With the weather we’ve had recently, there’s a good chance you’ll have had pupils turn up half naked for their lessons ready to sweat all over your seats (one of mine has been bringing a towel to sit on after I ribbed him about wetting the seat). Then, five minutes later, they’re moaning about being too cold because you have the aircon turned on (assuming you’re not a tight-arse who refuses to use it).
One issue which comes up regularly throughout the year, though, is what they have on their feet.
At the most basic level, a new driver has got to learn how to control the pedals, and especially the clutch. To do that, they’ve got to be able to feel it – which they can’t if they’re wearing big, clunky shoes. Running shoes are probably the worst for this, because they’re specifically designed to absorb shock (and therefore any light touch on the pedals), but any kind of shoe with a platform is going to make clutch control harder. This is especially true if the pupil hasn’t driven before, and even more so if they’re one of the types who is going to have problems in this area anyway.
I had a pupil a few years ago who was one of the jumpy kind. One day I picked her up directly from work, which meant she had ‘forgotten’ her driving shoes. She was wearing platformed Doc Martens – literally, with a four inch chunky heel and bulldozer tread underneath. I abandoned the lesson after less than ten minutes before someone was killed, and drove her home. In a similar vein, I remember once seeing a woman get out of a Mini Cooper wearing massive goth boots with wedge soles that were at least three inches thick (below the knee, she was a ringer for Karloff’s Frankenstein). You cannot drive safely in those. Period.
I always advise pupils to wear flat soled shoes with a thin profile. Anything thick is going to make life difficult, and it drives me crazy when one turns up for their very first lesson in designer running shoes, with the extra thick sole and a concealed wedge heel.
Speaking personally, I absolutely hate it when they want to drive barefoot. My reasoning behind this is that I know from direct experience that you can stub your toe or even cut your foot on the pedals if you hit them in the wrong place at the wrong time, and it bloody hurts. Car manufacturers don’t seem to put much effort into ensuring the undersides of the pedals free from burrs or sharp edges. Furthermore, there is no way most people can brake as hard barefoot as they could in shoes. And if it’s more than half an hour since the car was last valeted, the floor mat will have grit on it, and the last thing you want is to have to execute an emergency stop in your bare feet only to discover something sharp stuck on your sole.
Having said that, I had one pass recently who drove barefoot. I let her do it (after telling her off the first time for trying to stow her shoes in the footwell) after I’d done my usual test in this situation: the Emergency Stop. If they can execute an Emergency Stop barefoot to the standard I expect, then they can drive like that if they want (though I still don’t like it). And she could. However, at the same time she had referred a friend to me who was in the same Halls of Residence, and she couldn’t. One day a few months ago, she came out to a lesson wearing huge furry slip-on slippers (‘why’ was a long story which I’m not sure I fully understand even now). She immediately knew they were not good for driving and asked if she could drive barefoot.
I said that I didn’t mind (because her friend did it), but I was concerned about how well she would be able to operate the brake in bare feet. I asked her to brake firmly while we were stationary and to tell me how it felt. She said it hurt, and she didn’t think she’d be able to brake hard if she needed to on the lesson. Problem solved, and we rescheduled – with the additional light-hearted warning not to come out with the wrong shoes again.
I can think of loads of examples where pupils had previously worn sensible shoes, then come to lessons wearing different though not necessarily inappropriate ones, and had a stinker – just because the shoes are different! Small differences can have a huge effect on some people.
Pupils with larger feet also need to be careful. Anything much above size 9 or 10 doesn’t work well if their shoes have long toe caps, because they’re likely to start catching on the cowling above the pedals. Winkle pickers are a no-no if you have large feet in many normal cars, and since they often have absolutely no grip (just a thin, shiny sole), the risk of the wearer’s foot slipping is also greater.
Very wide- and loose-fitting shoes – Ugg boots spring to mind – are also potentially dangerous, because if you try to slam on the brakes there’s a good chance you’ll make contact with the brake and gas pedals at the same time. And it does happen – it happens sometimes even with small-footed people wearing sensible shoes, so throwing Uggs into the mix is just asking for trouble. The same is true when someone insists on wearing some sort of hobnailed boot two sizes too big as a fashion statement – they’re too bloody wide.
Probably the most dangerous shoes for driving, though, are backless types. Mules, backless sandals, and flip-flops. It’s not necessarily anything to do with the heel thickness – though it can be if they’re platformed – but the fact that they can slip off. I mean, think about it. You can potter about as much as you like in summer wearing flip-flops or mules, but try to run and it’s 50-50 whether they will stay on, and 50-50 whether you end up flat on your face on the pavement or road. They present the same risks in the car if you have to move your foot suddenly to brake – with the additional chance that they will fall under the pedal and prevent you from depressing it fully. They could even get tangled up sufficiently to prevent you being able to brake at all. And don’t dismiss that out of hand – I once had a loop in a shoe lace double bow get itself completely over the clutch pedal (God knows how) so I couldn’t take my foot away or lift it high enough to declutch, and when I slipped the shoe off it swung under the pedal and stopped me declutching fully anyway. Shit happens, as the saying goes.
Strap-on sandals are not so bad, though the open toe arrangement still means you can catch your foot more easily if the sandals are particularly large and oversized (which many are these days).
And it goes without saying that trying to drive in high heels is just plain stupid. The heel messes up how you have to operate the pedals, and you cannot get anything like the same force if you really needed it. Many high heels have shiny soles with little grip, which makes matters even worse.
It isn’t illegal to drive barefoot, nor are any specific types of footwear banned or even mentioned in the Highway Code. The only reference is in Rule 97 (partial quote):
Before setting off. You should ensure that
- clothing and footwear do not prevent you using the controls in the correct manner
However, DVSA has been quoted separately as follows:
Wear sensible clothing for driving, especially on a long journey. Suitable shoes are particularly important. We also would not recommend driving barefoot because you don’t have the same braking force with bare feet as you do with shoes.
My comments above are based purely on my own experience and knowledge, and they agree completely with this DVSA advice. And so do various other organisations.
I wear flip-flops and never had a problem
This stupid argument makes me angry – especially when it is coming from ADIs.
Everyone knows that if you have a set of expensive crystal glass goblets you shouldn’t drop them. If you do, they’re likely to smash. However, someone somewhere will undoubtedly have dropped one by accident one time, and it will have bounced on the carpet or the arm of a chair, and survived. This does not mean it is OK to drop or mishandle delicate glass goblets. It just means you were bloody lucky.
As I said above, if you try and run in flip-flops or mules, they’re easily likely to come off or send you sprawling (possibly both). The chances of that happening are roughly the same as they are of you getting away with it. If personal injury is one of the possible outcomes, then those odds are not good. If death for you or a passer-by were a possible outcome, they’re catastrophically bad.
I drive in high heels and don’t have a problem
There is no way you can drive as safely in high heels as you can with sensible flat soles. Period. It is a simple scientific fact based on the change to the way you have to apply leverage to the pedals when a high heel is extending and deforming your foot length. Having to brake hard in an emergency situation is going to be a lottery if there is the chance of your four inch heel making contact with the floor before you’ve got the brake on hard enough, or if it snags on the mat.
Remember the example I gave above, of the woman in the goth boots? Three inches of plastic increasing her leg length by 10% and suppressing all feeling of the pedals? Driving in high heels is no different – possibly worse – and anyone who suggests otherwise is a complete idiot, even if they have “always done it”. That’s the risk you’re takin each time you drive in heels.
Pupils will drive in those shoes when they pass
That’s their problem. Your job is to try and educate them in what’s right and what’s stupid while they are with you – not to encourage them in dangerous practices.
I advise all of mine to keep a pair of driving shoes in the car when they pass and not to risk it with heels. Beyond that, it’s up to them.
It’s not against the Law to wear flip-flops
Well, you’d probably still be arguing the toss even if it was. But the fact that it isn’t specifically against the Law doesn’t mean it is the sensible or right thing to do. That it isn’t specifically against the Law means that you doing it is your problem as you struggle with simple common sense. But if you’re encouraging others to do it, then you have become the problem.
But you let people drive barefoot
And I don’t like it. I only give in if they can prove to me that they can do an Emergency Stop properly. As it is, I can count on the fingers of one hand the number who have done it out of many hundreds I have taught. Quite frankly, I wish they would make it illegal to drive barefoot or in inappropriate shoes.
What shoes do your wear?
Deck shoes. I suggest to my male pupils they drive in something similar if they have any issues on lessons. I suggest to the females that ballet pumps with a firm sole are worth a try.
Why shouldn’t you put your shoes or bag in the footwell?
If you brake, whatever is down there will move forward. The only place for it to go is under the pedals. So if a kid on a bike rides out in front of you and your bag has moved under the brake or clutch, one of you will be in hospital (or worse) and the other will be up on a careless driving charge (or worse) and about 99% of the way towards becoming an ex-ADI.
Putting your shoes or bag in the footwell isn’t a problem
I have a tidy bag on the back seat of my car for a good reason. On more than one occasion during my driving lifetime, sharp braking has resulted in a bottle or book sliding under the seat and straight under the pedals. The design of the car footwell and the universal laws of physics guarantee that loose objects will end up there if you brake hard. Shit happens.
Storing anything in the footwell is dangerous. I regularly get people wanting to put their shoes, handbags, and even an umbrella down there. I simply won’t let them. Because I know from experience how dangerous it is.
I recently saw an ADI claim that theory test apps are no good because they “only cover 5%” of the possible questions. It’s yet more complete bollocks from so-called “professionals”, and is only true – and even then, only partially – if you (or your pupil) is an idiot.
The only app I recommend to all my pupils is Driving Test Success (DTS), which is published by Focus Multimedia. I have no affiliation with Focus whatsoever – though an agent of theirs did once contact me offering such a relationship, but I never heard from him again. The full version of DTS contains all the official DVSA revision materials, and unless they are telling lies, that means exactly what it says. They also do a free “taster” version, and that only contains about a third of the total questions in the official question bank (that’s about 30%, and not 5%).
Most of my pupils buy DTS if they haven’t already got something else – some will already have the DVSA one, which is perfectly OK, and which also contains all the relevant revision material. They all pass if they use either of these.
The important word in all this is “buy”. If you wanted to get hold of the raw bank of official questions from DVSA and use it or distribute it in any way, you’d have to pay. I know, because I have looked into it myself. You can register and get the question bank for free to play around with, but the moment you start giving anyone access to it you have to pay a licence fee per unit/user to the to DVSA. If you wanted the Hazard Perception (HPT) clips, it’d cost you £800 up front just for those. You have to be approved to get the raw materials in the first place, and I asked if licensing charges would still apply if I only gave access to my own pupils. They said it would. So any official revision software would incur those same costs for the publisher.
Several years ago, I had advised a pupil to get DTS for his phone. I specifically said to get the one that cost £4.99, and not to download the free one, because it was just a trial version that didn’t have all the questions in it (at the time, it may well have contained only around 5% of the full question bank). He subsequently kept failing his theory test, and I was pulling my hair out as to why – I asked him about his school lessons, possible dyslexia and stuff, everything. He assured me there were no issues, and that he was getting 100% every time he did a mock test. After he failed for about the sixth time with a score that you could have bettered by guessing, something clicked, and I asked “how much did that app cost you?” He replied “oh, nothing. It was free”. I think my reply was something along the lines of “you prat! I told you that was a trial version”.
It turned out he’d been answering the same incomplete sample of questions over and over again (he said he wondered why he kept seeing the same ones). It was no wonder he was getting 100%. Once he bought the full version – with all the questions in it – he passed the next time.
ADIs who make stupid claims about apps only containing 5% of the questions must be of a similar mentality to that pupil. They expect free versions to be the full monty, and stupidly assume that when they aren’t then this must be true of all apps whether paid for or not. God only knows how they qualify as ADIs if they are so dumb. I figured out what “trial” meant the first time I saw it – particularly when there was the paid-for version sitting right next to it in the Android market, prompting the immediate question: why?
The only thing you need in order to pass the Theory Test is the DTS Bundle. It costs £4.99, and includes the Hazard Perception (HPT) clips. The official DVSA one is also fine and costs the same, though I haven’t used it in a long while.
There are some free ones which claim to contain all the questions, though those I’ve seen don’t have the HPT included. They contain advertising and “in-app purchases”. As I say, someone somewhere has to pay.
Frankly, for the sake of £4.99, and the risk failing the £23 Theory Test a few times because you didn’t have the right revision resources, you should stop pissing about and just buy it.
A few days ago, the media was awash with reports about how the driving test pass rate had plummeted, and it was all because of the “new parallel parking manoeuvre” that had been introduced. It was a great opportunity for ADIs who have been against “it” from the start to give their two penn’orth.
Although the link above was from The Telegraph, the Daily Mail ran the same illiterate crap, and several others followed. Comic news site, Yahoo, even went so far as to blame the same “new” manoeuvre on a separate FOI request, which revealed one candidate took 21 tests in a single year.
It seems that in the world of newspapers, someone who has just been given their first job in journalism does one of these FOIs every year. I think it must be some sort of induction test to make sure they can fill in an online form properly. And every year, without fail, there is someone somewhere who has taken an ungodly number of tests before passing (and some of them still haven’t passed, even then). It is a separate statistic which is independent of how easy or hard the test is. It merely shows that just as some people are crap journalists, there are others who are crap drivers and perhaps ought never to be allowed to drive. Ever. But it is separate.
The really laughable part is the reference to this “new parallel parking manoeuvre” – all the more laughable since there are ADIs who have allowed themselves to be associated with the claims. Because there IS no new parallel parking manoeuvre! Even some joker representing a querulous organisation which, in a previous incarnation, specialised in stirring things, ranted about how “dangerous” it is without clarifying the glaring naming error (perhaps because he didn’t know himself).
