One of the more difficult road layouts for learners to understand is the T-junction with priority over vehicles from the left or right. The majority of allegedly “experienced” road users haven’t got a clue about them, either.
Essentially, what they are is a T-junction, but instead of the naturally assumed arrangement whereby the upright of the ‘T’ meets the cross-bar at a give way line, the give way is actually on one the the arms of the cross-bar. For all practical purposes, you have a junction on a bend – with the bend being 90°. You generally find them on relatively quiet roads. On busier roads – and in places where the local authority has at least two brain cells to rub together – traffic lights take over and the issue of priority becomes moot, since safety is far more important.
They can be quite dangerous simply because people don’t understand them, ignore them, or just don’t see them. So take a look at this video.
It’s from my dashcam, recorded during a lesson on 11 July, and shows the T-junction between Canal Street and Collin Street just outside Broadmarsh. Until we encountered the junction on this lesson, I was not aware this junction was going to be altered other than the likelihood of it having temporary lights while they demolish the shopping centre car park.
For at least 40 years, this junction has been controlled by traffic lights. It is one of the busiest junctions in Nottingham, and it has five lanes coming in from Collin Street. Since it features on Colwick test routes, it is vital that pupils know how to deal with it. Unfortunately, for the last 10 years, Nottingham has become one complete set of road works and semi-permanent gridlock, and the Broadmarsh demolition is just the latest in a series of major development plans which serve to introduce huge traffic restrictions on the busiest routes for ridiculously long periods of time.
The thing about traffic light-controlled junctions is that the vast majority of road users abide by them. Even the most inept of drivers will have had to understand the concept of red means stop, and green means go in order to scrape their test pass, and although you do get the occasional retard who is so stressed out by driving in the city they don’t actually see the lights, the worst red light jumping morons usually don’t push it too far.
Nottingham City Council, who have repeatedly demonstrated themselves to be incompetent when managing every aspect of Nottingham, has decided that this busy junction is no longer to be controlled by lights, but instead has turned it – literally overnight and with no significant prior warning that I am aware of – into one where Collin Street traffic has permanent priority over that coming into the city along Canal Street.
Let me just put that in a different way: Nottingham City Council has altered an extremely busy light-controlled junction into one where anyone using it has to interpret new road markings and make decisions beyond the basic “is that light red or green” type. After more than 40 years.
You can see from the video that if my pupil had exercised his right of way, that pink lorry – operated by Seth Punchard Storage and Distribution (tel. 07557 193040), and with the registration number AY08 AHZ (which, incidentally, is not the white colour it is registered as being) – would have gone straight into us. He hadn’t slowed down at all, and I am fairly certain that we would have been seriously injured or even killed had he hit us.
Several other cars went through, and although you can’t see it, I was angrily gesticulating to a DPD courier van off to the left and pointing at the give way lines, because he was trying it as well.
The new layout is an accident waiting to happen. The Nottingham Post (I advise you to have a pop-up blocker if you follow this link, otherwise it’ll take 10 minutes for the page to load) is reporting drivers’ consternation already. Naturally, the idiots in the Council are defending their incompetence.
The part that makes me laugh is where they naturally start quoting clueless people in order to try and maintain a balance where there isn’t one.
Laurie Harking, a retired librarian, said: “…it looks like a pretty big give way sign to me, I’m not sure how you would miss it.”
Yes, dear. I’m sure the family of most of the person potentially lying across several different tables in the local morgue would be comforted by that. My video, above, clearly shows that innocent people are being put at risk.
Changing the layout would have been bad enough. Changing it to this particular layout is stupid. Criminally stupid.
I originally wrote this article about seven years ago – February 2010, to be precise – but its popularity keeps spiking and I now update it periodically. At the moment (mid-2017), there seems to be a surge in people training to become ADIs.
Back in 2010, when this was originally published, we were at the tail end of the previous ADI recruitment drive, and on the brink of a recession (though we didn’t realise it at the time). Garish 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 2017?
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 the first twinges 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” (note that 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 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), you’d got 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 was once again 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, as of mid-2017 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, 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 much 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. That price affects your gross profit over the entire period of time you own the car. 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 8-year period – in other words, the car is effectively costing you £30 a week over the whole five-year period. 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 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. 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, the initial cost of a typical electric vehicle is around 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 around 100-150 miles, and it takes 30 minutes to charge up to 80% of that range (or overnight if you want a full charge). Also think how your smartphone battery lasts less now than it did when you first bought it – will an electric car with 150 miles from a full charge when new still be able to do that after one year, then two years..? How much will a new battery cost you? And so on.
