AADI Response to: Introducing a minimum learning period for learner drivers by the dvsa Thank you for responding to this consultation which is asking for your views on proposals to introduce mandatory requirements that learner drivers must meet before taking a practical driving test for a category B licence. Closing date is 31 March 2026. The Department for Transport (DfT) is running this consultation which is asking for your views on proposals to introduce mandatory requirements that learner drivers must meet before taking a practical driving test for a category B licence. Your information Q. What is your name? A. AADI Q. Are you responding on behalf of an organisation? A . Yes Organisation details Q. Your organisation is a: A. Road safety organisation Details We are: ADIs, Academics, and Road Safety Advisors Proposal We are seeking views on introducing a minimum time period between passing a theory test and taking a practical driving test for driving tests taken for a category B licence, the standard licence used to operate a car. We are also seeking views on: · introducing a minimum number of supervised practical driving hours · creating a mandated learning syllabus · the ways that any required learning could be conducted Q. In addition to holding a provisional licence and passing a theory test, do you agree or disagree with the introduction of further mandatory requirements for learner drivers before they can take a practical car driving test? A. Agree Further requirement age groups Q. Why? A. Learning never happens at the same pace for everyone. With this said, experience does not come out of thin air, nor does it necessarily come from those who have been driving for many years, given the bad habits they pick up. Given the content of what needs to be learned (as opposed to what’s in the syllabus) to become a safe driver, it is important that sufficient time (minimum 6 months) is taken to be capable of being totally independent, which, from crash stats, clearly far too many are not competent enough. Q. In your view what age of learner car driver should the further mandatory requirements be applied to? A. All ages Further mandatory requirements: age group reasoning Q. Why? A. Learning to drive is not just a mechanical event. Cognition of what must be learned, how and when each function is to be applied, and WHY elements are undertaken in the manner that gives total safety. This takes time, and if used correctly, could remove the nightmare of receiving that terrible message from a police officer telling you your loved one is not coming home tonight! The Brain functions at different paces for the varying age groups who are seeking to learn to drive, which is why a broad cross-section of age groups should be included in any mandatory requirements introduced. You only have to look at why Insurance companies have moved the goal post to 29 years of age before they start to give reduced premiums, which, not so long ago, was 25 years of age, and before that, 21. Minimum learning time In minimum learning periods, learners are required to undergo a minimum time period before taking a practical car driving test or obtaining a full licence. Q. Do you agree or disagree that any new mandatory requirements should include a minimum learning time period between passing a theory test and being able to take a practical car driving test? A. Agree Minimum learning time period Q. Why? A. For a novice learner driver, starting from the very beginning, who has not had any educational input, be that theory or practical experience, it would be the exception rather than the rule that this novice would either; a) be successful at first test, or b) not be involved in a crash of some description, within their first two years of driving, i.e., when their probationary period is due to expire. Q. In your view how long should the time period be? A. 6 months Minimum learning time period reasoning Q. Why? A. There is far too much to learn to be a competent, safe driver in anything less than 6 months. So many novice drivers learn to pass their driving test, and then wonder why they take more than one test to be successful, which, hopefully, between tests, they will gain some experience, i.e., how not to do it. Unfortunately, it is also cramming information into the brain, which is short-term, of which much is forgotten, OR never learned, which, as practitioners, we have experienced over many decades. Even working in the commercial world, the standard of knowledge and ability is low! Six months accommodates fast learners, given that a majority of novices take much longer. Theory test certificate A. In your view if we did introduce a minimum time period before a learner driver can take a practical car driving test, should the validity length of the theory test certificate be extended? A. Yes Theory test certificate reasoning Q. Why? A. It’s a combination of doing the learning, both theory and practical elements, thoroughly to the point it is well ingrained. Currently, the diabolical length of time the candidate has to wait for a practical car test, and then the huge additional stress should they fail, of trying to get another practical driving test within the two years of the current life of the theory test certificate, is wholly unjustified. Minimum number of car driving hours For the next question driving hours are to be considered being completed with either: · an eligible supervising driver · an approved driving instructor · both an eligible supervising driver and an approved driving instructor Q. Do you agree or disagree that new mandatory learner requirements should include a minimum number of car driving hours? A. Disagree Disagree with minimum number of car driving hours Q. Why not? A. Looking at the preamble to this consultation, many countries have shown through statistics that people are all different, and some learn more quickly than others. We have all had the pupil who takes around 20-30 hours and is successful the first time, yet others have had more than 50+ hours. If you set it too low, those who have reached the minimum and are