cases the ADI may need to give direct instruction through a particularly difficult situation. That instruction forms part of a coaching process if the ADI then encourages the pupil to analyse the problem and take responsibility for learning from it. A good ADI will take every opportunity to reinforce learning.
Was the teaching style suited to the pupil’s learning style and current ability?
The ADI should take into account all that they understand about the pupil. They should recognise that different pupils will have different preferred approaches to learning, although these may only emerge fully over a number of lessons. Some pupils may be very willing to learn actively and others may want opportunities to reflect before they make the next step in their learning. The ADI should at least be able to give evidence of their sensitivity to these issues. In a one-off session this will probably be best demonstrated by offering a range of options. The ADI should be able to adjust their approach if evidence emerges of a different preferred style.
It is impossible to force learning on a pupil. Progress is always determined by what the pupil is comfortable with. The skill is recognising when the pupil stops learning. The pace of a session should be set by the pupil. On the other hand a pupil should not be talked out of experimenting, if this is within safe bounds.
When coaching, the ADI should ensure that the tools used are suitable. If a question and answer technique is used this should match the pupil’s level of ability and encourage them to use a higher level of thinking to give a response. Asking closed questions of a pupil who is demonstrating a high level of ability, unless this is to check knowledge, is of little use. Asking open questions to a pupil of limited ability who is finding it difficult to achieve the task they have set for themselves may be very confusing. These are not hard and fast rules. The effectiveness of any question has to be assessed given the circumstances at the time.
Indications that all the elements of competence are in place could include:
- supporting the pupil with the most appropriate teaching technique whether that be instruction or coaching
- actively working to understand how they can best support the pupil’s learning process (they might not achieve a full understanding in the session – it is the attempt that demonstrates competence) because this can change as the lesson progresses
- modifying teaching style when or if they realise there is a need to do so
- providing accurate and technically correct demonstration, instruction or information (giving technically incorrect instruction or information is an automatic fail if that input might lead to a safety critical situation)
- using practical examples and other similar tools to provide different ways of looking at a particular subject
- linking learning in theory to learning in practice
- encouraging and helping the pupil to take ownership of the learning process
- responding to faults in a timely manner, instructing or coaching
- providing enough uninterrupted time to practice new skills
- providing the pupil with clear guidance about how they might practice outside the session
- praise and encouragement when warranted
Indications of lack of competence include:
- adopting a teaching style clearly at odds with the pupil’s learning style
- not instructing or supporting when the pupil obviously needs help
- failing to check with the pupil whether the approach they are taking is acceptable
- failing to explore other ways of addressing a particular learning point
- concentrating on delivering teaching tools rather than looking for learning outcomes
- ignoring safety issues
Was the pupil encouraged to analyse problems and take responsibility for their learning?
A key part of the client-centred approach is development of active problem solving in the pupil. This means that the ADI has to provide time and may need to pause the lesson for this to happen. The ADI should stop talking for long enough for the pupil to do the work. The key thing to remember, however, is that different pupils will respond to this invitation in different ways. Some may be able to do it instantly, in a discussion. Others may need to go away and reflect upon a particular problem. They may need to be pointed at readings or other inputs to help them get a handle on the issue. Pushing a pupil to come up with answers on the spot may be unproductive for some.
Indications that all the elements of competence are in place could include:
- providing time, in a suitable location, to explore any problems or issues that arose during the lesson or that were raised by the pupil
- providing timely opportunities for analysis; promptly in the case of risk critical incidents. For example when an ADI has had to intervene verbally or physically
- taking time and using suitable techniques to understand any problems the pupil had with understanding an issue
- suggesting suitable strategies to help the pupil develop their understanding, such as using practical examples or EDP (explanation demonstration and practice) or pointing them at further reading
- giving clear and accurate information to fill gaps in the pupil’s knowledge or understanding
- leaving the pupil feeling that they had responsibility for their learning in the situation
Indications of lack of competence include:
- not allowing the pupil to reflect or address the risk
- leaving the pupil feeling that the ADI was in control of the teaching process
- failing to explore alternative ways of addressing a problem – in response to evidence of different learning preferences
- providing unsuitable or incorrect inputs
Were opportunities and examples used to clarify learning outcomes?
