Carrying out driving instructor tests and checks: examiner guidance

When the candidate arrives, the examiner should introduce themselves courteously. A name badge should be worn. 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 test and apply the following checks pleasantly and courteously. Ask to see the photo driving licence. If an old-style licence is produced, the potential driving instructor (PDI) must also have an acceptable form of photo identification. A trainee licence is acceptable or a valid passport. The photo licence should be scanned as per the DT1 - 1.11. It is important that the candidate’s identity is confirmed for the requirements of this test. If the examiner is satisfied that the candidate’s ID has been established, the test should go ahead.

Ask the PDI to read and complete the insurance declaration on the DES app for Part 3. If the PDI refuses to sign the declaration or there is any doubt about the insurance cover the test should not proceed. Make sure that the declaration has been completed correctly. Compare the signature with their licence or alternative proof of identification.

If the pupil they have brought with them is paying for the lesson their trainee licence (badge) must be displayed. If they are not paying, then the licence need not be displayed.

Annotate the DES app for Part 3 accordingly if on a trainee licence.

If the PDI attends without a pupil, you should refer them to the requirements of the test and inform them the test will not go ahead.

The examiner should ask to see the PDI’s workbook or other training documents used during their training, but if they do not bring such records this will not invalidate the test. Take a few moments to scrutinise and thank them for bringing them along. Records can be in digital or hard copy format. No comment should be made regarding the standard of these records which could be interpreted incorrectly by the PDI.

The examiner should ask for the PRN of their trainer, whether they are a registered ORDIT trainer and record this in the relevant boxes on DES app.

Examiners should be considerate when enquiring about the PDI’s trainer details or whether they have a workbook because it is important that all PDIs attending for test are treated the same. Trainers should be encouraged to accompany test and to listen to the test profile.

The DES app should be marked accordingly if the trainer accompanies the test.

The assessment is made against 3 broad or ‘high’ areas of competence:

lesson planning
risk management
teaching and learning strategies

The test marking sheet used on the DES app can be viewed (Section 3. Sample ADI Part 3 /SC reporting form)[]. The 3 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 outcome and they will used to provide a profile of the areas where the PDI is strong and where they need to do some more development work.

Scores 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 can themselves be broken down into elements. All of which are defined in DVSA’s National Driver and rider training standards. The PDI will have to use a range of skills to ensure each of these elements is in place.

For example, the first lower-level competence, in the lesson planning section, is: ‘Did the instructor identify the pupil’s learning goals and needs?’

To fully satisfy this requirement the PDI 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 (for example, body language) that the pupil is trying to express something but perhaps cannot find the right words
deal with and support any driver needs/weaknesses during the lesson and not just focus on the goal

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.

Competence standards examples

A PDI who does not attempt to understand their pupil’s needs which, could change during the drive, would be demonstrating no evidence of competence and be marked 0.

A PDI 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 be marked 1.

A PDI 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 be marked 2.

Competence development

Another way to look at this is from a developmental point of view. If the examiner gives the PDI a score of 3 - the examiner is effectively saying that this is an area where the PDI does not need to do any further work and that their level of support during the lesson was appropriate for their pupil. The PDI should only continuously reflecting on their performance.

If the examiner gives a score of 2 - they are saying that the PDI’s performance is acceptable but there are clear areas where they could improve.

If the examiner gives a score of 1 - they are saying the PDI’s performance is not acceptable and the PDI needs to do a lot more work, even though they give evidence of knowing what they are supposed to be doing.

If the examiner gives a score of 0 – they are saying the PDI’s performance is not acceptable and the PDI needs considerable support in understanding how to use the appropriate instructional technique to manage risk.

All of these scores have an impact on other sub-competences and provide evidence of positive and negative behaviours.

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.

A PDI 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. The maximum mark a PDI can gain is 51 and the score achieved will dictate the final grade. (See grading scale in Section 3 sample reporting form and guidance). Whatever their overall score a PDI 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 the examiner, the pupil or any third party in immediate danger, so that they have to stop the lesson.

The examiner will note the grade and overall score the PDI has achieved on the DES app. The PDI will receive a copy of the whole assessment via their email address. The examiner will also offer feedback overall performance, using the profile of the scores given. Accompanying ORDIT or non-ORDIT trainer should be encouraged to listen in provided the PDI has no objection. The feedback will include evidence of non-compliance only and not guidance as to how to deliver suitable instruction that is the role of the trainer. The DES app will also capture a written account of the PDI’s performance which will be written soon after the final profile has been delivered.