just not ready will want to “Give it a Go”, putting the examiners and others at risk. Those who take more time and establish the necessary skill sets required to be safe and competent will do much better. They understand the need to go on and gain that valuable experience by enhancing those skills to a level which is higher than that which is currently a MINIMUM standard, and is not fit for purpose! Content of mandatory learner requirements Do you agree or disagree that new mandatory learner requirements should include: Q. A mandatory modular learning syllabus to complete A. Disagree Q. A mandatory logbook to complete A. Agree Q. Mandatory e- learning to complete A. Disagree Why (referencing the appropriate statement or statements in your response) : A. Requiring ALL students to do a modular syllabus and/or an e-learning course assumes that all students are equal or of the same educational capabilities and does not consider those who are SEND (Special Educational Needs and Disabilities), who may well struggle to complete said courses. Unless those within this and other spectrums get any physical free help, as they would in school, college, etc., it may put learning to drive beyond their budgets. Exemption Exemptions to any new mandatory requirements for learner drivers could be made in specific circumstances. (The full circumstances and reasons can be found in the original consultation document) Q. In your view should some learner drivers be exempt from any new mandatory requirements for learner drivers? A. Yes Exemption criteria Q. In your view who should be exempt from any new mandatory requirements for learner drivers? A. Members of the Armed Forces A. Drivers for the emergency services Exemption criteria reasoning Q . Why? A. It is important that, as a rule, everyone who is working towards gaining their FIRST driving licence should be included within any and all potential exemptions. However, those within the armed forces, who will need their driving licence ‘in the execution of their duties’ at home and abroad, and for the protection of the realm, should be exempt. Those within the emergency services will already have their first licence and will be using a tried and tested system of driving (ROADCRAFT), and although they might be driving different classes of vehicle, as a learner, they will already have lots of experience and be outside of most of the exemptions. Q. In your view how should exemptions be applied? A. The individual applies for exemption with proof of exemption eligibility Mandatory learner requirements: offences Under British road traffic legislation, an individual’s driving licence can be withdrawn for a number of reasons. These reasons are stated and discussed in the 'driving licence revocation, disqualifications and potential MLP impacts' section of our consultation information Q. Do you agree or disagree that any new mandatory learner requirements should apply to a driver: whose licence is revoked for receiving at least six penalty points during their probationary period A. Agree who has been disqualified from driving for committing motoring offences and has been ordered by a court to retake a driving test (ordinary or extended) A. Agree Why? (referencing the appropriate statement or statements in your response): Revocation of a new driver's driving licence at the six-point stage shows that this driver is not learning from the initial three penalty points issued for the mistakes made. To then get three more penalty points shows a lack of commitment to driving safely and should be required to go back and have their skill sets and understanding reinforced. A driver who ends up in a court in England and Wales does not deserve to have a driving licence without being REQUIRED to be retrained, as they are potentially a risk to all other law-abiding drivers who comply with regulations. A driving licence is NOT a right of passage. It is something that is hard-earned and should be treasured. Clearly, a revocation is generally for mistakes, but disqualifications are wrong choices made by those who commit offences that require this level of punishment. Final comments Q. Any other comments? A. Some of the other areas not covered within this consultation, like the drink drive and GDL, need to be addressed. The Minister's proclamation about having ROBUST rules in place is not robust enough. Drink/Drive: WHY are we only coming into line with Scotland, et al.? Why can’t we be a leader and knock it down to either ZERO or a minimal amount, to REALLY encourage drivers to not drink and drive? Why isn’t Drug Driving mentioned within the consultation, given that drug driving is appearing to be more prevalent than drink driving? The lack of education about how drugs affect one's ability to focus on driving and end up testing positive (allegedly) in all innocence, as they do not realise how long drugs of all kinds remain in the system and can be detected. Graduated Driver Licensing (GDL) is a tin can which is being kicked down the road, purely, as we were once told by a very senior DSA (now DVSA) official, that the Government will not accommodate it as it is a VOTE LOSING policy! Looking at what has been said by the Minister recently - that she is sympathetic to those organisations and individuals who are campaigning to have a GDL introduced into the UK, yet is not prepared to move this forward, stating they are bringing in policies that are proportional, yet all the time, any government is prevaricating, with young lives are being lost as a result. We in the driver training profession know from research that GDL systems have shown big improvements in the reduction of death and serious injuries. Certainly, when our chair did his undergrad through Middlesex University in 2005 – 2007, his own research demonstrated this, as it did in all other commonwealth countries as well as the then 51 states in the US, and to a certain degree across the EU. Sweet words mean nothing to families who have lost their loved ones. They want action, to hopefully stop other families from suffering the same fate as they have all done.