What there actually is is a piss-easy manoeuvre which involves checking your mirrors and looking ahead to make sure it’s clear, pulling over on the right-hand side of the road, then reversing back a couple of car lengths without ending up on the pavement or on the other side of the road again, and finally driving off and going back over on to the correct side safely. It’s the kind of thing any 17 year old is going to be doing 5 minutes after he passes when he sees one of his mates on the other side of the road.
The manoeuvre is referred to as “pulling up on the right”, “stopping on the right”, or similar phrases. And it is not a “parallel parking manoeuvre”.
It’s only dangerous if people haven’t been taught to do it properly. Mine have to do it on busy roads in Long Eaton and with oncoming/passing/parked lorries on a busy industrial estate in Colwick, and the only problem I’ve had was when someone decided for reasons not even known to himself to turn the wheel on to half lock as he reversed and veered outwards (and since he didn’t notice until I showed it to him on the dashcam, it was probably best he was caught early anyway). A disproportionate number of tests seem to include it, and I thought they’d pull back on it after the original introduction – where virtually every test did it – but they haven’t.
The media has claimed that the pass rate has plummeted. They base this ridiculous statement on something like the graph at the top of this article – which shows the national pass rate for the last three years. I have carefully adjusted the axes to make it look as bad as possible, just like pretty much every journalist does when they’re talking about numbers. Yet it is only a little over 1% decline over three years. If you ignore the fact that life has been going on for more than the last three years, it looks like the pass rate is on a downward slope into oblivion – even if it would take over 40 years to get to zero at the rate it is going.
However, if you look at pass rates since the introduction of the driving test in 1935, a completely different story emerges.
I cut these data down to one approximately every 5 years up until 2007, and from there on the data are yearly. Because of that, and also because I started the y-axis at 20% instead of 0%, they look a bit more dramatic than they are (i.e. the right half of the graph covers 19 years, whereas the left half covers 65 years – imagine the 1935-2000 part stretched out to three times wider).
Something odd happened between 1975 and 1990, and between 1990 and 2000 (a rise followed by a fall). But since 2000 the pass rate has been virtually flat – hovering between 44% and 47%. It is currently at about 46%, and there are no blips or drops worth a mention (i.e. any changes to the test have neither improved or worsened pass rates to any significant extent).
As I said, the top graph shows what you can do if you don’t represent data properly, and the message that comes across if you’re an ADI or journalist who doesn’t understand data is both confused and wrong.
The only time the pass rate has been significantly higher than it is now was in a different era. No internet, no smartphones, dial phones wired to the house, two postal deliveries a day (one of them before you got up), bottled milk on the doorstep, outside toilets, bin men who actually carried bins overflowing with filth and tipped them in the back of a truck, anything up to 1,000 times fewer cars on the road, no motorways, no roundabouts, and so on. DVSA does itself no favours harping on about training standards being the issue when the pass rate is hovering around 45%. It’s just the norm, and has been for almost 20 years – and up to more than 50 years if you allow a few percent extra variance.
One thing is certain. The pass rate has not fallen (or risen) significantly for the last 20 years. And the proper graph clearly shows its not likely to change much in the next 20 either – unless some idiot forces it to. I try not to say bad things about them, but I’m sure DVSA is disappointed that the 2019 data point isn’t joined by an almost vertical line up at 90%, and will likely blame this on poor training again.
Oh, I almost forgot to mention. The reason I wrote this is that DVSA has had to send out an email correcting the false media stories.
People often find the blog on something to do with sheep. The latest made me smile – it was “what should you do when passing through a sheep”. The mind boggles, but I know (I think) what they meant.
The word “sheep” isn’t specifically mentioned in the Highway Code in this context, but the following rule is the relevant one (it comes under “other road users”):
Animals. When passing animals, drive slowly. Give them plenty of room and be ready to stop. Do not scare animals by sounding your horn, revving your engine or accelerating rapidly once you have passed them. Look out for animals being led, driven or ridden on the road and take extra care. Keep your speed down at bends and on narrow country roads. If a road is blocked by a herd of animals, stop and switch off your engine until they have left the road. Watch out for animals on unfenced roads.
It’s happened to me before where I’ve rounded a bend on a country lane and the road is blocked by a herd of sheep being moved from one field to another (twice in 18 months, though I haven’t had one for a few years now). I’ve also come across sheep just wandering on the road in the Peak District, and one time a lamb had escaped from a field and was being chased by someone trying to recover it.
I’ve also encountered cows browsing on the bushes on the outside of their field (I’m not sure who shit themselves the most that time I came round a bend on a single track road – me, or the bullock that had got through a fence, a stream, and then a hedgerow to meet up with me). Then, of course, you have horse riders – the normal ones who give you a wave, and the ones with attitude problems who take racehorses out.
In the case of the sheep being herded, I stopped and turned off my engine (and had a quick chat with the farmer who was at the front, and who explained to me that the quad bike they were using was cheaper to run than a sheepdog). If they were just wandering around in small groups, I passed slowly, keeping my eye on them. In the case of the lamb, I stopped, then put my hazard lights on when I saw a car come over the brow of a hill behind me.
What should you do when passing sheep on the road?
Someone found the blog with this question recently. It’s from the theory test, and the correct answer is to slow down and drive carefully. In reality, though, stopping and turning off your engine is often the best course of action, so make sure that’s not an option if you see this question.
Should you report a sheep in the road?
Of course you should, if it’s running loose from a fenced field or on a main road (as opposed to being herded by someone), and clearly shouldn’t be there. Someone could get killed. Use your own common sense – I’m no expert on sheep, but I know if one’s meant to be in the road or not.
This doesn’t apply to extremely rural roads, such as in the Peak District, where there are no fences and sheep wander freely across roads. You just drive with care and deal with them as necessary.
Who should you report it to?
Assuming it shouldn’t be there – and bear in mind what I said about places like the Peak District, where sheep do roam across roads – I would either report it to the farmer (if I knew where the farm was), or the police (if I didn’t, or if there was a significant danger).
A sheep on rural road isn’t the same as one on the M1.
I’ve never had to report sheep, but I’ve reported cows on a few of occasions – all times, to the farmer.
I originally posted this article in October 2015, shortly after I started using PayPal Here to take card payments from pupils. Before then, I’d been using iZettle, but I had an unfortunate experience with them which forced me to find an alternative. They eventually admitted they were in error, but it was too late and I had purchased and started using a PayPal Here card reader.
Since 2015, I have taken more than £70,000 in card payments through PayPal Here. As time has gone by, the number of people paying me by card has increased, and right now I’d say that about 90% of pupils pay that way. The rest still use cash (occasionally, someone will block book and hand over up to £700 in notes), and a few use bank transfers (block bookings sometimes come in this way). I refuse to take cheques – if someone has a cheque book, they have a card, and I can read that instead.
The PayPal Here reader can carry out transactions via contactless, PIN, and swipe (though swipe is not necessary in the UK). Single hour lessons can be paid using their card by contactless (if pupils have them) but anything above £30 by card has to be by PIN. Contactless phone apps depend on the app they’re using, and many pupils use these to pay several hundred pounds with no trouble.
Since I began using it, PayPal has updated the app several times, and it is extremely convenient being able to sign into the app using my fingerprint these days.
The massive benefit of PayPal over iZettle is that the money from a transaction goes into your PayPal account instantly. When you transfer it from there to your bank account, for all practical purposes that is instant as well (it says it can take “up to 2 hours”, but less than a minute is typical). iZettle took nearly a week most times – and we’re talking a business week here, so Bank Holidays both here and in Sweden (where iZetlle is based).
How long do PayPal Here payments take to clear?
For all practical purposes, they’re instant.
When you take a card payment either by chip & PIN or contactless, funds are instantly transferred to your PayPal Here account. You can leave them there, or transfer them to your bank account whenever it suits you – either from the app or from PayPal on your computer.
My only minor gripe is that you have to transfer the money manually – you can’t set it to go straight into your bank account. It’s on my wish list.
How much does the card machine cost?
Under £50 right now – often less if they’re doing an offer. I have three of them as a result of offers just so I have backups, though I am still on my first reader.
Is there a monthly rental fee?
No. You buy the card reader outright and only pay a fee per transaction.
How much do they charge per transaction?
It’s 2.75%. For each £25 lesson paid for by card, you “lose” 69p.
PayPal takes 23p for each £1 you take
NO. THEY. DON’T.
I saw some clown state this recently, and it’s bollocks. On a £25 lesson, the fee is 69p.
Other card reader vendors have lower fees
I’m not saying you must use PayPal. Just be aware that other vendors’ fees are often on a sliding scale (iZettle’s was), and you only get the lower rates if you take more than a certain amount per month – which for an ADI is often quite high. I triggered iZettle’s lower rate fees a couple of times, but the lower rate only applies to takings above the threshold.
For example, if there is a threshold at takings of £5,000 per month, and you pay 2.75% up to that, and 2.5% above it, then if you take £5,500 in that month, you pay 2.75% on £5,000, and 2.5% on £500. To get any real benefit, you’d need to be taking £10,000 per month or more. Small multi-car driving schools might benefit, but a self-employed ADI wouldn’t.
SumUp has a fee of 1.69% per transaction. Yes, that’s less than PayPal’s fee. In a typical year, with SumUp you’d be paying £634 in fees. With PayPal you’d be paying £1,030. I like PayPal (and a lot of pupils use it anyway), and think the extra I pay is worth it. That’s just me.
Some vendors have no fees
And they keep the money longer to get interest on it to cover their costs or charge a rental fee. There’s no free ride when it comes to clearing card payments, and someone somewhere pays for it.
The charges are a rip off
Fine. Keep taking cash.
You’re not going to get away from transaction charges if you also want a decent service. A fee of 69p is nothing on a £25 bill. All you have to do is increase your prices slightly and you’ve covered the fee, anyway.
But I can save money if I don’t have to pay transaction fees
As I say. Fine. Keep taking cash. You probably also believe your car isn’t an overhead because you own it (it is), and that if you don’t have to pay a franchiser then you’re better off by the whole franchise fee (you’re not). A card fee is an overhead, that’s all.
I can’t see the point of taking card payments
Fine. Keep taking cash. It does seem to be the older ADIs who think like this, though.
For me, from the day I first became an instructor, the ability to take card payments was on my wish list. As years went by, having to carry lots of cash around (sometimes, a heck of a lot) and dozens of cheques – and make frequent trips to the bank – was becoming a major headache. Bank branches, especially convenient local ones, are an increasingly endangered species, and with parking fees and lost lesson time, and cheques (which are useless to you until they’re banked, and some weeks, every pupil would pay by cheque), it was more like an atomic migraine than a headache. There is a business cost associated with that, which is proportional to how often you have to go to pay money in. With cheques especially, I’d only have a cash flow if I went to the bank. I’d been waiting for something like PayPal Here or iZettle – and there are others – to appear, and got in on the ground floor.
What about cheques?
What about them? No one has attempted to pay me by cheque for at least 4 years now (though they only did before because it was either that or cash). A couple of new pupils have asked initially if I take them, but when I point out the card machine and the fact that everyone has a card even if they have a chequebook (otherwise cheques are pretty useless), it’s never mentioned again.
I can take pupils to a cashpoint
Good for you. I, on the other hand, don’t need to. The card machine becomes the cashpoint, so it’s more convenient for me and more convenient for them. And that is certainly not going to affect their opinion of me in a negative way. Of course, if I insisted on frog-marching them to a cashpoint… who knows what they might think?
Is it of any benefit to take card payments?
As I said, it has saved me a lot – in monetary terms, and in terms of my sanity.
But another benefit is less tangible. Some pupils might be impressed if you pull out an iPad and have a glitzy demonstration video to get some point across. Believe me, many more are impressed when you tell them you can take card payments – even more so when you actually take a payment in front of them and they get an instant texted receipt. This might become less true in the future as the dinosaurs gradually die out, but right now it works in a highly positive way.
This often crops up with my pupils, especially when mum or dad is involved in their driving practice.
Back in the day, the standard way new drivers were taught to slow down was to change down through the gears sequentially, using the engine to slow the car down after each change, then completing the stop using the brakes. One of the main reasons it was done like this was because of ‘brake fade’ – a phenomenon whereby the brakes worked less effectively as they got hotter, which happened if prolonged (especially downhill) or harsh braking occurred.
In those days, most brakes were drum brakes. In these, the brake shoes are semi-enclosed and not easily cooled by air flow. Nowadays, most cars have disc brakes at the front, which have an open design and so are readily cooled by air passing over them. Furthermore, technology has improved significantly, and the materials used to make brakes and brake pads are much less prone to the problem of brake fade than their counterparts from the latter half of the last century were.
To do sequential changing properly requires good anticipation and forward planning. The whole point is that with each gear change down, the clutch needs to come up to allow the engine to slow the car down. And here lies the problem – mum and dad only know about 4-3-2-1, but don’t understand why, so little Johnny is taught to simply de-clutch about 200m away from the approaching traffic lights, and carefully move the gear lever from 4, to 3, to 2, then to 1st gear while coasting the whole distance.
It seems to have escaped a lot of people’s notice, but we are now well into the 21st century and, as such, Driving: The Essential Skills (TES), says:
As a general rule, use the brakes to reduce speed before changing down to the most suitable gear for the lower speed.
In the early stages of learning to drive, it may help you to become familiar with the gearbox if you change down through each of the gears in turn. Be guided by your instructor.
It also adds:
Missing out gears at the appropriate time will give you more time to concentrate on the road ahead and allow you to keep both hands on the steering wheel for longer.
As a general rule, it’s preferable and safer to brake to the desired speed and then change down into the appropriate gear. It might be necessary to maintain a light pressure on the footbrake while changing down.