While training in technique is core to the learning process it is important to reinforce this input and to link it with theory. The best way to do this is to use real-world situations during the lesson. The use of practical examples and scenarios on a lesson gives the pupil a better understanding of when, how and why to use a particular technique. This can be done, for example, by asking the pupil to think about why mirrors are important when changing direction. Other road users for example, emergency vehicle on blues and twos can provide opportunity to enhance learning and understanding by the ADI encouraging interactive discussion where appropriate.
Indications that all the elements of competence are in place could include:
- using examples identified on a lesson in a suitable way and at a suitable time to confirm or reinforce understanding. As above ref emergency vehicle
- exploring different ways to use examples to respond to differences in preferred learning style
- using examples that are within the pupil’s range of experience and ability to understand
- recognising that some pupils will be able to respond instantly while others will want to think about the issue
Indications of lack of competence include:
- not taking advantage of examples provided by other road users during the lesson
- using examples the pupil cannot really understand through lack of experience
- using complex examples that the pupil doesn’t have the ability to respond to
- failing to give the pupil time to think through the issues and come to their own conclusion
- imposing an interpretation
Was the technical information given comprehensive, appropriate and accurate?
As noted above giving incorrect or insufficient information, with the result that a safety critical situation might occur, will result in an automatic fail.
Remember that good information is:
- technically correct
- accurate
- relevant
- timely
Failure to meet any one of these criteria makes the others redundant.
Most sessions will require some technical input from the ADI to help the pupil solve problems or to fill a gap in their knowledge. This input must be technically correct, accurate and appropriate. Ideally, should also be linked to theory i.e., Highway Code.
Information given must be comprehensive when associated with a recurring weakness in the pupil’s driving. Simply telling the pupil that they have done something wrong is unlikely to help them overcome the problem.
Any practical demonstration of technique must be clear and suitable. The pupil should be engaged and given the opportunity to explore their understanding of what they are being shown.
Information given unnecessarily may not be helpful, for example continually telling the pupil what to do and not allowing the pupil an opportunity to take responsibility. Unclear or misleading advice should also be avoided. Comments such as ‘you’re a bit close to these parked cars’ could be used to introduce coaching on a weakness but are of little use on their own as they are unclear. How close is ’a bit’ and is it significant?
Indications that all the elements of competence are in place could include:
- giving clear, timely and technically accurate demonstrations or explanations
- checking understanding and, if necessary, repeating the demonstration or explanation
- finding a different way to demonstrate or explain if the pupil still does not understand
Indications of lack of competence include:
- providing inaccurate or unclear information, too late or too early in the learning process
- incorrect or unnecessary demonstrations
- failing to check understanding
- failing to explore alternative ways of presenting information where the pupil does not understand the first offering
Was the pupil given appropriate and timely feedback during the session?
Feedback is an essential part of learning but the process must be balanced. A pupil needs to have a clear picture of how they are doing, against their learning objectives, throughout the lesson. They should be praised and encouraged when performing well and coached when a problem or learning opportunity occurs. However, a constant stream of words, however technically accurate, given at an unsuitable time may be de-motivating or actually dangerous. Sitting quietly and saying nothing can also be a very powerful form of feedback in some situations.
All feedback should be relevant, positive and above all, honest. It is not helpful if the pupil is given unrealistic feedback which creates a false sense of their own ability. Where possible, feedback should not be negative. Rather than saying somebody has a weakness, consider expressing it as a learning opportunity. However, if they need to be told something is wrong or dangerous there is no point in waffling. The pupil should have a realistic sense of their own performance.
Feedback is a two-way street. It should, ideally, be prompted by the pupil with the ADI responding to the pupil’s questions or comments. The pupil’s feedback should never be overlooked or disregarded.
Indications that all the elements of competence are in place could include:
- providing timely feedback in response to risks or questions from the pupil
- seeking appropriate opportunities to provide feedback that reinforces. understanding or confirms achievement of learning objectives
- providing feedback about failure to achieve learning objectives that helps the pupil achieve an understanding of what they need to do to improve
- providing feedback that the pupil can understand
- providing consistent feedback that is reinforced by body language
Indications of lack of competence include:
- providing feedback, a long time after an incident so that the pupil cannot link the feedback to what happened
- providing feedback that overlooks a safety critical incident
- continuously providing feedback when this may be distracting the pupil
- failing to check the pupil’s understanding of feedback
- providing feedback that is irrelevant to the pupil’s learning objectives, for example commenting on their personal appearance
- refusing to hear reasonable feedback about the ADI’s own performance
Were the pupil’s queries followed up and answered?