Proposal for Positive Driver/Rider Education

David Bowie for ADIs, ADIs love David Bowie, Space Oddity for ADIs, a song for adis,

There are ADis, PDIs, driving schools, and learner drivers jumping up and down celebrating the news this week that the dvsa have employed Kainos(???) to develop a new booking system for them. I really must thank the dvsa for the email that I, along with thousands of my ADI colleagues, received on 1st September telling us of their plans for the future. Thank you to the dvsa for your email this week, highlighting the decision to do something about your inability to run an appointment booking system, and 'up your exhaust pipes' to all those who have criticized us at the AADI for taking the dvsa to task for their continuous failings for the past 2.5 decades. If you don't like what we have to say, feel free to walk on by and read another item, perhaps the Dandy or Beano. At least we stick up for our colleagues and will continue to do so. AADI has continually called on the dvsa to employ someone who knows what they are doing Considering the 'digital expert' the dvsa recruited as the current CEO, who, despite her wealth of experience and expanding the digital department exponentially within the clubhouse to a whole new level, is unable to solve the issue of keeping a simple diary of just 7 appointments per day for each examiner. Just think of what a good comedy writer could make of this!! Nah, who would believe it? Millions of ££££s spent updating, modernising, and digitizing, and we are far worse off than we were 20 years ago. At this rate, by 2030, we will be giving arm signals again. AADI advised bringing in experts in running appointment booking systems for several years, such as Tesco, Amazon, and Sainsburys, which were all suggested repeatedly. eg, Tesco utilizes a combination of in-house development and third-party suppliers for its home delivery appointment booking system. They and others have a ready-made solution, just needing to expand and adapt the system from a 3-week diary to a 6-month diary. They run a complex system from customer selecting and ordering (by almost as many customers in a single week - Tesco 1.1 million in 2022 - as the dopey dvsa serves in a year ) through selection by a picker, packing into delivery vans with all the routes individually organised, and then the drivers delivering to our doorstep. The dvsa customers arrive at their appointments at designated times with static locations, a piece of cake for them to advise on. They'd probably do it over a coffee and a bacon sarnie before 11.0am and be home to make the next delivery for a happy customer. Rosie Thew arrived and said that she would reduce the waiting lists from 12 to 6 weeks in 2005. Roll on to 2013 when she left, and No Change, still around 12 weeks - abject failure. I won't even mention the two bozos before her who thought it would be a doddle to do the job, one even told me in front of 60 other ADIs that he just needed 3 or 4 months to learn the job, both left to fail elsewhere, allegedly ..... passport office and Atom spring to mind. Whilst Rosie was in office, I was running a campaign, supported by hundreds of ADIs and examiners, asking the dvsa to do random checks on candidates' insurance when attending for the test. It would have given a last chance to reinforce the learning that you need insurance to drive. It would have cut back on non-ADI-supported tests and kept the examiners and the public safer. Even the ABI supported it, offering to assist the dvsa to set it up as they were amazed that it was not already done as standard practice. It was refused, and the reason given was that examiners were too thick to check the ADIs' insurance details. WTF. No wonder the examiners hated the bosses so much when they were held in such contempt. Since dear old Rosie, we have had a bunch of geezers who have seemingly enhanced their salary and pension ratings whilst either doing a hatchet job to cut back overheads and save money, or just kept the seat warm rolling bogeys to flick out the window at those lower down the pile whist they pass the time before the next incumbent who wanted to sit in the big chair and planned their next move up through the civil service, doing diddly sqwat for the customers, you and I, along with our pupils. Who will do the driving tests? September opens with the dvsa email promising the earth but forgetting to mention, well, for a few days anyway, they have no examiners!! Considering the continued failure to recruit and retain examiners due to the low salary, the responsibilities, and the dangers of their role, along with the lack of support from the upper reaches, who is going to conduct the driving tests? We have a colleague on the Isle of Arran who has been told that they cannot get an examiner to go there to conduct tests anymore. It is 2 days with an overnight stay on the island, and the roads are an absolute doddle - no traffic lights or roundabouts to worry about. No heavy traffic or crowds of pedestrians, the population is only 4,600, a lovely little trip every few months, but nobody to do it. No Standards checks for over a decade. Our colleague has had enough and is probably retiring this year, but a PDI he is trying to help is unable to book his P3. Who needs ADIs, if there are no examiners to test the pupils? Why are the CEO and the senior team still in post? The email arrived a couple of days ago listing job vacancies. It is for examiners and absolutely staggering; they are looking to recruit examiners for 181 DTCs. Assuming at least one for each DTC, we need more than that locally. So, let's say an average of 1.5 for each DTC, this takes us to 272 examiners needed. Who the F*^* ate the last lot they allegedly recruited? Is retention that bad, and can they not see the issue before them? What happened to the dvsa charter and their service promise? Can you even find it? Comments received from colleagues this week since the dvsa email of the 1st September The situation is dire across the UK, and the dvsa has its head up its exhaust pipe. "The DVSA have always blamed COVID, ADIs who don't prepare pupils properly, who then fail and need more tests, ADIs who buy up slots and then sell them at extortionate prices, the Bots of private companies buying up electronically tests slots, and anyone else they can think of, save, they refuse to accept responsibility for their own failures, some of which are the industrial actions taken by the work force, due to lack of support, poor salaries/pensions, bullying, lack of prospects. I'm sure you get the idea?" ............... "Loveday RYDER holds full responsibility, given she was appointed to the top position (CEO) in November 2020, so coming up for FIVE YEARS, during which time she has been responsible for the test wait times getting longer and longer." ................ " My pupils are having difficulty getting tests, I have a backlog awaiting a test date, this costs them money taking lessons to keep “hot”. ............... "Looking at the history of the DSA/DVSA from 2005 through to the current day - 20 YEARS; it has been mismanaged and left to rot with leaders who were failures in their own right, given they could not stop the rot from the day they each took office." .............. "My pupil is taking a weekly lesson (he is a competent driver), certainly ready for test, but if this situation continues He will be bankrupt." ................ "It is fair to say WHEN things will get better, given the last two decades has been an absolute disaster, with headless chickens running the roost. We can't even say IF this new company Kainos who the DVSA say they are bringing in to "help build and develop a new, improved driving test booking system," which was announced in a GOV.UK blog post on September 1, 2025. The DVSA also say, "This initiative is part of the DVSA's ongoing efforts to combat issues like test-buying bots and improve the overall customer experience for learners and instructors." Well if you believe this, then good luck. I'm afraid I just do not have any good news for you, as I honestly believe you and I will be retired before anything positive comes from this announcement, given it took NATS ten years to get a computer system that worked to control aircraft approaching and flying over the UK .............. We are all interdependent on each other, but I feel as an ADI ignored, unsupported, and alone from my governing body. That is why I am leaving the profession. ............... As usual, if there is anything that you see is incorrect or plain wrong, I apologise, and if you drop a line via the Contact Us page, it will be edited.