The examiners role is to assess the PDI’s competence to deliver effective driving instruction appropriately pitched to the needs of their pupil. DVSA’s ‘National standard for driver and rider training’ is expressed in terms of learning outcomes and there may be more than one way for a PDI to achieve those outcomes. Of course if a PDI 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 examiners overall approach should be focused on recognising achievement wholistically rather than purely identifying faults.

The PDI’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.

The PDI 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, behaviours i.e. road rage and being defensive. The use of alcohol or drugs and distractions, mobile phone being a prime example. Referencing the new drivers act would also be desirable. 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. Similarly, it would be appropriate for the PDI 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 PDI 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 or questions from the PDI can both de-motivate the pupil and create a real hazard. It cannot, therefore be good practice to constantly bombard the pupil with unnecessary questions.

When the examiner has completed the assessment and filled out all the required boxes on the DES app they should inform the PDI of the grade and score achieved. If they have been assessed as a ‘Fail’ they must be told clearly that their instruction is not at an acceptable level and the evidence why. This should be an interactive discussion if possible however, be mindful not to adopt the role of the PDI’s trainer.

The examiner can then give feedback that is more detailed but, if they do this, they must make sure that it relates to the competences against which the PDI has been assessed:

lesson planning
risk management
teaching and learning strategies

The purpose of feedback is to help the PDI understand why they failed to demonstrate full competence and where they need to focus their efforts when undertaking further development. They must understand what has led to the grade they have been awarded. Specific examples can be given hence why it’s of value to record names of roads etc on a piece of note paper.

With the use of the DES app and the finished assessment overview the examiner will be able to show the PDI 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. However, it is important to remember that it is not part of their role to tell the PDI what they should have done. It is for the PDI to reflect on how to improve their performance and seek additional training from an ORDIT trainer.

The examiner should note, in the box marked remarks on the DES app the areas that were highlighted in the feedback to the PDI. They should not simply write the competence itself because that is identifiable, but they should provide examples and evidence of where incidents occurred or why they happened. These can be bulleted points. This should contain enough detail to allow the examiner to recall the points raised during the feedback should a complaint or enquiry arrive after the test itself.

If the PDI has ‘failed’ their test, the examiner must advise the PDI to seek further development or guidance from an ORDIT registered trainer and record that this has been done by marking the “Yes” box provided on the DES app. In some circumstances a “No” may be recorded in this box i.e. If the PDI failed the third attempt at the test, or if the debrief was not delivered for any reason. Any “No” recorded should have the reason noted in the debrief notes box.

To comply with guidelines under data protection, the PDI will need to confirm with the examiner that they give permission for their trainer to be present during the feedback.

The feedback must take place in private. Discretion must be used when choosing a place to discuss the test with the PDI. The conversation should not be capable of being overheard by other people including driving examiners.

Examiners are not taking the role of an ADI trainer or tutor. They should make full use of their counselling skills and be aware of any ‘body language’, which may give an indication as to how the PDI is reacting to the feedback and be prepared to vary their approach.

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)

PDIs should be working to understand where the pupil is having difficulties and how they can help them develop sound basic skills. If the PDI is not making the effort to understand, they are not demonstrating competence. By asking questions or staying silent, listening, and watching they are clearly making the effort to understand and demonstrate competence. It does not matter if they do not 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 a PDI to transfer responsibility instantly. The key thing that a PDI 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 PDI 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 PDI if they do not immediately ‘solve the problem’.

PDIs should use a variety of tools to encourage the pupil to analyse their own performance and to find solutions to problems. The PDI 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 PDI should provide suitable input – especially if failure to do so might result in a risk to any party.

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)

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’. 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 test the PDI 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, reinforcing systematic scanning, and planning tools. Fuel efficient driving techniques should also be included and the benefits. They should be strongly encouraging reflection as per role 5 of DVSA’s National driving and rider standard.

PDIs 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.

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 PDI’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 a PDI 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
develop fuel efficient driving skills
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 mirror-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 test the key thing that the PDI 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 and pupil needs. 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 lifetime of safe driving.

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 instructor at this stage include:

being required by employers to undertake additional training to keep insurance costs down
wanting to drive more fuel efficiently 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
lacking in confidence when it comes to manoeuvres

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.

In assessment, the key thing is that the PDI 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 and pupil needs that may arise during the drive. 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.

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 DVSA’s National driver and rider training standard. Research indicates that is best achieved by placing the client at the centre of learning process. The lesson should be client centred and not client led. The PDI/ADI is responsible for using the appropriate teaching technique the ensure the client gets the most from the lesson. In this context, the assessment criteria should be interpreted as follows.