That’s quite clear. Current practice is to use the brakes to slow the car down, then change into whatever gear you need for the new speed (although sequential changing is still perfectly OK if it’s done properly). Since many modern cars have 5 or 6 gears, it is quite feasible to slow down in 6th from 70mph and just de-clutch near the end to a stop (actually, you might be pushing your luck a little if you do this from 6th, and may have to drop it down a gear or two part way through, but it will certainly do it from 4th or 5th). You will also note that TES says you can brake at the same time you’re changing gears – if you end up with an instructor who insists on teaching you how to be a police pursuit driver because he’s got a copy of Roadcraft, and who won’t let you brake at the same time you’re changing gears, find another one quickly!
Missing out gears is referred to as ‘selective’ or ‘block changing’. It is absolutely OK to do it – in fact, it is the preferred method, and it is certainly a lot easier to do than sequential changing (but I stress again, sequential changing is fine if it’s done right). You have far less to worry about, which is good for learner drivers.
Unless you are due to take part in the next British Grand Prix, or somehow get access to a time machine and decide to go and live in the 60s, forget about brake fade – you’re not going to experience it except in the most extreme of circumstances.
As an aside, I saw someone post on a forum some highly misleading information about brake fade, and everyone immediately believed him. Brake fade of the kind normal people experience does not cause irreversible damage to your brake pads. Brake fade is usually reversible, and is simply a result of them overheating – going away once they cool down.
I mean, if it was really as terminal as this guy suggested, every car on the roads in the 60s and 70s was pretty much unstoppable by the driver.
As another aside, I recently saw someone comment how they had given refresher lessons to an older driver and had “had to stop them changing sequentially”. This is totally unnecessary – sequential changing is perfectly acceptable if it is done properly, and there is absolutely no reason whatsoever to change someone’s driving style if that’s how they were originally taught.
A few years ago, I taught a woman in her late 40s who had ridden a motorbike her whole life, but who wanted to switch to a car now she was older. She’d taken lessons 30 years ago, and had apparently got to pretty much test standard. Best of all, it came back to her quickly (though she was nervous). She changed gears sequentially, and she did it beautifully – I didn’t make even the slightest attempt to stop her because she did it so well. She passed first time with a couple of driver faults – which were nothing to do with the gears.
Sequential gear changing is perfectly OK.
I got an email recently from a company which supplies pupils. I don’t have any real problem with places like this (as long as they aren’t ripping people off), but one thing about it made me smile.
The article “Should I Become A Driving Instructor?” is very popular, and one point I make in there several times – indeed, I mention it frequently on the blog – is that independent instructors often go to great lengths to stress how successful they are when they’re advising newly-qualified ADIs on how to start out in the business. “Go independent”, they say. “I did it, and I’ve never looked back”, they add.
So the funny thing is that over the last few weeks, I’ve noticed a lots of these people asking on social media if pupil supply companies are any good! I know of at least one who has already signed up to the company that emailed me.
I’d have thought that if you were the mega-successful independent you’ve been claiming to be all this time, who only has to blink to get all the pupils he/she wants, thus making franchises redundant, you wouldn’t need a service like this – and especially not when there are pupils falling out of the sky right now. I mean, by having to rely on such a service, you’re halfway towards towards being franchised, because you’re certainly not doing it all “independently”. Supplying your own pupils is the key detail in being “independent”.
Doing a bit of checking as a result of the email I received (you have to poke around a bit) it seems that each referral costs £18. It’ll be interesting to see how long they can keep that up, because I’d bet money that it will rise to £20 or £25 over the next year or two. At the current rate they’re charging, it won’t be high-margin for them, and I would imagine it is dependent on them signing up enough instructors in the area to meet a target in their business plan.
I’ve said before that the driving instruction business is a mature one, and the maximum prices you can charge are pretty much capped in any given location. It isn’t a high margin business, and the best profits are to be had from keeping your overheads down. As far as the entire pupil supply chain is concerned, introducing a stage where someone finds the pupil and farms them out adds a layer of additional cost, and someone has to be paid to do it – meaning someone has to pay for it to happen. The instructor takes the hit, and each pupil referral is equivalent to a lost hour of income.
I’m proud of the fact that I have never had any points on my driving licence. That’s not to say that when I was a newly-qualified 17-year old I was some sort of angel, but as the years have gone by I have become… well, as I already said. Proud. And I always try to convey that to my learners, so that they can aim for the same record.
On lessons I am always aware of the locations of speed cameras and the pupil’s speed around them. This usually results in them asking what would happen if we were flashed on a lesson, and many are surprised to learn that it is the driver who gets the fine and the points. I then explain that if it ever happened in my car, although I wouldn’t legally be able to take the points, I would cover the fine (as long as they weren’t being completely stupid over something).
Many years ago, when I was still a naïve new instructor, I had a pupil who had her test booked but who wasn’t really ready for it. She was from overseas, and just wanted to take it. On the morning it was booked, among other issues, she was moving into and out of junctions at a snail’s pace and causing problems for traffic. Now, she had a serious attitude problem, and on one particular corner after I explained again that she needed to move away more briskly, she deliberately floored it and before I knew what was happening we were doing almost 50 on a residential road with oncoming vehicles. I used the dual controls and pulled her over. After some polite discussion, with both of us knowing full well she’d done it on purpose (but not actually saying it), I simply told her she was not going to test, but that I would cover the test fee. That was the precise moment when I stopped acting as a hire service for desperately bad drivers.
The point of that story is that if we had been caught speeding in that situation, or one like it, I certainly wouldn’t have covered the fine.
I go on to explain that if it could somehow be shown that I was forcing the pupil to break the limit, then I might face a separate charge of “aiding and abetting”, but that isn’t likely to happen in the first place, so it isn’t an issue we need to worry about. Having said that, a couple of years ago I took on a new pupil who had been learning for some time with a local (and very long-serving) instructor up this way, and she told me he had a stick in the trunk of the car that he used to reach over and push the driver’s foot on to the accelerator with if they were going too slow! Make of that what you will.
The next question they ask concerns any points they might get. Many of them are surprised to learn that you can get points on your provisional licence, though it naturally follows from that earlier thing I mentioned where the driver is always held accountable. You can get banned whilst still on a provisional licence (you can get banned even if you don’t have a licence at all).
While you are still on a provisional licence, you will normally receive a ban if you accrue 12 or more “live” points within any 3-year period. The ban is usually for six months.
When you pass your test, there is a two year probationary period during which you’re only allowed a maximum of six points before receiving a ban.
If you have any points on your provisional, these will be carried over on to your full licence. Since you could have as many as 11 points on your provisional and not receive a ban, that doesn’t mean you’re automatically banned when you pass. You’re simply in sudden-death mode – where even a single point after that will result in a ban. Since you’re looking at a minimum of three points for speeding or traffic light jumping, having just three points carried over still leaves you in sudden-death mode until those carried-over points expire.
Any points on your licence are considered to be “live” for three years from the date of the offence (some serious offences can stay live for 10 years – those involving drink-driving or drugs being one example). After this, they are considered as “spent”, but they remain on your licence for a further year. When they’re spent, they aren’t included in any totting up if you were to get caught again. However, if you’re after a job which involves driving (and in a lot of cases, even if it doesn’t), having a licence which tells people the kind of person you have been may well prevent you from getting the job. So any points, whether live or spent, can be a serious problem.
And don’t forget that if you do something that warrants it, you could get banned immediately for a first offence, and it could be for longer than six months.
Remember that your provisional licence simply allows you to use the road, so it doesn’t matter if any points are acquired while you were riding a moped. I once had a pupil who had six points on his provisional. Both sets of three were due to speeding on his moped, and both were from the same speed camera. Even better, the camera was about 100 metres from his house along the Long Eaton high street in front of shops, schools, churches, etc. The reason it had happened (twice) was that he “didn’t know it was only 30mph on that road”. When he passed, he was in sudden-death mode for the next two years.
What happens if I pass when points are about to expire?
They get carried over and expire at the same time they would have done if you hadn’t passed. I can guess what you’re thinking, and there is no point whatsoever in delaying your test if you have live points about to expire. They’ll still expire, but will remain on your licence for a further year.
If you need a clean licence for some reason, there is nothing you can do about points until the fourth (or eleventh) year has passed.
While points were only shown on the now-obsolete paper part of your licence, there might have been some merit waiting until the end of the fourth (or eleventh) year before taking a test so that your new licence was clean, thus relieving you of the hassle of updating it all. But these days the checks are electronic, and if there are any points on your licence that are less than four (or eleven) years old, anyone who needs to check will automatically know.
If you commit an offence, you will get points that last for either three or ten years. They are kept on record for a further year after that. If you were guilty, there is nothing you can legally do to get them off, and no legal or honest way of preventing anyone who needs to know seeing them.
Why aren’t you taught this when you’re doing ADI training?
Well first of all, the people providing all the stupid wrong answers are ADI’s themselves – many of whom will be training other people to become ADIs. So there’d be a problem right from the start if they were teaching it. Come to think of it, it might be part of the problem right now if some of them are.
But the information doesn’t really come under ADI training per se, and is something that anyone who is training to become an instructor should find out for themselves. I mean, our training doesn’t cover the Highway Code in detail – it’s just assumed that someone who is training to become an ADI has read and understood it when they prepared for the Part 1 test.
I guess the biggest difference is that I get my information either from solicitors, or directly from DVLA (or DVSA if appropriate), and not from other ADIs on social media or web forums. If I get two different answers, I question further until I find the right one, and don’t just pick the one I like best.
This article was first published in January 2018, then updated in November of the same year. However, I noticed someone asking on a forum recently what model of TomTom was used. He was given a lot of inaccurate and misleading information.
It was announced mid-2017 – sometime before the 4 December start date – that when the DVSA introduced satnavs as part of the independent driving section, the model the examiners would be using was going to be the TomTom Start 52.
After briefly considering buying one, I decided against it. I’ve used standalone satnavs before, and the problems with mounting them and all the bloody cables has pretty much put me off for life. Even the latest ones are just too bulky to sit anywhere unobtrusively.
In the more recent past, if I’ve ever needed to navigate somewhere, I just use Google Maps in one of its forms on my smartphone. In the weeks leading up to 4 December 2017, I tried using it with pupils. It works (if you know what you’re doing), but its choice of route can be creative to say the least. And it isn’t the most chatty of navigation apps. Worse still is the inability to save pre-determined routes – and that’s essential for a driving instructor.
More recently still, I tried using the built-in satnav in my Focus on lessons. For me, it works. But the graphics are in Super Mario territory, and it also can be rather creative with its suggested routes. It can’t save pre-determined routes, and the erratic split-screen thing it does at unfathomable times is confusing to pupils. And I think the most recent map updates were drawn up by personally Christopher Columbus, because they don’t include road features installed within the last couple of years.
The more I thought about these issues as they pertain to pupils, the more I realised that the only realistic way forward was to use a TomTom in order that pupils wouldn’t be intimidated by a different looking map, different instructions, or different voices. I asked TomTom if there were any plans for an approved app that would run on Ford’s software. It seems that they did have an arrangement with Ford to develop such an app at one point, but that fell through for some reason.
Then I came across the TomTom GO app for Android. It turns your phone into a fully-blown TomTom satnav, with the added benefit of a high-res display (see the screen capture, above). TomTom GO gives you 50 miles of free navigation per month, but that gets used up in a couple of hours on lessons, so it is useless. However, you can subscribe for about £5 per month, or £15 for a full year, and get unlimited navigation (you can also subscribe separately to other TomTom services). You get unlimited world maps for this, and any updates are included. I bought the year subscription – it means I can have an absolutely up-to-date satnav all the time. A standalone one would cost ten times as much and be out of date within a year or so, as far as the base unit is concerned.
A massive additional benefit of using a TomTom (other than pupils hearing the same voice and instruction approach they’ll get on test) is that by logging into your TomTom account on your PC or laptop you can create entire routes using a drag-and-drop map and save them. They sync automatically to all your devices through your account, and so appear in your list of saved routes. This is how DVSA has created the routes it uses. The benefit of these pre-determined routes is that you can force a specific journey around specific roundabouts or road features, rather than have the satnav try and re-route you through a shorter route to a specific destination. Of course, you can also save favourite places – like test centres or retail parks – and just set one of those as a destination and let the pupil follow whatever route the satnav comes up with. It’s all extremely flexible.
The TomTom GO app speaks through the vehicle audio system via your smartphone’s Bluetooth link (if you set it up that way).
How are pupils managing with the satnav?
At the time I started teaching it for the test, some of those I expected to have problems took to it remarkably well. A year down the line, I don’t even think about that anymore. It’s just part of what I have to teach them.
How much training does it take?
Very little, actually. The vast majority of pupils find the satnav easier to follow.
When I first started teaching it, I was planning to do it a lot. However, I now find that I bring it in nearer to their test and don’t worry about it before then. As I say, most take to it like ducks to water, so there’s no point me behaving as though ducks can’t swim.
You don’t need a TomTom
True. However, like it or not, my job is to get pupils ready for their tests, and I do that by focusing on road layout in Nottingham and not those in, say, Birmingham or Glasgow. To that end, it also makes sense to use a TomTom instead of something cheaper or just what I happen to own at the time.
It doesn’t matter what satnav pupils use
Also true – for most of them. Like I say, most take to it easily – but a few don’t. I just like to remove that variable from the equation. A significant number, for example, already have problems with roundabouts in a lesson and driving test context, so why risk them freaking out on test with unfamiliar instructions from a satnav they haven’t used before?
An example of that is the screen position and layout of the advance warning a satnav gives. If it is different on the one they are using on lessons compared to the TomTom one used on tests, they may get confused.
Like it or not, many of our pupils reach test standard by the skin of their teeth. Unlike instructors (if they were taking the test), pupils approach it from the bottom up because they are beginners. That’s why I prefer to keep directional instructions as close to those they will experience on test as possible.
You might see things differently, and that’s fine. I see it my way and teach accordingly.