It would seem that it is not just our industry that reads what we publish here, and it is nice to know that our efforts are appreciated. Many thanks to the author who wishes to remain anonymous. (We understand your pain and frustration) "I just wanted to write to you about your open letter to the government about the state of the DVsA. I myself have unfortunately had cause to engage with them within recent memory, and the experience left a sour taste in my mouth to say the least. The theory test is unfit for purpose. Especially the alleged hazard perception test, which seems to do an extremely poor job of gauging a candidate's ability to spot hazards, punishing observant and experienced drivers. Hazard perception should be for the practical examiner to gauge. I for example have experienced "developing" hazards in my lessons, and handled the situation well (no accidents occurred, despite the real potential). Admittedly I approached my driver training journey in a slightly different order, having had plenty of lessons before I even thought to book my theory (I considered it prudent to establish I could in fact handle a vehicle before wasting everyone's time on the theory), but it's curious that I was at the point my instructor was more than comfortable with my driving, only to hit the unexpected brick wall of a soulless government computer application to tell me in essence I am beyond unfit to be behind a wheel. Unfortunately I've sat the theory test THREE times due to fails caused by the 'HPT'. After the third fail on top of the other issues with state of driver certification presently, I've decided to put the whole pursuit on hold for the sake of my mental health and bank balance. This segways into the other issues. It seems like a massive conflict of interest for the government to both handle the testing, but also collect revenue directly from it. I need not point out how it's profitable for the state then to charge a fee for the privilege of resitting a fail-prone "test", which seems to behave more in practice like a bandit machine at a casino. May the odds ever be in your favour... Then there's the pressure from the time limitation upon a theory test pass certificate. With the state of practical test booking being in the total disaster it is, every candidate faces the real prospect of the theory certificate expiring before they can get a practical test and pass. The amount of pressure and stress being piled upon learner drivers is not remotely conducive to gauging their ability to drive under normal, fair circumstances, and certainly seems completely unfair for what should be a fairly routine process and part of modern life. Does the government not like having plenty of qualified drivers whom they can squeeze all sorts of taxes and dues from over a lifetime? Apparently not. If only we could believe that road safety was their only, real concern... I haven't even touched on the on-mass test resellers, who only make the issue worse in the grand scheme while charging even more money from a "captive audience". Anyway, point is I just wanted to write to say I am glad there's some sort of body related to all this that is speaking out, speaking sense, and speaking up for learner drivers. This entire issue has low awareness or priority, and granted there are plenty of other bigger issues for governments and the country as a whole, but this issue could in time become extremely toxic to the economic and mental well-being of the country. Driving is an economically essential act in a modern economy. People may not be noticing its effects biting too hard right now, but unless something changes, we will all start to notice it. Already there are public transport companies that are struggling to find qualified drivers to run their services, which many people who can't drive ironically rely on. Logistics. First responders. All aspects of the economy are and will continue to be impacted. Thank you again for speaking up about these issues, which are so frequently ignored by the government and maybe the wider public. - Mr S" Published unedited. .............. Our favourite bits. "I just wanted to write to say I am glad there's some sort of body related to all this that is speaking out, speaking sense, and speaking up for learner drivers." #dvsa and "Thank you again for speaking up about these issues, which are so frequently ignored by the government and maybe the wider public." Thanks again, Mr. S, and you're welcome; it's what we do.