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. 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. After all, it’s what’s on the dashboard display when you take it back which counts.
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.
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 (or pushing £28,000 based on 2016 fuel prices). 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.
More realistically – but only slightly – 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. However, if you don’t work evenings, the only way you’d ever manage to fit in 30 hours of lessons is if you started very early, rushed between lessons, and were happy to take your pupils into morning and evening rush hour. 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, and so on). 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!
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. And God help you if there’s an accident and road closures. 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 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.
I have one pupil at the moment who sometimes does 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’s up to. She doesn’t know weeks in advance, and I simply modify the lesson on the day. Another does regular 11am lessons mainly on Fridays with pick-up and drop-off at work. Another does 2.15pm from school on a Monday, 4pm from school on a Friday, or weekend daytime only if she isn’t going anywhere and those other slots aren’t available. A recent new pupil has a weird rolling shift pattern which means he starts later and later in the day each week, so his lessons move accordingly. Another has a shift pattern where he works for 7 days then gets three days off, but the at-work period is shift-based and includes nights – so we have to plan lessons around him getting some sleep either before or after his shifts. Another always does 5.15pm from work, unless it’s a weekend lesson and he isn’t traveling home to see his parents. Yet another is also shift-based (a week of “earlies” and a week of “lates”) and we have to fit his lessons in around that. Several can only do weekends – one, only Sunday mornings and another, only Saturday morning or Saturday evening. At the moment, nearly all the younger ones are restricted by exams, and that will be worse come April-June. The majority 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 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. This seems to be a bigger problem now than it used to be, and is especially true for absolute beginners who find driving a difficult concept to grasp. Another valid reason for not doing 2 hour lessons is time – some pupils (usually students) just don’t have time for more than one hour 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 course work to do, too. 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.
The economic situation in 2016 is such that work is certainly out there, and the thinning out of the Register following the recession means that fewer ADIs are trying to get it (if anything, there is more work than there are ADIs to handle it, 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 have been inundated with ever since. 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. 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 hanging around outside my house 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.
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 they finally get round to thinking about it. 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, 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 either finds 1st by mistake, or pulls on the handbrake lever instead. Or the one who, when moving out into (or driving in) busy traffic, hits the brake instead of the accelerator by mistake. And so it goes on. Some of it just happens. Other times, I suspect that there is an undiagnosed medical issue such as dyspraxia involved (sometimes, it is diagnosed – they just 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 facade 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 next 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 doesn’t apply anymore, 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. Last year 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). Some years ago, 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 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 the Bramcote residents even more than usual. 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 (both Colwick and Beeston) while tests are coming and going, or the ones who form a queue to use the corner you’re reversing around – sometimes even moving in when you’re into the side road (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 can be too busy, and then 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. 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.
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 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 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. This is the basis of a simple, successful business. You shouldn’t be considering extremes – they’ve already been evaluated, which is why they are pre-defined and within a narrow range.
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.
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 still try it, though, and even one of the lesser national schools offers a “free” lesson, which has to be 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 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 costs them an average of about £700-£800 in lost income and eliminates any chance of new work coming from referrals by that pupil The park-and-prattle method will save them £1,000-£2,000 a year in fuel at best, so two lost pupils easily 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. 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 £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 fit in, 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.
What can I charge for lessons?
The average lesson price in the UK is around £23-£25 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 work for that price unless you’re desperate, so it isn’t hard to guess what they were trying to achieve. They aren’t around anymore – and neither will you be this time next year if you try it.
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, and 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.
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 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 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 full diary
- the Register is likely to fill up again over the next few years
- there might be another recession, which 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 claim being made by the larger national schools, and it seems to be mostly the smaller local ones who do. 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 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. 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 have conveniently forgotten it – and they still persist with attitudes based on the old company’s reputation.
One thing I do know, and that is that RED 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. 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 will be much better off than independent ones struggling to find pupils.
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.
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 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 a huge payback, otherwise you’re just throwing money down the drain.
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 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).
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 (CRC) carried out. At the 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 pass rate 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 – and the reason they do it is as follows. First of all, the instructor in question will be desperate for work – and I mean absolutely and totally desperate. He or she will have offered some sort of “deal” which attracted the pupil in the first place, but which also further reduced any profit they may have made out of it. The wad of cash handed over would go straight to pay off some of their debts, which meant that as far as the instructor was concerned all future bookings covered by that cash would be non-paying. They wouldn’t have realised this at the time, but as soon as the prepaid pupil wanted a lesson, the ADI would prefer to fill the slot with someone who was paying 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). 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 individual(s) involved.