I originally wrote this article in February 2010, but its popularity (and overt plagiarism without due credit on other instructors’ websites) keeps spiking and I now update it periodically. In mid-2017 there was a surge in people training to become ADIs, and as of April 2018 – if the emails I receive are anything to go by – this is still the case.
Incidentally, this is a long article. If you don’t have a sufficient attention span to read it, and Facebook one-liners are more your style, then being an ADI probably isn’t for you.
Back in 2010, we were at the tail end of the previous ADI recruitment drive, but also on the brink of a recession (though we didn’t realise it at the time). Lavish adverts were everywhere, enticing would-be instructors with the promise of huge earnings (LDC laughingly suggested that over £40k was possible) in return for “hours to suit yourself”. Was it really possible to earn £30,000 or more by working just a few hours a day, and not weekends? Are things any different in 2018?
Even in the good times, you were never going to earn anywhere near £30k teaching only daytime weekday slots, and that’s still true now. But as those first ripples of what became the recession were being felt, fuel prices started to rise, pupil numbers started to fall, and the glut of very inexperienced and very desperate instructors commenced a suicidal programme of undercutting to try and get work which simply wasn’t there anymore. Even for an established full-time instructor with a moderately full diary, a maximum realistic wage was in the region of £20,000-£25,000 – and by “full-time” I mean working evenings and weekends. Price-cutting ADIs with empty diaries had no chance of making anywhere near this. Even if they could get 30 hours, their cut-price lessons would pull their pre-tax profit down to around £15,000. With only 15 hours of work – the reason they had cut their prices in the first place – it would be closer to £7,000.
It was certainly possible to earn £30,000 as long as you had the necessary work, charged sensible prices, and were prepared to do long hours – but I stress the word “possible” (LDC, who I mentioned above, were almost certainly referring to turnover with their £40k nonsense). However, this industry is fickle, and a fat period can easily be followed by a lean one. You can do 40 hours one week, but the next might see you struggling for 20. Over a single typical financial year you might manage £30k, but the next one – especially if it had a recession in it, with a 65% increase in the price of fuel (such as we experienced at that time, with petrol going from 80p to over 140p over a two-year period) – you’d have no chance. I was lucky (or whatever) and managed to weather the storm – but many instructors failed dramatically and gave up the job which had cost them so much to train for.
At the start of 2016, the outlook once again looked bright. There were plenty of pupils out there, and fuel – which peaked at around £1.40 per litre – fell below £1.00 for the first time since 2009. Everything looked rosy – until the Greek Tragedy that is Brexit came along and suspended the Sword of Damocles over it all. This is what I mean about the industry being fickle. I suppose “fickle” is the wrong word – “unpredictable” would also work. Suffice it to say, in early 2018 the industry is still buoyant, but the future is looking very uncertain.
About Being an ADI
How does an ADI’s wage compare with my old wage?
To answer this, you have to compare like for like figures. If your old salaried job had a salary of £25,000, that would have been before tax and National Insurance were deducted. You need an equivalent figure for being self-employed to make the comparison.
Driving instructors are self-employed, and everything they do is concerned with sales (i.e. taking money from customers in return for lessons) and expenses (i.e. spending money in order to keep providing those lessons). Their “wage” is totally dependent on these, and since both are variable it is necessary to make a few sensible assumptions if you want to predict future earnings. The worst thing you can do is overestimate your earnings and/or underestimate your expenses – if you do that, any profit forecast is little better than a random guess.
An ADI’s official wage is determined by adding up all their business overheads (e.g. costs for their car, fuel, insurance, advertising, office supplies, etc.) and subtracting that sum from their turnover (the total amount of money they took in payment from their pupils). In the simplest case, if an ADI delivers 30 hours of lessons per week for 52 weeks of the year, and charges £23 per hour for lessons, their turnover will be £35,880. Overheads will be different for everyone (different cars, different amounts of fuel, different fuel costs, etc.), but a typical overall figure might be around £11,000 over a full year. Subtract those overheads from the turnover and you’re left with £24,880 gross profit. That would be a wage figure, before tax and National Insurance, which can be used to compare with other jobs.
What are examples of overheads?
As an ADI you will need a car. If you haven’t got one already you will need to buy or lease one, and what you pay is (or contributes towards) an overhead for your business. Fuel to run the car is an overhead, as are repair and maintenance costs. Insurance is an overhead. Phone and internet costs associated with your business are overheads, as are printer ink, paper, envelopes, and various other stationery items if they relate directly to your business. A car wash is an overhead. And so on.
An overhead which can make all the difference between success and failure for an ADI is advertising. If you are on a franchise this is less of an issue, but if you are independent then you will need to pay for your own advertising so that people who wouldn’t otherwise know that you’re there can contact you if they want lessons.
How much does a car cost?
You can easily find out how much it costs to buy a car – new or used – by looking on the internet, the media, or on garage forecourts. The price you pay for your car affects your gross profit over the entire period of time you own it. For example, if you spend £10,000 on one, keep it for 5 years, then sell it for £2,000 at the end of that period, that £8,000 difference works out to about £30 a week over the 5-year period – in other words, the car is effectively costing you £30 a week over the whole five years. It doesn’t matter how you word it for the tax man or anyone else, you are spending £8,000 as an overhead over 5 years, and that is definitely costing you the equivalent of at least £30 a week. Fitting dual controls, and taxing and insuring it, are extras which might amount to another £10 a week. Repairs could be anything from £0 and up (a single, and quite feasible, major repair could add another £10-£20 a week in any given financial year).
Alternatively, you could lease a car from one of the various main dealers, specialised ADI lease companies, and driving school franchise providers. Prices start at around £60 a week and often include tax and insurance as part of the price. Dual controls are usually standard items, or can sometimes be negotiated into dealer prices if that’s the route you choose. Top prices can be £200 or more per week (but read the rest of this article before you decide that £200 is “too much”).
How much does it cost to run a car?
The number of miles you get per litre of fuel varies from car to car, on how the car is being driven, and on the type and size of engine. For petrol vehicles, a 30 hour week petrol bill might typically amount to £90-£120. For diesel, it is about two-thirds of that figure. I don’t know about the other fuel types.
Note that if you’re thinking of going electric as some sort of unique selling point to try and corner the market, consider that the initial cost of a typical electric vehicle is at least double that of an equivalent standard-fuelled car. Also remember that the range (i.e. how many miles you get from a full charge) is only around 100-150 miles at best, and that it takes 30 minutes to charge up to 80% of that range (overnight if you want a full charge). I know from having asked pupils whose parents have electric cars that the real range is somewhat less than the official figure. Consider how much a new battery would cost, and how the range might decrease as it ages.
I’d go electric in the blink of an eye if I could have 400+ miles on a charge, and didn’t need to sell my house to buy one. Some days, I can do close to 200 miles, and current “affordable” models can’t hack that.
How many miles would I drive in a year?
This is an important question if you’re looking to source a car on some sort of lease, since these usually have mileage caps associated with them. Speaking personally, I do between 40,000-50,000 miles a year. When you lease a car, make damned sure you go for an option which covers your likely mileage – and don’t forget to include personal miles. It’s what’s on the dashboard display when you take it back which counts – not just your lesson mileage.
A typical driving test in Nottingham can cover 10-15 miles, so you could logically argue that on average your lessons would cover a similar distance at the very least. On a 30-hour week, that’s 300+ miles (16,000+ annually) just for lesson time. Add, say, 5 miles travelling between every lesson, and you have up to another 8,000 miles annually. If you get busy, it goes up further. And if – like me – you take pupils outside test routes, it goes up even more.
Don’t get bogged down trying to twist numbers to produce the lowest forecast annual mileage you can think of. Do that and you’ll end up altering your lesson quality to meet your mileage limits. You’re less than 12 months away from going back to salaried employment if you do that. At least part of the reason I’m so busy is that I don’t hold back on the miles, and pupils like that. And being busy easily compensates financially for driving a few extra miles.
How many hours would I need to work?
Everyone’s circumstances are different. At the very least you’ve got to cover your overheads – if you don’t do that you’ll go out of business.
Next, you’ve got to earn enough to be able to cover your personal commitments (i.e. to earn a living wage). If every hour you work nets you £23 of turnover, and your weekly overheads bill is £210, you will need to work for 9 hours to cover that (incidentally, let’s call these “dead hours” if I have to refer to them again). Every additional hour you work thereafter becomes your wage, and on paper an average of 30 lesson hours per week will give you an annualised wage of around £25,000 (more if fuel prices are low). However, you will almost certainly not get this amount of work straight away and you should allow for that in your plans.
As an example, when I started teaching I knew exactly how many lessons I needed to do in order to run my business and pay my personal bills as they stood at that time. I was covering my business overheads within a week, and my personal commitments within 5 weeks and, apart from a couple of Christmas weeks since then, I’ve never dropped below 20 hours. Your personal circumstances will be different to mine, so you can only use this as guidance. On the other hand, I see people on various forums still struggling to make 10 hours even after a year.
I keep repeating this, but new ADIs consistently overlook the fact that unless you are averaging 30 hours over a full 12-month period, you are not going to earn £25,000 over that same period. A 40 hour week here or there might feel great, but if the rest of them are only 10-20 you’re looking at a wage of well under £20,000. Before you decide to become an ADI you need to carefully decide how much money you need to pay your bills, assess the personal risk of not achieving that every week, then work backwards from there. Be cautious almost to the point of pessimism when you’re working out what you might earn – those starting training these days tend to be overflowing with enthusiasm from the moment they announce they’re going to become instructors, but they are completely oblivious to the harsh realities of running a driving school. Simply dreaming of earning £30k is light years away from actually achieving it.
Can I really work whatever hours I want?
If you mean “can I work just few hours and still earn a lot of money” then the answer is definitely no. And it’s a double-no if you think you’ll survive if you try working short hours right from the start. Those adverts are dangerously misleading when they suggest that this is possible, because it always comes back to the number of hours you work if you need a sensible income.
You could fit 30 hours of lessons into five days if you work evenings. My favourite days (and weeks) are when I have three 2-hour lessons each day (seven days a week in my case) – each starting at approximately 10am, 2pm, and 6pm – but that doesn’t happen often these days, with more pupils wanting one-hour lessons. However, if you don’t work evenings, the only way you’d ever manage to fit in 30 hours of lessons into a 5-day week is if you started very early, rushed between lessons, were happy to take your pupils into morning and evening rush hour, and nothing held you up. You’d have to pray hard that the traffic didn’t make you late for your appointments, and that no one cancelled and messed up your rota. Even with only half an hour between lessons, six hours would run from 8am until about 3pm (or 9am until 4pm). It amazes me when I see instructors saying they only leave 15 minutes between sessions – the only way that could work reliably is if all their pupils lived in adjacent houses on the same street! And either the lesson debriefs must be very impersonal and rushed, or the pupil isn’t actually driving for anything like the duration of the lesson.
If it still looks do-able to you when written down, believe me when I say that regimenting your lesson slots like that – especially if you’re new and desperate for work – is suicidal. The vast majority of pupils want lessons at times to suit them – and so they should, since they are paying you for a service. Beginners definitely don’t want to be driving around during rush hour, nor do they want you doing it for them as you wend your way somewhere that you think is quiet enough for them to get behind the wheel (no doubt you’ll be charging them, even though you are driving). Even if you did find a handful of pupils who could play your game, you won’t easily find others who can once the first lot are gone. Road works are a nightmare and can turn a 10 minute journey into a 40 minute one with ease (and that applies to travelling between lessons as well as the actual lesson itself). They have the habit of appearing with little obvious warning, and persisting for months or even years at a time (gas main replacement has been on a rolling plan for at least 5 years up this way). And God help you if there’s an accident and road closures, if there’s a water main burst (almost a weekly occurrence with Severn Trent), or if the level crossing barrier gets stuck (several times a year at Basford and Colwick in Nottingham). I guarantee that you will get one or two chances at best with most pupils, but if you insist on taking on the road works because of your restrictive rota and end up arriving late, and then dump them quickly to get to your next lesson at the end, they will go elsewhere, and they will not recommend you to anyone else if they do. I pick up quite a few who cite turning up late as a reason for switching away from their previous instructor.
Back in 2017, when I last updated this, I had one pupil who sometimes did 6.30pm with drop-off either at home or the University library, sometimes 9.15am with drop-off at school, sometimes 2.45pm with pick-up from school and drop-off either at home or school depending on what she was up to. She didn’t know weeks in advance, and I simply modified the lesson on the day. Another did regular 11am lessons mainly on Fridays with pick-up and drop-off at work. Another did 2.15pm from school on a Monday, 4pm from school on a Friday, or weekend daytime only if she wasn’t going anywhere and those other slots weren’t available. Another had a weird rolling shift pattern which meant he started later and later in the day each week, so his lessons moved accordingly. Another had a shift pattern where he worked for 7 days then got three days off, but the at-work period was shift-based and included nights – so we had to plan lessons around him getting some sleep either before or after his shifts. Another always did 5.15pm from work, unless it was a weekend lesson and he wasn’t traveling home to see his parents. Yet another was also shift-based (a week of “earlies” and a week of “lates”) and we had to fit his lessons in around that. Several could only do weekends – one, only Sunday mornings and another, only Saturday morning or Saturday evening. Nearly all the younger ones are restricted by exams at various points during the year, and that is worse come spring. Anyone who works for McDonalds is likely to be on zero hours, and will get screwed regularly by being called in at short notice. The majority of pupils are flexible, of course, but only to the extent that they will do any time when they’re free and I’ve got space in my diary. Weekends and evenings are most popular – but they are limited in number. My point is that you may as well plan on winning the lottery if you expect to be able to fit these kinds of people into a rigid schedule just to suit you. If I insisted on rigid lesson times with any of these I would lose most of them.