Is Too Much Being Asked of Driving Instructors? Navigating Expectations, Realities, and the Road Ahead Driving instructors occupy a unique and pivotal position in society. They are not simply teachers of a technical skill; they are mentors, guardians of public safety, and, often, sources of emotional reassurance for nervous learners. But in recent years, as the world has become more complex and driving culture more nuanced, many have begun to question whether too much is being asked of us. Let's explore the evolving role of the driving instructor, the growing expectations placed upon them, and whether these demands risk overwhelming the individuals entrusted with guiding new drivers safely onto our roads. The Expanding Role of the Driving Instructor At its core, the role of a driving instructor is to equip learners with the knowledge, skills, and confidence needed to operate a vehicle safely and responsibly. Traditionally, this meant teaching learners how to control a vehicle, interpret road signs, follow traffic laws, and develop defensive driving habits. However, as society and the automotive landscape have evolved, so too have the responsibilities of instructors. Today, driving instructors are expected to keep abreast of constantly changing laws and regulations, adapt to new vehicle technologies (such as hybrid and electric vehicles), and understand the growing influence of digital navigation systems. Moreover, with the increasing diversity of learners—ranging from teenagers to elderly adults, from neurodiverse individuals to those with language barriers—the ability to tailor instruction to a wide spectrum of needs is essential. The Emotional Load of Instruction Beyond the technical, the emotional demands on driving instructors have also increased. Many learners approach driving with significant anxiety or past trauma, including the poor teaching skills of others, requiring instructors to serve as calm, patient, and supportive presences. This emotional load can be significant, often involving the management of stress, fear, and even anger within the confines of a moving vehicle. Instructors are called upon to be motivators and therapists as much as teachers, instilling confidence while maintaining safety. Safety and Legal Responsibilities Driving instruction carries inherent risks. Instructors must be ever-vigilant, ready to intervene at a moment’s notice to prevent collisions or correct hazardous behaviour. They bear legal responsibility for the actions of their pupils when on the road, and any incident—no matter how minor—can have serious consequences for both their professional standing and personal well-being. In addition, driving instructors often find themselves being the first point of contact for new drivers encountering the law. They must be knowledgeable about procedures for reporting medical conditions, navigating insurance requirements, and explaining penalties related to infractions, all the while ensuring their learners remain compliant with the latest standards. The Impact of Societal Changes Several wider societal changes have contributed to the increased expectations placed on driving instructors. For one, the proliferation of advanced driving technologies—such as lane assist, adaptive cruise control, and emergency braking—necessitates continual research for instructors themselves. They are expected to master a range of systems and explain both their advantages and potential pitfalls to learners. Furthermore, the increasing emphasis on inclusivity and accessibility means instructors must accommodate a broad range of physical and cognitive abilities. This inclusivity is admirable and necessary, but it can add layers of complexity to lesson planning and delivery, requiring specialised training or equipment for those who wish to specialise in this field. The growing pressure to pass driving tests, often tied to employment prospects or life milestones, and long delays in booking driving tests, can also place instructors in the role of life coach, responsible not only for teaching but for managing expectations and disappointment. Economic and Logistical Challenges The logistical and economic realities of the profession are rarely acknowledged by the wider public. Driving instructors typically work long, irregular hours to accommodate the schedules of their clients, including evenings and weekends. Mainly self-employed, which means managing their own marketing, finances, and continuing professional development alongside delivering lessons. Rising fuel costs, vehicle maintenance, insurance premiums, and the need to invest in up-to-date vehicles and learning materials all combine to create significant financial pressures. The COVID-19 pandemic further exacerbated these challenges, with very long waiting lists of 6 months, postponed tests, and new hygiene protocols becoming the norm. Training and Regulation Becoming a driving instructor is itself a challenging process, involving rigorous testing of driving skills, instructional ability, and knowledge of the Highway Code, etc. Continued registration depends on compulsory periodic assessments, and poor pupil performance on the day can reflect badly on an instructor’s reputation and business. In some regions, the regulatory burden has increased, with new requirements for background checks, safeguarding training, and ongoing professional development. While these are essential for public safety, they add to the workload and stress for instructors, who must constantly balance the demands of their profession with their own well-being. Are Expectations Realistic or Excessive? Given the ever-increasing demands on driving instructors, it is reasonable to ask whether society is expecting too much. On one hand, the stakes of road safety are undeniably high. The responsibility for preparing new drivers to navigate the complexities of modern traffic cannot be lightly borne. On the other hand, the multitude of roles now expected of instructors—educator, mentor, psychologist, legal advisor, and business manager—does seem to stretch the bounds of what one professional can reasonably provide. Many instructors report feeling undervalued and overwhelmed, with little support from governing bodies (dvsa) or the public. Burnout is a real risk, and high turnover rates threaten the quality and continuity of driver education. The profession faces an ongoing challenge to attract and retain skilled instructors* amid mounting pressures, which has resulted in a significant drop of around 15% in the number of qualified instructors . Even the BBC have c ommented on the lack of driving instructors . Perspectives from the Road Testimonies from instructors themselves shed light on the daily realities of the profession. Most will describe immense satisfaction in seeing anxious learners blossom into confident drivers, recognising the vital importance of their work. At the same time, they express frustration at external pressures—such as unrealistic parental expectations, bureaucratic hurdles, and the sometimes volatile nature of pupils. The joy of teaching is often tempered by the weight of responsibility and the unpredictability of the job. Supporting Driving Instructors If too much is indeed being asked of driving instructors, what can be done to support them? Potential solutions include: • Providing better access to mental health resources and peer support networks • Ensuring fair compensation that reflects the demands and risks of the profession • Streamlining regulatory requirements and offering clear, consistent guidance with a realistic reduction in waiting lists for both ADIs themselves and their pupils • Investing in ongoing training and professional development, especially around new technologies and diverse learner needs • Raising public awareness of the challenges faced by instructors, fostering greater empathy and respect Conclusion The role of the driving instructor has never been more complex or more critical. As society continues to evolve, so too will the expectations placed upon those who teach the next generation of drivers. While it is essential that instructors are well-trained and held to high standards, it is equally important that their workload remains manageable and their contributions are recognised. Only by acknowledging and addressing the pressures they face can we ensure a safe, sustainable, and rewarding future for both instructors and the countless learners who depend upon them. *T he number of Approved Driving Instructors (ADIs) on the UK register has dropped by approximately 15,000 from 2000 to 2025, from about 44,626 in 2000 to just over 38,000 by 2025. This represents a significant decline, with the total number falling by over 6,000 between April 2011 and April 2024 alone. As usual, if there is anything that you see is incorrect or, plain wrong, I apologise, and if you drop a line via the Contact Us page and it will be edited.