Did the trainer identify the pupil’s learning goals and needs?

Usually, this process will take place at the beginning of a lesson. However, where the PDI and the pupil have been working together for some time prior to the Part 3or in the case of an ADI, standards check, they may have already laid down the basic structure of the pupil’s learning goals. This needs to be taken into account when assessing this element.

If the PDI has not worked with the pupil before it is perfectly OK for the PDI to ask the pupil to undertake a demonstration / assessment drive. This should give the PDI 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. The pupils needs will continuously change as the lesson progresses. However, if the pupil is performing well the PDI should consider a change in original lesson plan. It follows that this criteria cannot be ‘ticked-off’ at the beginning of the lesson and then forgotten.

As an 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 them an indication of competence include:

encouraging the pupil to say what they want from the lesson
if early in the learning process, ensuring there is understanding about responsibility for managing risk
asking questions to ensure understanding
checking understanding as the lesson progresses
listening to what the pupil is saying
taking note of body language

If a PDI encourages the pupil to say what they want, asks questions to check understanding at the beginning and as the lesson progresses, listens to what they are saying and picks up on body language they are likely to get a 3. If, on the other hand, the pupil does all the listening and the PDI fails to spot the learner getting very tense and nervous in a particular situation 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
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 PDI 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 theoretical understanding

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

Were the practice areas suitable?

The PDI should use an area or route that allows the pupil to practise safely and helps them to achieve their goals. It should provide some stretch and challenge, but without taking the pupil out of their competence zone. There is no point taking a pupil to an area with no roundabouts when the agreed lesson plan is ‘roundabouts’.

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
provides challenges, but is realistic in terms of the pupil’s capabilities and confidence
is focused on the agreed lesson plan

Indications of lack of competence include the PDI 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
exposes the pupil to risks they cannot manage

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

The PDI should be willing and able to adapt if the pupil:

appears to be uncomfortable or unable to deal with, the learning experience that the PDI has set up
suggests that it is not providing what they were looking for

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 PDI rather than because the overall plan is wrong. Whatever the reason for adapting the plan, the PDI 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 weaknesses that undermine the original plan for the session
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
persisting with a plan despite the pupil demonstrating faults or weaknesses that should lead to a rethink of the plan
persisting with the plan despite the pupil demonstrating competence
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 2 aspects to the management of risk in any training situation.

At all times the PDI 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 PDI fails in this basic responsibility, at any time, they will fail the test.

From a training point of view, the PDI 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 PDI, will inevitably vary in different circumstances. For example, compare the following 2 scenarios:

a) 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 a PDI 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.

b) 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 a PDI 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 do not distract you. If I am quiet do not 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.

However, such opening statements are not all that is involved in meeting this criterion. The PDI should be managing this process throughout the lesson. So, for example, if the pupil makes some sort of mistake carrying out a manoeuvre the PDI should, ideally, find an opportunity to analyse that mistake with the pupil. 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 us try that manoeuvre again. I will not say anything. Just try to remember what we have just been talking about.

On the other hand, they may want to take back a bit of control and they might say:

Let’s try that again. I will talk you through it this time. Just follow my instructions.

The PDI should work with the pupil to decide the best way of tackling the problem and that might mean a temporary change in the ‘balance of responsibility’. The important thing is that the pupil knows what is expected of them.

Under test conditions there are no circumstances in which a PDI can assume that the issue of risk management has been dealt with. Even if the PDI 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 or drugs
explaining clearly what is expected of the pupil and what the pupil can reasonably expect of the PDI
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 will be used
undermining the pupil’s commitment to being safe and responsible, for example, by agreeing with risky attitudes to alcohol use
asking the pupil to repeat a manoeuvre or carry out a particular exercise without making sure that they understand what role the PDI 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 PDI must be sufficient, timely and appropriate and not continually retrospective. Input from the PDI must also address any potential risk by offering the pupil the necessary support. It is important that PDIs 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 PDI 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.

Indications that all the elements of competence are in place could include:

clear, concise directions/instruction
ensuring the pupil understands what they plan to do and agrees with that plan
directions/instruction given at a suitable time so that the pupil can respond, avoiding habitual retrospective support

Indications of lack of competence include:

giving confused directions
giving directions too late
giving unnecessary directions
failing to recognise when the PDI’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 PDI’s professional skill. They should be able to:

take in the outside world
observe the actions of the pupil, including comments and body language
judge whether those actions are suitable in any given situation
respond accordingly whether by offering instruction or in extreme circumstances taking control

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 a PDI 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.