Then there are lesson durations. Although I push pupils towards 2 hour lessons (partly my preference, partly because they are better value for most pupils), many these days cannot do them for a variety of reasons. One is money, and if they can only afford 1 hour a week it is not for me to question that. What I do when we get nearer to their test is ask them to skip a week here and there and combine two 1 hour lessons into a single 2 hour one so we can travel further and take in road features we might not be able to get to in a single hour. Another valid reason why they sometimes can’t do 2 hours is down to their ability – some people just cannot concentrate for that long, and this seems to be a bigger problem now than it used to be (especially for those who find driving a difficult concept to grasp). Another valid reason for not doing 2 hour lessons is simply time – students just don’t have time for more than one hour with all their course work, and the lessons suffer if they try. This is more significant near exam time, when they want to keep driving but have a lot of work to submit. And some want 1½ hour lessons to try and work around one or more of those problems. Forcing them to do something I want, but that they don’t (or can’t), is not going to do me any favours.
The bottom line is that as long as you are prepared to turn money away you can work as few hours as you like.
How easy is it to get new pupils?
Pupils are your only source of income, so they are vital to your success. Unfortunately, every new ADI seems to be convinced that they will corner the entire pupil market and consistently be working 50-hour weeks inside a fortnight, even though no one in the history of the world has ever managed this feat before.
You can never guarantee how much work you will have – even in the good times – which is one of the main reasons why so many people went back to salaried employment after the last recruitment spike and recession. You may work 40 hours one week, but the next it could drop to 20 and stay there – for weeks or even months at a time. As I said earlier, I sometimes see newbies on the forums still struggling to get as many as 10 hours, even after a year. You can’t survive long on that.
Right now, we’re still benefiting from the cull of the Register as a result of the recession, and work is certainly out there with fewer ADIs competing for it (if anything, there is more work than there are ADIs, certainly in Nottingham). But getting new pupils is never easy, and it’s even harder when you’re just starting out. For example, in my early days – and this was at a time when the market was buoyant – I spent £600 on a business card sized advert in Yellow Pages. This was the done thing in the days when YP was still the size of a breeze block, and yet I got exactly ZERO enquiries out of it, if you exclude the spam calls I was inundated with (and have been ever since), or the suspicious single enquiry that came in two days after I’d told YP I wasn’t renewing, and which would never have turned into a sale anyway. A while later, I tried placing a quarter page advert in one of those local free monthly magazines which claimed a “guaranteed circulation of over 10,000” at a cost of £300 over three months. Again, I didn’t get a single enquiry.
Now, some would suggest that I should have carried on spending £1,800 a year on advertising because people might not have seen my adverts the first time, and definitely wouldn’t see them if I stopped having them published. But this illustrates my point: advertising is a gamble, and the money you splash out on it is effectively risk capital. It might not deliver anything in return, and often it doesn’t. I decided that the return on my investment was unacceptable and didn’t pursue those particular avenues any further. If nothing else, it taught me what I already knew, and that was that learners were not going to be beating a path to my door just because I had become an ADI. I know you probably think that you’ll be different, but believe me, you won’t. So be careful. You are in competition with literally hundreds of other driving instructors in your area, most of whom are already well established, and you’re likely to be just one of dozens of other novice ADIs all vying for the same work.
Also be careful when existing instructors glibly tell you how to get pupils. In most cases they are established ADIs and they are a million miles away from being in the same position as someone who has just qualified. Even if what they say is true – and some will be anxious to “prove” to everyone (including themselves) that going independent was a good idea, even if they’re struggling – it is absolutely no guarantee that anyone else would also get work that easily. In fact, I can guarantee that most won’t.
So how DO I get new pupils?
There is no simple answer to this. Once you’re established, you will get some pupils referring their family and friends to you. Even so, don’t get the idea that these referrals will go on forever. A pupil might have a brother or sister, but once you’ve taught them, that channel will just dry up. Many pupils simply won’t have anyone to refer to you anyway. In some cases, the referral can happen 5 or more years later. Don’t count on every single pupil referring in the first place – the Facebook age means every learner will be recommending their instructor, so you’re still in a lottery game. The only thing you can do is aim to train existing pupils as effectively as possible (which translates as relatively quickly and without messing them around) and hope that swings the balance in your favour sometimes. You could even offer existing pupils a free lesson if they refer someone to you (I do this without telling them up front, so it isn’t directly a marketing tool, though they will remember later and so think kindly of you). The longer you’re in the game, the more referrals you’ll get.
Allow for the possibility that some referrals will appear to come straight from Hell. You may have taught an excellent pupil and got him or her through their test, but their cousin, for example, might turn out to be a right pain in the arse for all sorts of reasons (and believe me, it happens like that a lot).
If you’re starting out, though, it is harder. People have to know you’re there, and that means advertising somehow. It might be a postcard in a chip shop window, an ad in some printed media, or flyers pushed through letter boxes (to mention just a few possibilities). For this reason, I strongly suggest you begin on a franchise to build up a pupil base, otherwise your initial advertising bill might be huge and still generate nothing. Once you have some work, you will likely have some money to start advertising for yourself.
I mean, a chip shop postcard might fill your diary overnight. But the odds are that it won’t. However, a few small ads placed over a few years are likely to bring in at least some work, and you can then assess the return on investment and tailor things as necessary.
How do you deal with unreliable pupils?
Reasons for unreliability are numerous. Some people have ongoing health issues (everyone gets ill at one time or another anyway), some have genuine bereavements, some have genuine and very important job interviews that they weren’t aware of when they arranged the lesson, some have money issues, and so on. Of course, some just couldn’t organise a piss-up in a brewery.
My philosophy is very simple. I can tell what mood someone is in two seconds after they open the car door, and I build up a detailed picture of the kinds of people they are from the first moment I meet them. So I tend to know if their claim to having just shaken off a bout of malaria or having undergone a full internal organ transplant is true or not.
If I think they’re lying to me when they make their excuses, I’ll give them my “riot act” speech and allow them a couple more chances. If they do it again after that I stop teaching them. I have only got rid of a small number out of the many hundreds I’ve taught.
My “riot act” speech includes how much it costs me to run my business, how much I lose when people cancel, and the question of how they would feel if they lost that amount of money out of their wage packet. It also includes a bit about being honest, and how I am far more tolerant with someone who simply can’t afford the lesson and tells me so than I am with someone who can’t afford it, but instead claims they were hit by a meteorite or had food poisoning for the sixth time in two months. This usually does the trick.
With the ones who are badly organised, I give them a paper diary and insist they bring it out with them every lesson. I often get their parents involved (it’s usually the younger ones who’re like this). Those with health issues will already have told me about it, and I just ask them to give me as much notice as possible if they are unwell. Sudden genuine illness can’t be helped, nor can sudden job interviews. If someone is sick, they can’t drive – and that includes me. If something personal comes up, that can’t be helped either – and that includes me, too.
The only time I claim for the lesson is if they are pissed, or are recovering from having been pissed (I stopped teaching one guy immediately ten years ago when I turned up for a lesson he’d booked in the mid-afternoon of a weekday – I met him coming up the garden path after I’d knocked at his door, and he was so drunk he didn’t know who I was). There are some pupils I won’t allow to book Saturday mornings because I know they go out Friday nights. If I know others are going anywhere where they might drink, I won’t let them book the next morning as a precaution. Many will already think of this themselves. And many – or their parents – will insist on paying anyway if they know they’re at fault.
Each pupil is worth an average of £850 to me. If I were to adopt a zero-tolerance approach I’d lose a lot of those pupils, so I do everything I can to fix the problem. It’s only the ones I can’t fix who I let go. I treat last-minute cancellations as holidays, not as lost income.
You have to accept, lesson cancellations will happen. But you also have to realise that £850 income is far more important than a few cancellations spaced over a few months. For me, with a 48-hour written cancellation policy (which I rarely uphold), alarm bells start ringing when cancellations reach about 10% of the likely income from a pupil. That happens very infrequently – and these days I can usually fill vacated lesson slots even with less than 24 hours notice.
How easy is the job?
You’ll spend most – if not all – of your time sitting on your backside, so in that sense it is very easy. However, sitting down all day means that unless you get some exercise outside of the job, you will put on weight. Since you might be getting home around 8.30pm, having left the house at 9am, a trip to the gym or a 30 minute jog might not seem quite so appealing then as it does right now while you’re brimming with enthusiasm at the prospect of earning £30,000.
If you already suffer from back problems, go back and read that part about sitting down all day again. If you don’t suffer from back problems, be prepared to develop some.
You need to be on your guard at all times, watching both your pupils and other road users. It’s not that uncommon for a learner to be driving along the straightest of roads, only to suddenly decide that – for reasons you may never be able to get to the bottom of – they ought to take an immediate 90° turn into a dark field, instead of continuing smoothly along the straight and fully illuminated “A” road that everyone else is on. I once asked a pupil why he had attempted such a dramatic manoeuvre (directly towards a pavement, in this case) on a straight 60mph road, and he answered “I honestly don’t know”.
Almost every experienced instructor will have had the pupil who, when you’ve asked them to “turn right” at a roundabout, has tried exactly that – to go round it counter-clockwise – oblivious to the rush hour traffic going round it the proper way. Or the one who decides that “follow the road ahead” means go where the car is pointing at the instant their brain finally processes the instruction. Or the one who only hears you say “right” when you say “look to the right”, and instantaneously yanks the wheel in that direction after concluding that you’ve just asked them to turn right (this is even more likely if you also make any sort of hand gesture indicating a particular direction). Or the one, usually from a country where driving standards are poor and there is no such thing as “give way”, who executes an emergency stop every time another vehicle moves even vaguely towards them. Or the pupil who suddenly decides they shouldn’t have entered a roundabout or junction after all, and slams on the brakes in the middle of moving traffic (some also do this where pigeons or squirrels are involved). Or the one who, while driving along at a steady 50mph, decides to change gear needlessly – and then either finds 1st by mistake, or pulls on the handbrake lever. Or the one who, when moving out into (or driving in) busy traffic, accidentally hits the brake instead of the accelerator. And so it goes on. Some of it just happens. Other times, there’s an underlying medical issue such as dyspraxia involved (sometimes diagnosed, sometimes not – and sometimes if it is diagnosed, they haven’t told you about it).
Then there are pedestrians and – sigh – cyclists, who will think nothing of moving directly into your path, and who appear to have zero knowledge of the Highway Code, and zero regard for it even if they do, providing ample triggers for jumpy pupils to stamp on the brakes or fling the wheel towards parked cars.
Having to concentrate on all this leads to tiredness, usually at the end of a busy day when it’s also dark, thus adding to the overall risk. It all comes down to how well you can handle such problems, but the bottom line is that the job is both physically and mentally challenging if you’re not used to it.
Is the job stressful?
The first time you encounter any of the above behaviours you will shit yourself – I know I did. But I got used to it, and these days I’m ready for it (though pupils never completely lose the ability to spring surprises on you). As I’ve said elsewhere, this blog is one of my ways of relieving the stress.
The only part of the job I still find genuinely alarming is when a pupil kicks off over something unexpectedly. It doesn’t happen often, but when it does it’s a real downer. Believe me, there are some very strange people out there – perhaps due to undiagnosed issues again – and when you inevitably end up teaching one of them you have to be careful how you handle things. Young people these days simply aren’t used to having their faults picked up on, much less discussed, and a few of them can overreact to the most innocuous comment or action (often translated to “you’re shouting at me”). It is their defence mechanism, and no matter how you approach the situation some will just blow their lids. And it doesn’t have to be a visible blown lid, either – it can appear as an unpleasant undercurrent to the lessons. When it happens, it is virtually impossible to smooth it out short-term, and you may even find that things are never the same between the two of you again. I’m pretty certain that, no matter what façade of pleasantness is put in place for the remaining lessons, some will still hold it against you once they pass their tests, because at the back of their minds their defence mechanism is still telling them they were right.
Some years ago, I had a pupil fail her test. She’d stopped on a slip road to join a one-way system in the city centre, but had over-steered slightly and couldn’t see oncoming traffic properly from her left side. Her solution to this was to put her head down, accelerate into the traffic, and hope for the best. Not surprisingly, the examiner used the dual controls. When I asked her about it afterwards, she said that the examiner’s head (his “big juff”, in her words) and central pillar were in the way and she couldn’t see, and had no choice but to go! I pointed out that she had positioned herself incorrectly, and in any case she could have asked the examiner to move his head, or perhaps even have leaned forward more – but blindly driving into moving traffic was definitely not an acceptable solution. She argued vehemently, and to this day – I speak to her occasionally since she passed her second test – she still resolutely maintains that there was nothing else she could have done and the examiner shouldn’t have failed her. It’s this sort of defensive inverted logic you will sometimes find yourself dealing with.
To make matters worse, the examples I’ve given above refer to relatively normal people! God help you if you get a real lunatic. Fortunately, I’ve only ever had three of those in my entire career as an ADI, but they frighten the hell out of me. The worst one of them all has to be the woman who had told me she thought she was being stalked. When the police investigated the “suspect” it turned out to be a false alarm. I don’t think her accusation was overtly malicious – she’d just got the wrong end of the stick – but with hindsight, she apparently had issues in this area and was able to get the wrong end of this sort of stick with alarming ease. I didn’t realise that at the time and took what she told me at face value. However, a few weeks later she dumped me for “a female instructor”. When I phoned to ask what was wrong she told me that I “made her feel uncomfortable”. To say I was mortified is an understatement – this has always been a bit of a phobia on my part – and my skin crawls even now when I think of what accusations she could have levelled against me. God only knows what she told her new instructor.
And then there’s your pass rate. No matter what some instructors might claim, it DOES matter, and having to manage people with “issues” (not uncommon); those who perhaps can’t afford the lessons (very common); those who are slow learners but see themselves otherwise, and have booked their tests already just “to have a go” because they might get lucky, even though they haven’t a cat in hell’s chance of passing (also very common), and who openly resent you suggesting that they should cancel it or move it back (sometimes accusing you of trying to extract money from them)… well, you’re going to end up stressed however you deal with it.