The current situation in relation to the Proposed changes for the over-70s in obtaining their driving licence every three years, are just that; Proposals! As I go to press with this article, NOTHING has changed, you can still SELF-DECLARE your status. In August 2025, the UK government stated it is considering tougher rules for drivers over 70, potentially including mandatory vision and cognitive tests as part of a new road safety strategy expected to be published in the Autumn of 2025 As you will know, the current system relies on drivers self-declaring their fitness to drive when renewing their license every three years after the age of 70. However, concerns exist about this system's effectiveness, and calls have been made for stricter measures. While the government hasn't yet published the full strategy or explicitly confirmed parliamentary approval for specific legislation mandating medical assessments, it has been indicated that such proposals are being considered by the Transport Secretary and would be subject to consultation before implementation. In the meantime, drivers are still legally obliged to inform the DVLA of any medical conditions that could affect their driving and adhere to current license renewal requirements These checks are reported to go beyond the standard declaration and may involve assessments by a GP or optician, particularly for those with a history of certain medical conditions. The aim is to ensure continued road safety by confirming drivers are still fit to operate a vehicle. Proposed key changes for drivers over 70 could include: • Enhanced Medical Self-Declaration: Drivers will need to provide more detailed medical information, including confirmation of recent eyesight tests and disclosure of any new health conditions that could affect driving. Mandatory GP or Optician Involvement: Drivers with a history of conditions like stroke, epilepsy, or severe vision impairment may need to submit a medical professional's confirmation before their license renewal is approved. • Stricter Vision Standards: Vision tests will be more rigorous to ensure drivers meet the required standards. • Regular Health Check-ups: While there's no upper age limit for driving, regular health check-ups with a GP are recommended to assess fitness to drive. Renewal Process • Online Renewal: Drivers can renew their license online using their Government Gateway ID on the gov.uk website. • Paper Application: Drivers can also renew by post using the D46P form, which is automatically sent 90 days before their 70th birthday, or the D1 form, available at most Post Offices. • No Retesting Required: Drivers do not need to retake their driving test, but they must make a health declaration. • Three-Year Renewal: Licenses must be renewed every three years after the age of 70. So, what could the Cognitive assessments include for the over-70s? Well, there are a few that can and often are used; • Montreal Cognitive Assessment (MoCA), • Mini-Mental State Exam (MMSE), • Mini-Cog, St. Louis University Mental Status Examination (SLUMS), and • Brief Interview for Mental Status (BIMS). • Addenbrook’s Cognitive Examination (ACE-III): • The 5-Cog There are many more, however, the below explains what the above six entail • MoCA - A widely used tool for detecting mild cognitive impairment and Alzheimer's disease, known for its sensitivity in identifying early cognitive issues. • BIMS - A brief cognitive assessment often used in clinical settings. • MMSE - A frequently used, but potentially less sensitive, test for cognitive impairment and dementia screening, assessing orientation, memory, and other cognitive functions. • Addenbrook’s Cognitive Examination (ACE-III) - A cognitive screening tool that assesses multiple domains like language, memory, and visuospatial skills. • The 5-Cog - A group assessment tool for cognitive functions, consisting of five subtests. I have worked with the MoCA system on several occasions, and it can help improve memory. This link will outline what is under consideration and some examples of the actual assessment. MOCA NOTHING is going to change without an act of Parliament OR a Statutory Instrument being signed by a Minister, AFTER some form of consultations. Watch this space.

The latest email from the dvsa misinformation or what? Strange email to all on the register On the 31st July 2025, the DVSA sent an email to ALL ADIs and PDIs across the UNITED Kingdom, about the PVG – Protection of Vulnerable Groups (SCOTLAND) Act 2007, which was written as if it was a requirement for ADIs and PDIs in England and Wales to amend their records, by saying, “ DVSA has now updated its registration system on GOV.UK to allow all instructors in the UK to update their records and provide PVG details.” What they have failed to do is to make it crystal clear that this ONLY applies to ADIs and PDIs who work with those specific groups of pupils in SCOTLAND ! It will be of note that this legislation is for SCOTLAND and does not include England and Wales, which is confirmed by the following - and in their own words: “In Scotland, the Protecting of Vulnerable Groups (PVG) scheme became a legal requirement for individuals working in regulated roles with children or protected adults, effective April 1, 2025. This means anyone carrying out such roles must be a member of the PVG scheme. The Disclosure (Scotland) Act 2020 is the legislation behind this change, aiming to enhance protection for vulnerable groups and simplify the disclosure process according to Disclosure Scotland.” There is absolutely nothing in this Scottish legislation that makes it a requirement for ADIs and PDIs in England and Wales (unless they want to work over the border in beautiful Scotland) to join the PVG system given England and Wales has the Disclosure and Barring Service (DBS), which was established in the UK on December 1, 2012 and was created through the Protection of Freedom Act 2012 by merging the Criminal Records Bureau (CRB) and the Independent Safeguarding Authority (ISA). It is clear to those of us who have read this email carefully, the DVSA has written the email as if it is now a legal requirement for all UK ADIs and PDIs to join the PVG system using the statement highlighted above. One must ask, when did the DVSA take on the powers of Parliament? The PVG scheme is not a general requirement for ADIs and PDIs in England and Wales, as is reported in a professional Magazine called the ‘Driver Trainer’ (for professional drivers and rider trainers), who say that: “The DVSA (Driver and Vehicle Standards Agency) has updated its online registration system to include PVG details for instructors in Scotland, reflecting the new legal requirement for the PVG scheme,” and “While the PVG scheme is mandatory in Scotland, the DVSA's update allows instructors across the UK to add their PVG details, but it only applies to those working in Scotland.” However, the DVSA email, which has been sent out across the UK, gives the impression that every ADI or PDI must join this PVG register, which, in my humble opinion, is not true. There is so much information available on the internet that specifically outlines what the PVG system is all about, where it originated from, and to whom it applies to in law. We at The AADI are not alone in thinking that the DVSA are overstepping their authority by intimating, or even suggesting it is a legal requirement to join this PVG register. Given the way it has been written and the fact that it has been sent to everyone on the register, it implies it is compulsory. Which, by the way, will cost you £59 (initially), or £18 if you are already a PVG member. If English and Welsh ADIs and PDIs don't need to join this register, WHY was it sent to everyone? Why would we want to spend money to join it if we are not going to be going over the border to work in Scotland, when it is totally unnecessary, given the DBS system does exactly what it was set out to do back in 2012? As usual, if there is anything that you see is incorrect or, plain wrong, I apologise, and if you drop a line via the Contact Us page it will be edited.