Clearly the most important ‘interventions’ are those that manage risk in a moving car. We would expect a PDI to point out situations in which a risk or hazard might arise to their pupil. Plus making best use of risk and poor examples of driving to ensure learning takes place. However direct intervention by the PDI, to prevent a situation escalating, may be needed. This criterion is primarily about the PDI’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
taking control of situation where the pupil is clearly out of their depth

Indications of lack of competence include:

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
intervening inappropriately and creating distractions
undermining the pupil’s confidence
reinforcing the PDI 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 it is vital that the pupil fully understands what happened and 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 PDI 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. This can be done on the move or when stationary all depends on the circumstances.

Indications that all the elements of competence are in place could include:

finding a safe place to stop and examine 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
providing input to clarify aspects of the incident that the pupil does not understand
support the pupil to identify 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

Indications of lack of competence include:

failing to examine the incident
taking too long to address issues generated by an incident
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

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 PDI can help the pupil to learn in an active way. Also, remember instruction based around the core competences used currently is pretty good. We must not throw that away. We are trying to increase the options available to a PDI. Coaching is a powerful extension of the range of options. It is not an automatic replacement for any of the existing ones.

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 PDI may need to give direct instruction through a particularly difficult situation. That instruction forms part of a coaching process if the PDI then encourages the pupil to analyse the problem and take responsibility for learning from it. A good PDI will take every opportunity to reinforce learning.

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

The PDI 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 PDI 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 PDI 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 PDI 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.

If the pupil needs support and the PDI provides it, that is client centred. Conversely if the pupil needs help and the PDI does not provide it, that is not client centred and is often referred to as ‘under instruction’.

Indications that all the elements of competence are in place could include:

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)
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
providing enough uninterrupted time to practice new skills
providing the pupil with clear guidance about how they might practice outside the session

Indications of lack of competence include:

adopting a teaching style clearly at odds with the pupil’s learning style
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 PDI has to provide time for this to happen and has to stop talking for long enough for the pupil to do the work. In other words, transferring responsibility. 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
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 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:

leaving the pupil feeling that the PDI was in control of the learning process
failing to adapt the teaching style to best suit the pupils needs
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. Or if an unusual situation occurs during the lesson such as an emergency vehicle on blues and twos. A discussion if appropriate should take place as to how best to assist the vehicles progress safely. This goes back to addressing the needs and how things constantly change during a lesson.

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 a good example would be an 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:

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:

accurate
relevant
timely

Failure to meet any one of these criteria makes the others redundant.

Most sessions will require some technical input from the PDI to help the pupil solve problems or to fill a gap in their knowledge. This input must be accurate and appropriate.

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, technically correct, 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:

technically incorrect information or demonstration
providing inaccurate or unclear information, too late or too early in the learning process
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 encouraged when performing well and coached when a problem or learning opportunity occurs. However, a constant stream of words including questions, 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 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. Honesty is key. It is not acceptable to ask the pupil how they think they are doing for them to give themselves a glowing account when in actual fact there were risks. The PDI should also interject and provide ‘balance’ of what is working, what isn’t and what we can do to improve.

Feedback is a two-way street. It should, ideally, be prompted by the pupil with the PDI responding to the pupil’s questions or comments. The pupil’s feedback should never be overlooked or disregarded. Especially how the pupil felt when a situation or risk occurred. Indications that all the elements of competence are in place could include:

providing feedback in response to 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
lack of honesty and balance
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 PDI’s own performance

Were the pupil’s queries followed up and answered?

The PDI should encourage the pupil to self-reflect and to ask questions throughout the lesson. Encouragement to ask questions should happen throughout the lesson. To also seek clarification or further knowledge and understanding when appropriate. This will involve the PDI 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.

If a PDI has an over enthusiastic pupil who asks too many questions whilst on the move, they must control and manage that keenness without demotivating the pupil. This can be done simply by saying ‘good questions but hold onto them please and let’s focus on this next hazard and we will find somewhere to stop to cover your queries’, or words to that effect.

Dependent on individual learning styles, some pupils may be reluctant to participate but the PDI 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 PDI 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 PDI 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 PDI creating a conducive learning environment that encourages the pupil to ask questions throughout the lesson
responding openly, readily and appropriately to queries
providing answers of sufficient content or directing the pupil to suitable sources of information. Balancing theory with practice
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:

PDI making no effort to encourage the pupil to ask questions
refusing to respond to queries or forgetting to do so
providing inaccurate or 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 PDI 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 relevant factor. This implies active respect for the pupil, their values and what constitutes appropriate behaviour in their culture.