Some of the road using public is so stupid that you seriously have to wonder how they passed their tests in the first place, let alone how they keep hold of their licences. To them, L plates mean that the Highway Code is suspended, and they will exercise their God-given right to pull out or overtake dangerously at every opportunity. They will tailgate you (sometimes on purpose, sometimes just because they’re genuinely crap drivers); sit behind you at traffic lights ready to sound the horn the instant the lights change whether your pupil moves off promptly or not (older female drivers are worst for this); force their way past on narrow roads, even driving on the pavement to do it (van drivers – especially couriers and postal drivers – are the worst); openly start texting at traffic lights, even delaying moving off to finish the tweet they were engaged in (especially young females); and speed limits are obviously something only learners have to stick to.
Elderly homeowners in middle class areas apparently spend the better part of their retirement hiding behind their curtains, ready to race out (it’s amazing how fast old people can move when they want to) and aggressively claim ownership of a road or corner the moment a learner car stops there. Some will park dangerously close to corners so that learners can’t reverse around them (red Fiesta, end house, Normanby Drive in Bramcote, take note). They will drive up and stop centimetres away from your bumper to stop you reversing (that even happened once on a pupil’s test – the examiner’s verdict of “stupid cow” was very apt). On the rougher estates – the ones where they’re all related, have one big eyebrow or scrunched up hair which pulls their eyes into slits, and funny numbers of chromosomes – be prepared for things to be thrown at the car. A few years ago someone chucked a bag of something at my windscreen in Broxtowe as I drove past a bus stop and whatever it was smeared like hell and would not come off (it may have been Superglue dispersed in some solvent – these retards actually research these things). Once, in Clifton, one of the local troglodytes prostrated himself on the road in front of the car (we were actually reversing – they’re not too smart in Clifton). Once, in Lenton, someone threw something with all his might at the windscreen as we drove past. I actually saw him jump in the air to get a good swing, though fortunately he hit the door pillar with whatever it was he threw and not the glass (he was lucky I didn’t catch him after I chased him, but it was obvious what he was trying to do). Once, a Forest match had finished and an ugly fat guy (which doesn’t narrow it down much when it comes to Forest supporters) thought it would be clever to throw a full portion of chips with curry sauce over the car as we drove past. And I had three punctures in the three weeks after one Christmas as a result of the suspiciously high number of screws and nails which sporadically appear on corners used by learners (there’s no way they are all there accidentally).
Finally, there are other instructors. You’ll pull up on a half-mile long deserted street on a deserted industrial estate some time late on a Sunday afternoon to do a turn in the road, only to have some idiot ADI appear moments later and stop within three or four car lengths of you to do the same thing. A couple of years ago a woman in an Elliott’s Driving School car actually stopped directly opposite on an otherwise clear road, preventing us from doing anything except drive off, and creating a needless bottleneck with which to annoy other road users. Another time, I was in a small deserted car park (8 bays one side, 6 on the other) on an industrial estate in Colwick one Sunday evening practising bay parking, only to have a retard ADI drive in and position himself to do one, thus blocking us in. Admittedly, he didn’t stay after I got out and explained a few things, but he would have done if I hadn’t. And don’t even get me started on those instructors who insist on driving into the test centre car park to practice bay parking while tests are coming and going, or the ones who form a queue to use whatever road feature you’re using – sometimes even moving in when you’re part way through (they, too, go away after I explain a few things to them).
So stress is there in bucket loads, and you can’t avoid most of it. It comes looking for you. It’s how you handle it inside that matters – as I said earlier, I have my blog and I can vent my spleen here!
Can you do too many lessons?
People choose to become ADIs for the money. The best ones also do it because it’s something they actually want to do to, but money is always the bottom line. It’s only a job, after all. So it is natural to want to be busy.
The problem is that if you are too busy, the quality of your lessons will suffer. If nothing else you will be tired and stressed, and if your pupils have crap lessons when they’re tired, what makes you think you’re any different? Your learners will pick up on poor quality lessons immediately, even if you don’t, so it’s vital that you know your own limits (I know mine). Being too busy can easily affect your ability to retain pupils, which negatively impacts your reputation and recruitment of more work, thus increasing your stress even further.
Unfortunately, many new ADIs will already have calculated their future dream earnings based on the assumption that they’ll be working 50 hours a week right from the start, and nothing seems to change that view until the harsh realities set in. The truth is that if they could get anywhere near that amount of work it would – if it didn’t kill them first – negatively impact their performance and health, and set in motion a downward spiral for their future earnings. Instructors who are genuinely able to work very long hours and maintain the quality of their work are in the minority in the first place, and are invariably those with more experience. Even fewer can do it week in, week out (I deliberately build in slack weeks here and there so I can have a rest). Newly-qualified ADIs do not fit into either group.
So, yes. You can do too many lessons.
Is it legal to work long hours?
ADIs’ hours are not restricted in the same way as (for example) an HGV driver’s are, so yes, it’s legal for them to work long hours. However, the conditions attached to the green badge mean that an instructor mustn’t provide dangerous tuition or engage in illegal or unprofessional activities. If you are tired or stressed there is a very real danger that you might miss dangerous situations or even fall asleep – and that would have very serious legal implications. At best, you’d lose pupils and not get new work coming in. At worst, you could lose your licence to teach or even end up in jail.
What amounts to “long hours” is different for everyone. Some may struggle to do any more than 20-25 hours, whereas others might easily cope with 40. In my case, it was doing 40-hour weeks with one peaking at over 50 that made me decide to build in slack ones.
Can I make more profit if I reduce my overheads?
Of course you can. The real question is which overheads, and by how much? Driving instruction is a mature business, and any trick or USP which is likely to increase work has already been tried, evaluated, and built into the costing model. As a result, what you charge, spend, and earn as profit falls into a fairly narrow pre-defined range. You can’t just go out and charge £40 an hour when everyone else is doing it for £23 and expect to stay in business. If fuel costs the rest of the country £1.20 per litre then that’s approximately what you’re going to have to pay for it; and if a typical instructor drives 10-20 miles per lesson, someone who tries halving that without a bloody good reason will find themselves back stacking shelves at Tesco in no time at all. All you can do is find the best balance between enough work and minimising your expenses within this mature framework. This is the basis of a simple, successful business.
Can I cut my fuel consumption to reduce my overheads?
Up to a point, yes. Fuel is the largest overhead that you actually have much control over. However, a lot of ADIs haven’t got a clue how their business works, and inevitably get it into their one-dimensional minds that they would make shed loads more money if they used shed loads less fuel. They do not understand that a successful ADI has to deliver a specific syllabus with a practical test at the end of it, and is therefore committed to covering at least some road miles in order to achieve that. As I pointed out earlier, a typical driving test covers about 10 miles, and if instructors aren’t covering a similar distance on most of their lessons then something’s wrong.
In other words, you can’t just cut your fuel consumption to nothing by parking up by the side of the road talking. You’re guaranteed to lose pupils that way and not get any more. Some instructors still try it, though. Even one of the lesser national schools offers a “free” lesson, financed by the ADI, and which almost invariably involves sitting parked for a full hour. I pick up loads of pupils who have switched instructors for precisely this reason, and they’re not all telling lies when they report that they spent too much time talking, and too little driving. Instructors who engage in this behaviour seem incapable of understanding that every lost pupil loses them an average of about £700-£800 of income and eliminates any chance of new work coming from referrals by that pupil The park-and-prattle method might save an instructor £1,500 a year in fuel overheads at best, but two lost pupils cancels it out and sets in motion a downward spiral for the future of their business.
Wise management of your resources can certainly minimise your fuel costs, but you can only go so far – and it isn’t very far if you were providing a half-decent service to start with – before your business begins to suffer. The best way of reducing fuel costs is to get a more economical car (I reduced my fuel overhead by almost half some years ago when I switched from petrol to diesel). If you already have such a car – and if you are already covering less than about 10-20 miles per hour of lessons on average – you need to accept that you probably can’t reduce your fuel overhead much further. I acknowledge that in some areas – very large cities – you might get away with less mileage than this, but the principle is the same. You have to face the fact that you need fuel to deliver decent lessons.
Can I get a cheap car to reduce my overheads?
It makes me laugh when I hear instructors claiming that their car “costs [them] nothing”. Unless they won it in a raffle, and had no maintenance costs resulting from age and day-today-use such as punctures, broken windscreens, new wiper blades, etc., then their car costs them money just like everyone else.
In the real world a car has to be purchased or leased by the vast majority of instructors. Once you have it, it has to be replaced periodically and have regular services that 99.9% of instructors couldn’t possibly do themselves. It needs oil top-ups and replacement parts that wear out or get damaged. And that’s before you even consider serious breakdowns and repair costs – which happen to everyone sooner or later. If it’s off the road you lose money from not being able to do lessons, or spend more money arranging for a replacement if it isn’t part of a lease agreement (and if it is, the hassle will still result in at least some lost work). Even if you paid £10,000 for your car five years ago and mentally wrote off the whole ten grand back then, the reality is that that your total profit throughout the entire period of ownership is reduced due to the capital you invested. Irrespective of what you tell everyone (including the tax man), and perhaps even believe, it isn’t costing you “nothing” – it’s costing about £30-£40 a week over 5 years, plus any of those additional costs I’ve just mentioned.
One viable way of acquiring a “cheap” car is to choose one of those rectangular things produced in a faraway place you’ve never heard of, with a name you can’t pronounce without looking it up on Google (I’ve used a picture of the ugliest car on the planet, the Nissan Cube, for which pronunciation only becomes an issue when you try to describe it). Dealers are often desperate to shift these things and therefore offer very tempting deals. Each to their own, of course, but you should consider the fact that there is zero probability that anyone under 45 would ever consider buying one when they pass their test, and although some pupils are attracted to “cute” or oddball cars (and even they draw the line somewhere), many aren’t. Obviously, not all cheaper cars are ugly, but you need to consider if, as a new ADI desperate for the best possible start, such a car would be a good choice. What about in a recession, when pupil numbers begin to fall? There are quite a few of these cars favoured by other ADIs that I can hardly squeeze into, or which I find extremely uncomfortable, and if I was learning to drive I most certainly would not go to an instructor who had one.
My advice is not to just get the cheapest car you can find without considering how its looks might affect your business first.
Can I use an older car?
I’ve noticed that more and more trainee and newly-qualified ADIs are opting for significantly older used cars – often, the car they already owned before they decided to become instructors.
You can still operate a driving school in one of these, but no matter what those who own them might claim the age and appearance of the vehicle you drive has a significant effect on the work you attract. The majority of pupils like new (or new-ish) cars and there’s no escaping the fact that a ten-year old Corsa looks exactly like what it is: a ten-year old Corsa! You have to ask how much additional work you’d attract if you had a newer car instead of a banger – work that could mean the difference between success and failure for a new instructor.
Incidentally, I have noticed on forums and social networking sites that a significant number of instructors – often newbies – have purchased second hand vehicles and are having problems down the line. Now there’s a surprise. Some are even off the road, and so not earning at all. This is something else you have to take into account if you’re trying to cut corners and start out fully independent.
What can I charge for lessons?
You can charge whatever you want. The $64,000 question, though, is a) if you charge a high price, will people pay it? And b) if you charge a low price, will you make a profit?
The average lesson price in the UK is around £23-£26 per hour. I hear that in some areas they can charge £30-£35 an hour, but if I tried that here in Nottingham I guarantee my diary would empty overnight. So I effectively have an upper price I can (or dare) charge.
Back in 2010, the tactic of price-cutting took off as desperate instructors sought to attract work which wasn’t there at the expense of other instructors doing exactly the same thing. Although the upper limit to your available price range is governed by what people are prepared to pay, the lower limit isn’t, and in theory if you drop your price to a lower figure than everyone else you will get all the work you want. If only it were that simple, though.
As I pointed out earlier, this is a mature industry and profit margins are not great. If just one ADI dropped his prices by £1 then he might well enjoy an increase in enquiries – if he could get the message across through advertising, which would cost money, of course. But when dozens of instructors are doing it, every lower price becomes the new baseline, and the price-cutting ADI will simply find himself in exactly the same situation as before – little work – but with a lower income. His only option is to cut prices still further, and the low margin situation means that he is now into an uncontrollable downward spiral to oblivion. To succeed, you’ve got to keep the highest profit margin you can get away with for your area.
Between 2010 and 2014 you would see cars advertising lessons for as little as £15 an hour. You don’t work for that price unless you’re desperate, so it isn’t hard to guess what they were up to. They aren’t around anymore – and neither will you be this time next year if you try it.
One final note on this. I currently see a lot of instructors boasting how they’ve put their prices up to the top end and are still apparently turning work away. If that’s true, good luck to them. However, thanks to Brexit there is a storm coming. So if you are charging a higher price, make bloody sure you’re putting the extra away for the inevitable rainy day, and don’t just spend it now. Higher prices are likely to become unsustainable if we enter another recession, so the fall will be from a much greater height for some people.
Working as an ADI
Should I start with a franchise?
My advice on this is simple. Yes, you should. And be very careful when people advise you to go independent, particularly if that advice is to do it straight after you qualify.
The vast majority of new ADIs haven’t got a chance in hell of filling their diaries quickly enough to start earning a living without major advertising which, as I have already mentioned, might not work. Franchises – especially the larger ones – are geared up to do this, and although there are never any guarantees, there is a bloody good chance that a franchise will be a hundred times better than you would be at getting work, particularly if you choose a national school or a good local one.
In my opinion, anyone who goes independent right from the start is crazy. Why spend all that money training for the green badge, only to go and gamble on having to give it all up? You need the best start you can get, not an ego trip in a sign-written car with your own name plastered all over it.