PDI training, is it up to the job? Should it be better monitored, and why do so many PDIs complain about their training? Why is the failure rate so high? PDI Training. I was recently contacted by a PDI ( I am going to use the male gender for simplicity and no other reason) who had been referred to me for help as his final exam, P3, was rapidly approaching, and he was concerned about his skill sets having failed it twice, so he was on his last chance. I spoke to him on the phone for a couple of weeks, an hour at a time, and set him some goals to achieve. The main objective was to check out his own driving and to make sure that it was up to the required standard for an ADI P2 exam, and if possible, to aim for the ‘Roadcraft’ standard, as a target level. Normally, I do not involve myself in instructor training, but have noticed, on occasion when asked to help out, that once a trainee has passed the P2, they let their driving slip back to a lower standard and are then unable to pick up on learner errors as they accept a lower standard from themselves and then these errors become the norm. After these calls, we met up a couple of weeks ago to see how he was doing and to assess his teaching style and technique. His driving was questionable, and that’s being polite about it. Why do people work so hard to get to this level and then let it all slide back? I don’t get it? It is the same with comments that I see on social media from qualified ADIs giving advice contrary to that in our ‘bible’, the Highway Code, as if they have never read it. It is our bread and butter stuff, our basics, and the foundation of what we do, and yet it is disregarded as if it did not exist! Training His training had been with a very large national company, and it had been deplorable. I am not writing about the content here, as I was not a witness to it, but the attitude of his trainer was bordering on the criminal. The trainer was so aggressive, shouting at the PDI during lessons and in front of others in the car. There were two in the car at the time, doubled up. When the PDI brought their own pupil, they were shouted at, with their pupil present in the car. This, for me, goes beyond being unprofessional and bordering on harassment/bullying. This is criminal behaviour. How do these people keep their jobs and are allowed to continue in our profession? This is nothing new! It is, sadly, quite common and must not be allowed to continue; it is a big slight on our profession This PDI was afraid of his old trainer and dreaded the sessions. How is this a good learning environment, and why do PDIs not speak out as they have nothing to lose and all to gain? All of us on social media see the many comments about their training from PDIs and the trainers that they have. They attack the schools that are running the courses almost daily, and yet nothing is done about it. Where are the dvsa in all this? Why do we see no comment from them, and why is it not policed more vigorously, or do they check at all, as they are the ones who issue the crappy ORDIT training standards that all these people shout about, and the skill levels that they have? Also, do these schools have no internal standards checks or complaint procedures to follow? Cowardice Shouting at your pupil, whether they be a learner, a PDI, or in any learning environment, is BULLYING, nothing more, nothing less. Shouting at your pupil and humiliating them in front of others is abuse of position and the action of a COWARD and COWARDICE in its purest form. It is outlawed in other industries and is subject to serious penalties, if not instant dismissal and possible prosecution, along with destruction of reputation. Yet the dvsa and these so-called training schools allow it to continue, or do they even investigate complaints? After failing and not wanting to go back to the trainer from hell, the PDI sought help locally and contacted a newly qualified ADI, of just 3 years experience, who was doing their best setting up their own school, so only able to give minimal help with minimal experience and nothing in training PDIs, apart from their own PDI learning experience. We now have the partially sighted leading the blind through a minefield. Not a good combination at the best of times. Flexibility To me, this is the greatest tool we have in our toolbox, and it is crucial to what we do. We have a one-to-one teaching environment, and that is as good as it gets when teaching. I did, for a few years, stand in front of classes at a local college, teaching driving theory, and I know the difference. I have stood in front of local ADI associations and given presentations to groups of my peers. I know how important the 1-2-1 session is; it is the gold standard for teaching and developing pupils. We are lucky. Flexibility never came into conversations with his previous trainers. He was completely rigid in his approach with zero flexibility. If something came up, he could not deflect from the track he was on, and hence, for the exam was missing teaching opportunities by the score, and nothing was really achieved. What is the point of setting up a goal for the lesson and allowing all else to go by unnoticed, just so you can focus on the goal that's been set? The goal is to teach, and if you are not seeing what is going on in front of you, you are not teaching, and the enforcer is going to pick up on it immediately. Sadly, this seems to be a common issue in the comments I see on social media for failing at P3 and Standards Check. Teaching and Communication Because of all that had gone