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 blame them of any wrongdoing).
How much does it cost to become an ADI?
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 people – very few, I might add – manage it.
Doing it this way says a lot about the person doing it. Their motivation and reasons for wanting to be ADIs. After all, if they are so short of money they can’t afford the training, becoming an instructor is hardly a good way of fixing the cash issue.
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 charging pay-as-you-go.
There most definitely are some cowboys around, and they can be solo trainers as much as larger 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 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 – that’s only true 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 (which involves role-playing) with potentially tricky exams to pass, and a periodic check test/standards check (which is 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?
Yes. We’ve just emerged from a recession and the Register has been thinned out again 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 prospect that we might return to recession.
In April, I reported that the driving test will change from 4 December 2017. I won’t go into the details again – you can read them in the earlier article – but DVSA has published the amended Show Me, Tell Me (SMTM) questions on the GOV.UK website that it plans to use from December (the questions which are currently in use are available here).
The only real difference to the SMTM questions is that, from December, some of them will be asked while the candidate is driving.
As an aside, I had someone on test recently, and the examiner asked him to show how he would clean the windscreen if it was dirty. My pupil duly operated the front washers, at which point the examiner added: “how about the back one?” Sneaky! He demonstrated it, but that’s one of the new questions.
Anyway, I have some misgivings about asking questions on the move, since they will require additional multitasking by the candidate. I’ve got more than a couple who have a job monotasking as it is. I think I mentioned this a while back, but one of my current lot has a ball stud in her upper lip, which she is wont to fiddle with while she’s driving (well, she doesn’t anymore, as a result of the story I’m about to relate). On one particular lesson, we were turning right at a mini-roundabout. Given that roundabouts are her main nemesis, and that she had applied almost full lock to turn right in this instance, you would think that, when the ball fell off her stud at the precise moment she needed to steer back into the target road, she would prioritise her steering and not, for example, a headlong dive into the foot well to try and catch the ball. I expected the first option. She chose the second. I think I screamed.
The one particular question that seems to be winding up a lot of instructors out there is the one about testing the horn. The current question, asked at the start of the test whilst stationary, is:
Show me how you would check that the horn is working
From December, it will be asked on the move, and will take the form:
When it’s safe to do so, can you show me how you’d operate the horn?
This is getting a lot of ADIs into a tizzy, because they don’t understand the Highway Code or associated rules properly.
The Highway Code says:
The horn. Use only while your vehicle is moving and you need to warn other road users of your presence. Never sound your horn aggressively. You MUST NOT use your horn
- while stationary on the road
- when driving in a built-up area between the hours of 11.30 pm and 7.00 am
except when another road user poses a danger.
Law CUR reg 99
Let’s clarify what this means. This is the only part covered by the MUST NOT (i.e. there is an actual law):
You MUST NOT use your horn
- while stationary on the road
- when driving in a built-up area between the hours of 11.30 pm and 7.00 am
except when another road user poses a danger.
I’ve actually seen someone quote that section minus the two bullet point conditions, and proffer it as evidence that DVSA is wrong. They’re actually suggesting that it says “You MUST NOT use your horn except when another vehicle poses a danger”. Sometimes, I’m almost at a loss for words – then I remember the blog, and I’m not anymore. That is not what it says, and it is not what it means. And the rest of Rule 112 is completely advisory.
A private car park, your driveway, your garage, etc. are not “on the road”. The test centre car park is not “on the road”. If it was, how on earth could you ever legally test the damned thing to see if it was working?
Now, if you look up CUR reg 99, the prohibited time period of 11.30-07.00 specifically refers to being “in motion” and on a “restricted road” (i.e one which has anything other than NSL assigned to it). So you are not breaking any law if you sound the horn on your driveway, etc. during that time period (or if you’re on an NSL road). You’d be a complete arsehole if you did it needlessly, but you are not breaking this law or Rule 112. There is absolutely nothing in CUR reg 99 or Rule 112 which says you can’t test the horn while you are driving during the day, or if you’re on your driveway, in your garage, or in a private car park – at any time. Common sense dictates that you shouldn’t do it if it going to confuse or annoy people, and although it is frowned upon to use the horn “aggressively”, even this does not go against CUR reg 99 or Rule 112 as far as any laws go.