The PDI must not display inappropriate attitudes or behaviours towards other road users and should challenge their pupil if they display these behaviours.

Indications that all the elements of competence are in place could include:

keeping a respectful distance and not invading the pupil’s personal space
asking the pupil how they wish to be addressed
asking a disabled driver to explain what the PDI needs to know about their condition
providing a positive learning environment and pitching the instructional technique to suit the learning style of the pupil
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
providing a quality learning experience and addressing pupil needs

Indications of lack of competence include:

invading somebody’s physical space
poor quality instruction overall, not providing value
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
showing a lack of interest or derogatory remarks regarding poor examples of driving rather than using positively to enhance learning

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 PDI. The PDI should encourage honest self-appraisal and use client-centred techniques to highlight areas that need development if the pupil has not recognised them. Once development areas have been identified the pupil should be encouraged to make them part of future development. The PDI should provide a balanced overview of the strengths and weaknesses if the pupil fails to do so. Again very much depends on the personality and learning style of the pupil. The PDI’s ability to scale must have relevance. To simply ask ‘what score would you give yourself’ is meaningless and highlights a PDI development need. It may be necessary for the PDI to remind pupil to research Highway Code or other theory related publication so that theory can be linked to practice.

3. The instructional ability test (part 3)

Taxis or private hire vehicles

Competence standards examples

Competence development

Consistent marking

Planning

Did the trainer identify the pupil’s learning goals and needs?

Was the agreed lesson structure appropriate for the pupil’s experience and ability?

Were the practice areas suitable?

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

Risk management

Did the trainer ensure that the pupil fully understood how the responsibility for risk would be shared?

Were directions and instructions given to the pupil clear and given in good time?

Was the trainer aware of the surroundings and the pupil’s actions?

Was any verbal or physical intervention by the trainer timely and appropriate?

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

Teaching and learning strategies

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

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

Were opportunities and examples used to clarify learning outcomes?

Was the technical information given comprehensive, appropriate and accurate?

Was the pupil given appropriate and timely feedback during the session?

Were the pupil’s queries followed up and answered?

Did the trainer maintain an appropriate, non-discriminatory manner throughout the session?

End of the session - was the pupil encouraged to reflect on their own performance?

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3. The instructional ability test (part 3)

3.01. Preparation of documents, Show

3.02. Reception and identity check, Show

3.03. Insurance, Show

3.04. Vehicle to be used, Show

Taxis or private hire vehicles

3.05. Duration of the part 3 test, Show

3.06. Conducting the part 3 test, Show

3.07. PDI preparation for the test, Show

3.08. Risk management, Show

3.09. Other people present, Show

3.10. At the start of the test, Show

3.11. At the end of the test, Show

3.12. Completing the assessment, Show

Competence standards examples

Competence development

Consistent marking

3.13. Complaints procedure, Show

3.14. PDI failure to attend, Show

3.15. Assessment, Show

3.16. Recording assessment, Show

3.17. Admin process, Show

3.18. Giving feedback, Show

3.19. Experienced fully trained pupil, Show

3.20. Experienced pupil – about ready to take their practical driving test, Show

3.21. New full licence holder (FLH), Show

3.22. Experienced full licence holder, Show

3.23. Typical reflective log, Show

3.24. Interpreting the assessment criteria, Show

Planning

Did the trainer identify the pupil’s learning goals and needs?

Was the agreed lesson structure appropriate for the pupil’s experience and ability?

Were the practice areas suitable?

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

Risk management

Did the trainer ensure that the pupil fully understood how the responsibility for risk would be shared?

Were directions and instructions given to the pupil clear and given in good time?

Was the trainer aware of the surroundings and the pupil’s actions?

Was any verbal or physical intervention by the trainer timely and appropriate?

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

Teaching and learning strategies

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

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

Were opportunities and examples used to clarify learning outcomes?

Was the technical information given comprehensive, appropriate and accurate?

Was the pupil given appropriate and timely feedback during the session?

Were the pupil’s queries followed up and answered?

Did the trainer maintain an appropriate, non-discriminatory manner throughout the session?

End of the session - was the pupil encouraged to reflect on their own performance?

3.25. Review, Show

3.26. Terminated and Failed to Complete tests, Show

3.27. Recording results, Show

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