Should I start out independent?
If you ask this on the forums you’ll be swamped with “go indie” advice from everyone. The problem is that those offering the advice are established ADIs who haven’t a clue what your financial needs are. Many of them don’t have mortgages or are semi-retired from high-paying jobs and have substantial pension backup, and they do the job for pocket money. And in quite a few cases, when they started out, they did it with a franchise – and yet they readily trot out this misguided advice about the only way being the indie way.
If you need to establish yourself and get work quickly, doing it as an independent instructor is likely to be more difficult than it would be under a franchise brand. I’m sure that there are some independents who genuinely hit the ground running when they made their choice, but there are a lot more ex-ADIs who didn’t.
Something I don’t think I will ever fathom is how you’ll get someone who is trying to qualify on a shoestring because they either can’t afford it or are as tight as a duck’s arse, and who then decide that the only way immediately after qualifying is independent – solely on the grounds that you don’t pay a franchise fee. I suppose the saving grace there is that there’s a good chance they won’t be earning much, either, so that cancels out the extra money they’d be paying to a franchiser.
Is it cheaper being independent compared to working on a franchise?
There’s no doubt that if you had a guaranteed 30 hours (or any other amount) of work per week already in your diary, you’d be better off as an independent instructor. This is quite simply because you’d have lower overheads. However, the difference is not as great as some people would have you believe.
An franchised instructor might be paying £200 a week for his car, but if he is independent he does not have £200 more profit. The independent still has to finance a car which, as I have already pointed out, is likely to cost at least £40 – and probably closer to £60-£80 ON AVERAGE. Add around £10 for insurance, then whatever he has to pay for advertising, and he will be paying over £100 a week to get what is covered by the franchise. Yes, it’s still cheaper, but it all comes down to the one thing you simply cannot get across to the typical newly-qualified ADI: YOU HAVE TO HAVE THE WORK, OTHERWISE NO AMOUNT OF LOWER OVERHEADS WILL PREVENT YOU GOING OUT OF BUSINESS. And the franchise is more likely to be able to provide that work.
If you need to be earning sensible money to pay for your personal life (i.e. earn a living wage), going independent immediately after you qualify is a huge risk.
Can a franchise guarantee that you have work?
The answer to this isn’t anywhere near as clear cut as you might think. As I said earlier, this industry is fickle, and you cannot be certain of being busy all the time no matter how well-established you are. This is especially true when the economy is struggling, or if the ADI Register is overloaded. However, at the time of writing, there are pupils by the truck load in most areas, and many instructors left the Register during the last recession after having failed in the business. So if a franchise or local school is “guaranteeing” work it will almost certainly be because they have enough enquiries to justify making such a claim at this time. You have to consider a few things, though:
- they’re probably not guaranteeing a completely full diary
- the Register is likely to fill up again over the next few years
- another recession would change the game considerably
- what you consider to be “enough work” might be more than the franchise can provide
- no one can guarantee work forever
I’ve not seen this guarantee being made by the larger national schools, and it seems to be mostly the smaller local ones who do it. Don’t dismiss them out of hand – they might provide you with work you couldn’t get on your own while you establish yourself.
Which franchise do you recommend?
I don’t recommend anyone. You have to make your own choices because there will be risk involved whatever way you proceed. Be wary of anyone who advises you to stay away from large schools or franchises per se. Many have a grudge or are simply repeating what they hear from others.
A good example is RED Driving School. During the last recruitment spike, RED was a favourite hate target of established ADIs because they were one of the main blanket advertisers for instructor training who were pushing the “earn £30,000” mantra. I’m not saying that RED were perfect, but the ads attracted a lot of highly unsuitable people who subsequently either failed the tests or – in quite a few cases – decided they didn’t want to become instructors after all and wanted to get their money back. This RED actually went bankrupt in 2009 and was bought out by a venture capital company. The current RED is not the same company anymore. Unfortunately, most ADIs aren’t aware of this – or conveniently forget it – and they still persist with attitudes based on the old company’s reputation.
One thing I do know is that RED as a normal driving school (and it still does instructor training) has the highest lesson rates around of any of the franchises (£25 an hour and up in Nottingham). If you got a full diary out of them you’d be earning over £3,000 a year more than those independents telling you not to go near them. There are a few RED cars around this way, and they always seem busy.
Should I choose a local or a national franchise?
It’s up to you. Many newly-qualified ADIs baulk at signing to “big names” (I think they’re frightened of them), and choose local schools instead. Many years ago, I knew of someone who chose a franchise simply on the grounds that he could remove their artwork from his car (leased through them) when he wasn’t working (read into that what you will). It doesn’t matter what the school name is though. All that matters is they provide you with pupils – and in my opinion, the national schools might be better at it because they can invest more in advertising.
Something else to consider is lesson price. A local franchise (and some of the lesser nationals) might be “guaranteeing work” because they’re advertising low lesson rates or silly deals to attract pupils. Referring once more to the maturity of this industry, you cannot afford to drop your prices much below the local average before your profits are wiped out. Consider that a 30-hour week of lessons at £23 per hour will give you a wage of around £25,000. A similar week of £20 per hour lessons pulls that wage down to around £20,000 – meaning that you need another 5 hours of work per week just to maintain £25k. That requirement would put even an experienced ADI close to work overload.
Franchises are too expensive!
As I’ve already explained, independent ADIs usually imply that that they pay £200 less per week than an instructor whose franchise costs that. It’s rubbish. The difference is less than £100 – much less, in most cases.
Consider this. Would you prefer to be independent paying (let’s say) £60 a week for your car and £60 for fuel, and doing maybe 15 hours of lessons? Or would you prefer a franchise at £200 a week plus £120 for fuel, with 30 hours of work? In the first example your annual wage would equate to about £12,000 (without advertising costs), whereas the second it’d be around £20,000 (and I have assumed the same premium lesson price in both examples, which you might not be able to charge as a new independent instructor).
It’s a bit of a no-brainer if you look at the actual numbers instead of just listening to nonsense from people who don’t like (and don’t understand) franchises. Independent is only cheaper IF YOU HAVE THE WORK!
But you have to work a lot of hours for nothing to pay the franchise!
You have to work “for nothing” to pay your overheads no matter how you do it. I’ve explained several times that, no matter what you might otherwise think, as an independent you have to pay a definite amount for your car, plus fuel, insurance, advertising, etc. before you earn any profit. Yes, your overall overhead figure on a franchise is greater than the independent equivalent figure, but only by a maximum of 2-3 hours worth of work.
It amazes me that so-called “experienced” ADIs can still go around telling newly-qualified instructors that being independent means they’ll be better off by the whole amount of a franchise fee. They won’t. And in pretty much every single case, franchised ADIs with plenty of work through the franchise will be much better off than independent ones struggling to find pupils on their own.
Only franchised ADIs work weekends – because they have to
That’s rubbish. All ADIs have to work several hours a week to pay off their overheads, as I have already explained. In most cases franchised instructors work weekends because they can. I made that point earlier – a franchiser may get work for you, whereas on your own you’re struggling.
I work weekends a) because I can, and b) because by doing so I can earn between £250 and £400 more than I would do if I didn’t.
Franchised instructors have to work half the week to pay off their franchise
This is misleading nonsense. A typical franchisee working 30 hours would have to do maybe 12-14 hours of lessons to cover all their overheads. It sounds terrible if you purposely imply that an independent can pocket all the money for himself. The fact is that an independent ADI also working 30 hours would have to do around 8-10 hours (assuming no advertising costs and charging a premium lesson price) to cover their own overheads. It’s a only a difference of around 4 hours in the first place, but – and as I’ve already made clear – the newly-qualified independent may not be able to charge a premium lesson price. That would take his “dead” hours to maybe 9-12 hours, and if he advertised at £25 a week, that would add at least another hour.
Not quite as one-sided as people have been telling you, is it?
Franchises are no good if you want to work part-time
You can get a headboard-only franchise for £30-£40, which would be covered by just two hours of work per week. Everything else you’d have to pay for anyway – part-time or full-time.
Independent ADIs can charge more
It sounds good when you say it. However, in most cases indies charge about £1 less per hour – certainly compared with the larger schools – for their standard hours. If they don’t, they might claim they charge top prices, but one look at their price lists shows an ever-more bizarre array of block-booking discounts – I’ve seen schools currently advertising £25 per hour lessons, with block booking discounts equivalent to £17 per hour. Crazy.
The only offer I make is that anyone block booking ten lessons gets one extra hour free (that free hour is the last one to be taken and has no monetary value – i.e. any refunds would be based on ten hours and not eleven). It means I can scale the offer as I increase my prices periodically.
The bottom line is that any special offer is lost revenue, and big discounts need to have huge paybacks, otherwise you’re just throwing money down the drain.
Independent ADIs earn more
No, they don’t. Every ADI is self-employed, so every one of them is different, with different circumstances. They work in different areas, with different pupil pools, and people who are only prepared to pay so much – which varies depending where you are.
If every ADI in the country was guaranteed 30 hours of work per week, and could charge exactly the same amount per hour, then an independent ADI would definitely be earning more by the difference between how much they paid out in overheads compared with someone on a franchise. But that’s a fantasy scenario.
As I have pointed out elsewhere in this article, you can absolutely not be guaranteed 30 hours of work, nor can you charge the same amount as everyone else in other parts of the country (it is recognised independents charge an average of £1 less per hour than the franchises, and I have shown that some charge almost £5 less). Even in your own area, it may be necessary to cut prices to attract work away from the bigger names. And it may not work. This is the reality, and it applies to 99% of all ADIs.
Some independents will be earning more than some franchised instructors. Some franchised instructors will be earning more than some independents (on a franchise before the 2009 recession, I once grossed earnings – not turnover – of more than £30,000 in a single year). All you can be sure of is that it depends on lots of things, and that that fantasy scenario above is a million miles away from reality.
Why are ADIs self employed?
They don’t have to be, and in the past some people have tried to employ salaried ADIs (Mercedes, for example). I can’t remember who it is, but there is (or was recently) apparently still at least one place that does it. The problem lies with how much money people are prepared to pay for lessons, and the overheads involved, which means that the most cost-effective way for pupils and ADIs is to be self employed.
Think about it. Being in business means making money on top of what you have to pay to stay in business. A self employed ADI has to pay several thousand pounds a year to keep a car on the road, attract pupils, and have enough work to make a profit once all that is paid for. If someone comes along trying to turn that into a salaried business, they have to pay the ADI a wage which is at least similar to what he would earn self employed, and make extra money to pay themselves a wage on top of paying for cars and other overheads, such as office staff. To do that, lesson prices would have to increase, or the ADI’s wage would have to fall (or a combination of the two).
If the business operator had a lot of ADIs then lesson prices and wage cuts could be kept to a minimum – but it would still be more expensive all round because of the extra overheads that had been introduced. For all practical purposes, it would be a franchise system in another name – but one which had much higher admin costs. Somewhere along the line, someone has to pay for the extra admin – and you can be sure it won’t be the business owner.
Mercedes failed at it, which was obviously always going to happen. They targeted wealthy learners, and although they stayed in the business for a couple of years, they inevitably gave up. There is undoubtedly a market for wealthy people learning in high-spec cars that self employed ADIs can exploit, but it isn’t big enough for a proper business to operate from the back of it, and especially not on a national scale.
The bottom line is that ADIs are self employed because it keeps costs at their lowest levels for all those concerned (instructor and pupil). Having a franchise system is about as far as you can go, with the extra costs involved, before someone somewhere starts having to pay too much and the system collapses.
Should I start part time after I qualify?
In theory, starting off part time makes a lot of sense, since it gives you the opportunity to gradually build up work until you can switch to it full time. It’s a nice theory and if you became an instructor because you’re retired, at a loose end now the kids have left home, or just want some pocket money to spend, it probably holds up quite well. For those doing it as a main source of income, though, they have to get enough work to quickly start paying their bills.
For someone in that latter position, the trouble starts with the first enquiries. What will you do if the pupil can only do lessons at times when you can’t? Turning pupils away when you’re trying to build a career is suicidal. Even if they can fit into your free time, what if working late into the evening (or early in the morning) makes you tired for your other job? How will you take pupil enquiries when you’re on the other job? Is your boss understanding enough to let you do it? Have you told him what you’re up to? The truth is that holding down two jobs throws up all manner of logistical problems that don’t exist on paper. It’s only when you start doing it you find out what it pain it can be, and how often one job (or you) has to suffer to accommodate the other.
Start out part time by all means – but make sure you fully consider the feasibility of this before you go ahead.
Which advice should I listen to?
Use your own common sense as much as you can. You know approximately how much lessons are, and you can easily find out how much a car will cost, and how much you will have to pay for insurance, so for God’s sake stop keep asking other people how much you will earn! They don’t know – but most of them will have a fine old time telling you nonetheless, usually with some very dodgy calculations confusing turnover with profit.
If you’re going to go looking for online advice, be wary of sites with information dating from more than 3-4 years ago (and especially if it is from 2008-2011). Those will usually have been written by bitter people sticking the boot in on the big advertisers of the time – most notably RED Driving School, which was active up until that point (before it went bust and was resurrected as a completely different company) – and suffering from the effects of the recession.
Your main concern is to get work – and no one can tell you if you’ll succeed or not. It is the risk you take if you decide to enter this industry. For that reason, you need to choose the route that is most likely to provide that work.
Training to Become an ADI
How do I become an ADI?
There is a guide on the GOV.UK website which will help. You need to be over 21 and to have held a full car driving licence for at least three years. There are certain situations which could prevent you becoming an instructor – in a nutshell, unless you have a totally clean driving licence and absolutely no criminal convictions or pending court cases you may be refused entry on to the Register. If you have any sex- or violence-related offences on your record, you may as well forget it. As far as the middle ground goes, the acceptance criteria have been dumbed down since I qualified, so who knows?