What it boils down to is that examiners are not going to be doing anything wrong if they ask candidates to demonstrate the horn safely on their tests whilst driving along. The SMTM wording doesn’t state explicitly that the horn has to actually be sounded, either. It says “show me how” – and that could easily amount to a miming action, which most pupils seem to go for by default when asked, in my experience (even if they sound it, they do it as though it is going to bite them and it gets a brief “pap”). After 4 December, if someone tries to test it by giving it a 10-second burst, that would reflect very badly on their instructor in my opinion, as it already appears that some are preparing to make these changes as painful as possible to everyone concerned in order to register their protest.
All of mine are going to be taught as follows when we cover this:
If the examiner asks you to show him how you would test the horn, I want you to explain how you would do it and point to the bit of the steering wheel you would push. Ask him if he’d like you to actually do it. If he says yes, give it a quick toot if you think it’s safe to do it. DON’T do it on a bend, at a junction, or while there are pedestrians and other cars around.
And we will practice that during lessons, as we will the other on-the-move questions.
I think the problem with some ADIs out there is that they have been conditioned over many years of misunderstanding the rules to believe DVSA is breaking the law. Newer ADIs are naïve, eager to jump on the anti-DVSA bandwagon, and were probably trained by people who have these misunderstandings to start with, thus perpetuating the confusion. It would make life a whole lot simpler if they all just acknowledged their error and got on with the job instead of trying to defend the indefensible.
Remember the KISS principle. If it was absolutely forbidden to use the horn on the move, the rules would state this explicitly and unambiguously. They do not do so.
As I said earlier, I have misgivings about these SMTM changes just because I know that some of my pupils – past and present – would likely try to drive into a field as they shifted their entire focus from the road to the switch, dial, or button in question (some of them even try that when they see another vehicle, a dog or cat, a pigeon, or some other distraction for too long). I’m worried – perhaps needlessly – that some are potentially flaky enough to fall back to that when under pressure (and I’ve been proven wrong on many occasions, so it’s probably me). On the other hand, it provides a valuable teaching topic on lessons to make them able to do it properly.
Looking at it pragmatically, if someone can’t drive and operate the very controls they will need in the circumstances they will likely encounter when they pass their tests, they shouldn’t be on the roads. If they can’t do it safely on their tests after December, they won’t be. And that’s good.
I saw a discussion about this on a forum. It was to do with terminated tests and “what happens next?”
On more than one occasion since I became an instructor, a pupil has done something which they know has resulted in a fail. And on more than one occasion, the examiner has persuaded them to continue with their test – even though the pupil wanted to stop – and carefully routed them back to the test centre. Also on more than one occasion, they haven’t actually failed (or if they have, it was for something else, and not what they originally thought).
Quite recently, a pupil of mine who is an excellent driver – but who is as mad as a bag of cats a lot of the time due to personal issues – had a meltdown and suddenly couldn’t even make the car move (she’s apparently taken her test six times previously).The examiner calmed her down, got her moving, and they came back to the test centre after about 20-25 minutes. I knew something was up, because when I’m at the test centre reading stuff online, I also monitor where the car is using my tracker, and I wondered why they were heading back so soon.
As an aside, that same pupil has recently exercised her mad as a bag of cats side by not turning up to a lesson she had arranged and confirmed, and not responded to my texts, or provided me with one of her immense range of carefully catalogued and indexed excuses. I suppose there’s only so many times you can lose your phone, or have it mysteriously not receive texts, or fall down the stairs, or off a chair, or into a hedge, and still have people believe you. She is now an ex-pupil, even though she doesn’t know it yet.
But back to the main thread. I do not give a flying f*** what the examiner writes on the test sheet in these cases. I don’t care if they tick the wrong box, apply the “incorrect” amount of pressure to their pen strokes, forget to flick their wrists properly as they mark a fault, add up the faults incorrectly, and so on. Some other instructors do, though, even where they acknowledge that the pupil was correctly failed.
Although examiners who abandon tests are supposed to stop the car, inform the candidate, then leave the car and make their way back to the test centre, many of them are human beings. This is especially true in Nottingham, and they will try as hard as possible to take the test to its natural conclusion back in the test centre car park. And yes, sometimes this may even happen if the test is effectively not completed for some reason.
I like it that way, and don’t need any arseholes trying to interfere with it.