The ADI should encourage the pupil to self-reflect, seek clarification or further knowledge and understanding when appropriate. This will involve the ADI interacting with the pupil, creating a learning environment that encourages two-way discussion and coaching them to ask the relevant questions relating to any circumstance that may improve learning outcomes.
Dependent on individual learning styles, some pupils may be reluctant to participate but the ADI should still promote the benefits of asking questions to the pupil. Any direct questions or queries from the pupil should be dealt with as soon as possible. The response may involve providing information or directing the pupil to a suitable source. Remember that, wherever possible, the pupil should be encouraged to discover answers themselves. However, if the ADI does need to provide information they must ensure that the pupil completely understands the information given.
Pupils may not always have the confidence to ask direct questions. The ADI should be able to pick up comments or body language that indicates uncertainty or confusion and use suitable techniques to explore possible issues.
Indications that all the elements of competence are in place could include:
- the ADI creating a learning environment that encourages the pupil to ask questions throughout the lesson
- ADI regularly asking if the pupil has any questions if none are forthcoming
- responding openly, readily and appropriately to queries
- providing answers of sufficient content or directing the pupil to suitable sources of information
- actively confirming with pupils if their comments or body language suggest they may have a question
- encouraging the pupil to explore possible solutions for themselves
Indications of lack of competence include:
- ADI making no effort to encourage the pupil to ask questions
- refusing or ignoring queries
- providing inaccurate or technically incomplete information in response to queries
- avoiding the question or denying responsibility for answering it
Did the trainer maintain an appropriate, non-discriminatory manner throughout the session?
The ADI should maintain an atmosphere in which the pupil feels comfortable to express their opinions. They should create an open, friendly environment for learning, regardless of the pupil’s age, gender, sexual orientation, ethnic background, religion, physical abilities or any other irrelevant factor. This implies active respect for the pupil, their values and what constitutes appropriate behaviour in their culture.
The ADI must not display inappropriate attitudes or behaviours towards other road users and should challenge their pupil if they display these behaviours.
The ADI should always provide appropriate and quality support. Their instruction should be timely and supportive throughout.
Indications that all the elements of competence are in place could include:
- quality instruction and support promoting a conducive learning environment
- keeping a respectful distance and not making unnecessary physical contact or invading the pupil’s personal space
- asking the pupil how they wish to be addressed
- asking a disabled driver to explain what the ADI needs to know about their condition
- adopting an appropriate position in the car
- using language about other road users that is not derogatory and that does not invite the pupil to collude with any discriminatory attitude
Indications of lack of competence include.
- poor lesson overall
- invading somebody’s physical space or making unnecessary contact
- touching the pupil, including trying to shake hands, unless it is necessary for safety reasons
- using somebody’s first name unless they have said that this is acceptable
- commenting on the pupil’s appearance or any other personal attribute unless it has a direct impact on their ability to drive safely, such as wearing shoes that make it difficult for them to operate the vehicle’s pedals
- derogatory remarks about other road users, displaying a poor attitude
End of the session - was the pupil encouraged to reflect on their own performance?
At the end of the session the pupil should be encouraged to reflect on their performance and discuss their feelings with the ADI. The ADI should encourage honest self-appraisal and use client-centred techniques to highlight areas that need development if the pupil has not recognised them. The reflection should also include what the ADI thought which, should provide a balance between what went well and what areas of the pupil’s performance need further development. Once development areas have been identified the pupil should be encouraged to make them part of future development. If the ADI allows the pupil to provide an inaccurate account of the lesson and accepts it, especially if the reflection is all positive, this would not be acceptable. Ideally, the ADI should be encouraging further professional support by setting the next lessons goal and obtaining agreement from the pupil.
Review
In most situations an ADI will maintain their awareness of what is going on around them, give instruction or support, timely directions and intervene in an appropriate and timely way to ensure that no safety-critical incidents occur. Their instruction may not be brilliant but it is safe. However, rarely, situations will arise in which an ADI’s actions or instruction are of such poor quality that the examiner may decide that they are putting themselves, the learner or any third party in immediate danger.
Example: The learner is approaching a closed junction. They ask the instructor whether they should stop at the Give Way line. The instructor is completely unable to see down the joining roads but tells the learner to ‘go, go, go’.
In these circumstances the examiner would be entitled to stop the lesson and mark it as an immediate Fail.