Firstly, you will need to have a criminal records check (now the DBS – Data Barring Service) carried out. At the original time of writing this costs £6 – but my advice is not to bother if you clearly will not be accepted on to the Register, or unless you’re prepared to lose the £6 if you end up being refused (some people still apply even if they have horrendous criminal records or stupid numbers of points on their driving licences, then complain when they are rejected). When you have your CRC you can apply to join the Register, and once you’re on it you can start your training (though I can’t see why you couldn’t start training before – you just wouldn’t be able to take any of the exams, and if you were refused then it would be money wasted).
What Is Involved?
You will need to pass three exams:
- Part 1: The theory and hazard perception test
- Part 2: The test of your driving ability
- Part 3: The test of your instructional abilities.
The national pass rate for Part 2 in 2014/15 was 54.4%, and for Part 3 in 2013/14 it was 32.3%. The Part 1 pass rate is about 50%. These data come from different official documents, hence the different years, but they still provide suitable guidance.
Let’s do a bit of maths using these numbers. If 100 people joined the Register as PDIs, according to the statistics only 50 would pass Part 1 and move on to Part 2. Of that 50, only 27 would pass and move on to Part 3. Finally, of those 27 only 9 people would pass Part 3 and qualify as ADIs. That’s an overall success rate of less than 10%.
I must stress that the maths isn’t quite as simple as this, since you can take Part 1 an unlimited number of times (you’re bound to pass eventually), and the other two parts up to three times each within a two-year period (and you’re not bound to pass those). The point is that becoming an ADI is not a foregone conclusion (nor is it cheap), and failing the tests is more likely than passing them – even if the overall probability of passing is not quite as low as 10%.
Why are ADI pass rates so low?
I certainly wonder that, especially about Part 1. Someone who is even partly suited to the job should get 100% every time, so a 50% failure rate strongly suggests that a lot candidates are massively out of their depth. Parts 2 and 3 are much harder, but it is inevitable that some unsuitable candidates will get further along the training path and even qualify as ADIs.
Do only good instructors pass the tests?
Unfortunately, no. Remember that the main reason for many to (try) to become instructors is the money. Actually wanting to teach people to drive often comes way down the list. Over the years, I’ve seen a lot of newbies struggle then give up because they simply can’t handle the job – yet they could have anticipated all the problems if they’d have been able to see beyond the £££ signs right at the beginning. If you don’t enjoy what you’re doing you can never be particularly good at it (don’t kid yourself: you can’t), and your pupils will pick up on that immediately. And that kills your chances of success.
A complaint I often hear when I take on new pupils is that their last instructor would take a block booking payment from them (over £200 in banknotes), and then repeatedly cancel lessons, be “double booked”, or be “unavailable” (ignoring texts and phone calls). The instructors who do this are not intending to defraud – not on purpose, anyway. The reason they do it is because they’re struggling for work, have offered some sort of deal which has snared the pupil, and the block-booking cash goes straight into their bank account to fill some holes. As far as the instructor is concerned, all future bookings made by that pupil are now non-paying, and when the pupil tries to book subsequent lessons the ADI would much rather fill the slot with someone who was handing over cash on the day, and not someone who was – in their mind – doing a free lesson.
I am acutely aware of the effect block bookings have on my own cash flow, and how it feels to have no “current income” from lessons, so I can easily imagine how those with less scruples might handle it. It might sound cynical, but what I’ve described above is exactly why (and how) it happens. And it’s ironic that those who do it might actually be “good” as far as teaching is concerned – but being so “bad” at business completely wipes that out.
The issue seems to arise mainly with independent ADIs (sorry, but it does), followed by local franchises (sorry again). I’ve recently taken on a new pupil whose mother has explained that they have lost money to a local school when an instructor “retired” still owing lessons, yet the school says it’s not their problem since the ADI is no longer with them. The larger franchises appear to take such behaviour quite seriously and this deters instructors from engaging in it (though it does happen occasionally, from my experience). The behaviour is purely a function of the ADI(s) involved, and not the franchise (though these people sometimes don’t help themselves with their attitudes when it happens).
So, is it easy to qualify?
It depends how you look at it. If you’re cut out to be an instructor, then training and passing the tests might well prove to be very easy indeed (of course, it might not). Likewise, if hell ought to freeze over before you even try to become an ADI, you’re likely to struggle with the training and tests (and, of course, you might not).
Another way of looking at it is the pass rates, which I’ve mentioned elsewhere in this article. Your chance of failing is higher than your chance of passing. Don’t be misled by the recommendation of certain high-profile instructor trainers who claim to guarantee getting you through. If you’re not cut out for it you should not even try (and quite frankly, these trainers shouldn’t be trying to make you do so, though they are in it for the money like everyone else, so you can’t really accuse them of any wrongdoing).
How much does it cost to become a Driving Instructor?
It will vary from person to person. There are two main ways to go about the training.
If you do it by yourself (referred to as “pay-as-you-go”, or PAYG), Part 1 is something you can do in your spare time, and apart from the cost of the exam (£81 at the time of writing) and suitable training materials (say, around £30) it won’t cost much. Part 2 will almost certainly need professional tuition, which typically costs £30 or more per hour, and ten hours would cost around £300 plus the exam (£111). Finally, Part 3 is likely to require at least 40 hours of professional tuition (£1,200) plus the exam (£111). All that adds up to about £1,800 – though realistically, most people will require more training than what I’ve mentioned here, and will most likely need more than one attempt at one or more of the exams. A worst case scenario might see you paying closer to £3,000 on training – perhaps even more – and this PAYG approach is supposedly the cheaper way of doing it.
Alternatively, you can pay for a complete training package from a training company. This was how I did it many moons ago, and I have no real complaints other than for the fact that smaller training companies (as most were at the time) appear to have average lifespans similar to Mayflies (i.e. they often go out of business, like my original one did near the end of my training, and like dozens of others have since). These days, full packages typically cost around £2,500-£3,500. And don’t forget that however you train, if you qualify you’ll have to apply for your Green Badge, which currently costs £300.
Can you do it without paying any money except for the exams?
Unfortunately, yes, though it is a high risk path, since you’re even more likely to fail. However, some desperate (or tight) people – very few, I might add – manage it.
Doing it this way says a lot about someone’s motivation and reasons for wanting to be an ADI. After all, if they are so short of money they can’t afford the training, becoming an instructor is hardly a proven way of fixing a cash flow issue. And if money isn’t really an issue, trying to do it on a shoestring doesn’t say much for their reasons for wanting to become instructors.
Should I train with a franchise or independently?
The choice is yours. There is absolutely no reason why a large driving school offering a training package should be any better or worse than an independent individual or small company doing the same, or one charging pay-as-you-go.
There most definitely are some cowboys around, and they can be solo trainers as much as the training schools. The worst culprits seem to be outfits you’ve never heard of before, or solo trainers who have seen what they think is a way to make money by charging more to train ADIs than they could when they were teaching learners. An outfit offering ADI training whose cars you never see on the road should be given a wide berth (in my opinion) – if they haven’t got a lot of cars then they won’t be making much money, and they’re likely to disappear as soon as they came (or be reluctant to give you what you paid for in favour of taking on someone else with cash in their hand).
Large schools like RED, BSM, and The AA are not cowboy outfits – be very careful listening to people who tell you otherwise, since their “advice” tends to be tainted by their own experiences, which are usually a little biased. Becoming an ADI isn’t easy, and many people struggle with the exams. The last person they will ever blame is themselves – just for not being good enough – so they target their trainers instead. Since training packages tend to based around a set number of hours, struggling PDIs often find they need many more hours than originally intended by that package operator.
Do you get trained in how to be self-employed?
It depends on who you train with, and whether or not they include this as part of the package. I don’t know what it is like now, but based on my knowledge and understanding of the past, some do, but most don’t. And the ones who do cover it quickly – it’s not “training” as such, just the transfer of basic information.
Do I need to use an ORDIT-registered trainer?
No, not at the time of writing. You don’t actually have to use any trainer at all. I think that the only condition is that whoever trains you must be an ADI if they are taking payment from you.
ORDIT stands for Official Register of Driving Instructor Training. It is fair to say that if your trainer is ORDIT-registered, then there is an increased likelihood that the training he or she delivers is of a high standard. However, it is absolutely no guarantee. Just as poor-quality ADIs can pass their tests and remain on the register of driving instructors, the same is true of instructor trainers on ORDIT.
DVSA hopes to make ORDIT registration compulsory in the future.
I’m not against ORDIT – it’s just that when I read the official DVSA guidelines I get flashbacks to my time in the rat race. You’d be forgiven for thinking that an ORDIT-registered trainer needs a building the size of a football field to store all the documentation he has to produce to get on – and stay on – the register in the first place. And since ORDIT cannot guarantee quality… well, it’s a bit of a case of the tail wagging the dog.
How did YOU do it?
After I lost my job, and decided that I was never going to work for anyone again, I started looking into teaching – something I’d been attracted to since I left school. As a chemist, science teachers were in very short supply, and it seemed like a possible way forward. However, it would have involved working “for” someone, and quite frankly I don’t think I could have handled modern day kids. Furthermore, it became apparent that teaching involves more bureaucracy than my previous job ever did, and since it was that bureaucracy that cost me my job to start with… I thought “no way”.
Then, I saw an advert in my local newspaper for becoming a driving instructor. I have always enjoyed driving, and the idea of being able to teach it was very appealing. I had an interview, signed up, and went from there. The company I trained with used to get a lot of bad press, but I only ever had one problem with them – when they went bust (as many do)! I finished off my training privately using the instructors who had been put out of work by the bankruptcy, and qualified about two years after I’d started.
I was fortunate. While I was training I was working as a consultant. For a short time, I was also a director of a company I set up with someone I used to work with through my old company to investigate a particular aspect of the work we were doing. When that finished, I did a stint in technical support for Dixons/PC World until I passed Part 3. This meant I could keep the wolves from the door.
So, I used a pay-up-front training package to become an ADI.
Training Packages are a rip-off
No they’re not. Some can be, but that’s true of many things. You have to remember that becoming an ADI is quite difficult, and as we’ve already seen, many trainees are really vastly out of their depth. The fact that they are struggling to learn is not automatically the fault of the trainer, and in such cases the trainee is likely to require (or want) much more training than they had originally hoped for. You are paying for the chance to become an instructor – it is a long, long way from being an automatic process of qualification, and failure is more likely than success.
Packages tend to be based on fixed numbers of training hours spaced out over a period of time, whereas the typical PDI (i.e trainee instructor) is likely to have it in their head that they want to qualify in a much shorter period than is being offered. Furthermore, just as people who fail their driving tests are more likely to blame the examiner or their instructor than themselves, so a PDI who isn’t getting what they want will usually blame their trainer or the school he is working for. And since they’ve usually invested their savings on the course, they are very vocal about it.
The quality of the tuition you receive is directly down to the instructor providing it – not the company he is working for. You can get good and bad instructors – or ones you just don’t work well with – whether they are delivering a full package through a school, or PAYG training on an independent basis. The school they are associated with is completely irrelevant under normal circumstances.
Complete training packages don’t work
Yes they do. Any problems are much more likely to be down to the candidate’s weaknesses than they are the trainer’s.
When I was training, my lessons were a mixture of one to one and two to one sessions. A one to one session might last between 2 and 4 hours, and a two to one would last 4 hours – two with me in the hot seat, and two with me watching someone else in it. Interaction between all parties was encouraged, so the times when you were watching were still part of the lesson. However, I remember at the time being struck by how unsuited some people obviously were – and it definitely wasn’t because the trainers were doing a bad job. They’d cancel lessons or just not turn up, and then start whining about how poor the company was when it couldn’t fit them in for another week or two.
Should I train with a local trainer on a PAYG basis?
There’s no inherent reason why you shouldn’t – it is as viable an option as the pay-up-front route I mentioned above. It isn’t something I have direct experience of myself, though I do know that you should be wary of those telling you it is cheaper than a full package. There’s a very good chance that it won’t be – it’s only cheaper if you qualify in the shortest amount of time and pass all your exams first try. Many don’t, and then the PAYG costs start to ramp up, whereas the pay-up-front package was probably all-inclusive.
How do I know if I would be suitable?
Be honest with yourself. If you don’t like the idea of the training with potentially tricky exams to pass, and a periodic check test/standards check (which is effectively an “exam” you have to pass regularly in order to remain as an ADI), don’t like driving, or if you are nervous working face-to-face with people (to give just a few examples), there’s a good chance you won’t enjoy being an ADI – and that’s well over half way towards failing in the business once you get going. Don’t let the dream of earning big bucks cloud your judgement, because if you aren’t suitable – and yet still qualify – you’ll be lucky to earn £3,000 a year, let alone £30,000. All that money spent on training will be wasted.
One fairly common issue is that people fail Part 3 and then try to blame their trainer. I recently saw someone who was apparently on their 2nd attempt on their second pass through the qualifying process blaming their failure on their previous THREE trainers. To me, this sounds a bit like following a recipe from a cook book – where everyone else who tries it gets it right – and arguing that the book must be wrong because every time you do it it goes tits up.
Some people – the vast majority of the population, in fact – are not cut out to be instructors. You should face the fact that you might be one of them.
Is now a good time to become an ADI?
In 2018? Yes. We’ve recently emerged from a recession and the Register has been thinned out due to people going out of business as a result of that. As I said earlier, there are more pupils than there are instructors who can take them on. But make sure you read what I said about how hard it is to get work – just because there is work available doesn’t mean that you will be able to get it.
Also remember that more new ADIs qualify every day. At some point they will have mopped up all the surplus pupils looking for lessons, and then we’ll start the next price-cutting cycle and people will start going out of business again. There is also the significant prospect that we might return to a Brexit-induced recession.