before, there was a serious lack of skills displayed. The biggie for me was FEAR. He was afraid of little old me! This came from his experience with his earlier trainer. I remember when I started, especially approaching the exam, I felt that they would know so much more than I, and I would be their inferior. This caused him to speak quietly and in low, hidden tones that I had difficulty hearing. This, of course, may be due to me being an old fart and possibly going deaf, as my wife claims, but I think not. He needed to raise his tone and volume to sound more confident to help with the communication. You cannot be shy when teaching 1-2-1. Be assertive, never aggressive. My mentor at the time, a friend, told me to go for it on the day and act as if I knew everything and was the boss in skill sets, knowledge, etc. He didn’t quite word it like that; he was a lot blunter, but it was what he meant, and for me, it was great advice. It helped to hugely reduce the fear factor. Remember: KNOWLEDGE:- make sure you know your stuff, read the books, and absorb the content, not Dtc waiting room or social media BS . Then show what you are made of. If you don't know the answer, say so and check for the next lesson; don't make it up and lie. SIMPLICITY:- keep it simple and uncomplicated. You don't need big, flashy folders and gadgets. FLEXIBILITY:- be ready to change and adapt as needed for the pupil or situation in hand. Choice of pupil for the exam He had been advised to use an experienced pupil who was test-ready standard. Why? I questioned this as I have never used a test-ready pupil, as it gives me so little material to work with, and possibly no opportunity to show my teaching skills. What happens if the pupil drives perfectly and makes no mistakes? What do you do then? Do you play music to pass the long silences and hope the Enforcer sitting in the back sings along with you, or play ‘I spy’? From a straw poll of colleagues, I asked the same question, and the overwhelming response was to take a mid-range pupil; this gives more flexibility and teaching opportunities in the lesson. There’s that word again. FLEXIBILITY Teaching aids. The poor bloke took out an impressive pack of teaching aids, beautiful folders with expensive-looking pictures and diagrams, with all you could wish for to show your pupil. Unfortunately, though I love these impressive-looking and beautifully edited folders, I feel they display far too much information in one go and overload the pupil’s brain in the early stages. I would use it for a test-ready pupil to reinforce the teaching I had already done. Like the teacher in school, I prefer to start with a blank, or basic sheet, then build up to the ‘big picture’ as I go along. This allows the pupil to absorb the information gradually, at a pace they can cope with. 1-2-1 teaching again. I introduced the sketches I use and showed how I develop the ‘big picture’ gradually. SIMPLICITY I firmly believe that you can do more with a whiteboard or a blank sheet of paper, making life simpler in the learning process. My sketches are in pen/pencil and laminated in a folder, or in the door pocket to be taken out, expanded/written/drawn on as needed, then wiped clean, ready for the next pupil. My chuffedness was overflowing when he turned up on his second lesson with his version of my sketches and used his teaching skills instead to build the 'big picture'. So much simpler and easier to explain. SIMPLICITY Why do PDIs buy all this expensive kit that only goes into the recycle bin if they fail to qualify, as so many do, when all that is needed is simplicity ? You are being examined on your teaching skills, your ability to impart your knowledge to another human being, not on your posh folders. Ok, once you have qualified and want to invest in the posh books, and some have fantastic pictures to show off, yes, go for it, after all, you can claim it back on expenses, but use them at the right point in the lessons, do not swamp your pupils with information too early on. It confuses more than it teaches. Conclusion The training that many of our PDIs get is superb and cannot be seconded, but there is so much dross out there that needs to change. How, I don’t know, as it is not a sector I have been hugely involved in, just helping out on occasion, but the stories I hear are truly awful, and our industry, along with our governing body, should be ashamed of itself. Why is there no body (dvsa) that oversees the PDIs' issues? Why is there no one that the PDI can go to? (dvsa) Like you, I see a lot of advertising on some ADI associations for PDI training, but do they monitor what is going on in their name? After all, they are running the advert, and taking money for advertising, often from members, and have a moral responsibility, I believe, to the PDIs whom they will be trying to recruit as future members. Why SHOUT? When you SHOUT, you have lost the argument, you lose the respect of the person you are allegedly teaching, and you set a shocking example for them to follow. It is negative, soul-destroying, and cowardly. When you shout, unless for safety, you’re a bully and a coward! If you feel the need to comment on your own experience, drop me a line. It is confidential, the replies come directly to my inbox, nobody else, and I will not disclose your information to anyone. You will have complete anonymity. He passed this week! As usual, if there is anything that you see is incorrect or, plain wrong, I apologise, and if you drop a line via the Contact Us page it will be edited. www.theaadi.co.uk