This article was originally posted in September, 2010, but it becomes quite popular every year when Ramadan comes around. I had a pupil on test a while back who failed, and she mentioned that Ramadan had started as I drove her home. She insisted that she felt OK, but I couldn’t help wonder if it might have had some effect on her concentration otherwise she wouldn’t have brought it up.
Ramadan is the month of fasting for Muslims. During it, participants abstain from eating and drinking between the hours of sunrise and sunset. Technically, those fasting are not even supposed to drink water (there are exceptions for pregnant women or those with specific illnesses), and some participants take it more literally than others. At least one reader has had concerns that Ramadan has affected their driving, and in 2016 it was unusually long at 32 days. This year, it runs from 26 May to 24 June, so it is pretty much a whole month again.
Some years ago, I worked in Pakistan – in Karachi – for a short time and was there during Ramadan. Some people ate during the day, but very little, and some fasted properly – but in the main, whether they fasted or not, they just got on with things and worked normally. After sunset, though, the street vendors came out and it was scoff-out time (I have vivid memories of the sights and smells when I went to see Muhammad Ali Jinnah’s tomb one evening).
At the other end of the spectrum, when I worked in the rat race over here, Ramadan and other such religious festivals were used by some (not all, I must add) simply to avoid work. I remember some of my shop floor staff trying it on, and although we knew that they were doing so (having a smoke outside when you’re supposed to be praying is a bit of a giveaway), the employment and discrimination laws in this country pretty much tie the employer’s hands.
I used to have the (bad) habit of getting up at 8am or earlier, drinking only a cup of tea, not eating anything until I finished work in the late evening, then pigging out on kebabs or curries. Occasionally, during the day, my blood sugar would get so low that I’d crave something to eat there and then – at which point I could easily put away four Mars Bars and drink a litre of Lucozade! Someone who is very slight would probably not be able to get through the day without being affected at least partially – and this must also apply to those fasting during Ramadan.
If you are teaching Muslim pupils it’s worth discussing the subject with them – and just be open about it: they don’t mind talking about their religion – it’s people who think they do who have the problems. I’ve had several pupils in the past who were suffering during fasting, and in several cases we postponed lessons until it was over.
Irrespective of the reason for fasting, not eating could affect both lessons and driving tests because concentration could be impaired by low blood sugar (hypoglycaemia). This would apply to anyone who hasn’t eaten properly (remember that it could also be due to an underlying health problem, like diabetes, so I’d advise anyone who is experiencing such symptoms to check with their GP). Not being able to concentrate on driving during lessons is a waste of the pupil’s money whether it’s due to a cold, hay fever… or fasting.
Advice I’d give to anyone fasting during Ramadan is to take lessons or tests in the morning, and to eat properly when not fasting the night before. And I suppose it makes sense that anyone who isn’t fasting eats and sleeps properly, otherwise their lessons (or tests) could also be affected. In extreme cases, just put the lessons on hold until Ramadan is over.
As for the question about whether they should be driving or not, I think you need to be realistic. I’d say that 99% of white, non-Muslim UK drivers drive when they’re not feeling 100%, and Ramadan hardly turns most participants into hospital cases. I can’t see any automatic reason why people who are fasting for Ramadan shouldn’t drive.
Can I take my test during Ramadan?
Of course you can. However, you should consider how fasting affects you and your concentration. It might be better to plan ahead and avoid booking a test during Ramadan altogether. Alternatively, try to book an early test at a time just after you have eaten – or rather, before you start to get hungry.
Fasting during Ramadan affects my driving to work
Honestly, someone found the blog on that search term! The answer is simple.
If you are having problems, either don’t drive or don’t fast. What other answer did you expect? Some Magic Pill that makes it all OK? If you don’t feel well, don’t drive. And that applies whether you’re ill, drunk, menstruating, or fasting.
This came in via the Google newsfeeds. It seems that Bill Plant driving school went into administration on 27 April 2017. It has since been bought out by Ecodot, which is:
…a specialist in car vehicle preparation and dual control vehicle hire. Our main services are, Dual control vehicle hire, Alloy refurbishment, Porfessional (sic) Valeting services and Body Repairs
I would have used an image above which related directly to Bill Plant, but from past experience I know that they’re a bunch of prima donnas who threaten court action unless you’re saying anything good about them. Of course, such behaviour makes it even more difficult to say anything good about them.
The reason for the titsup is given as being due to:
…exceptional costs associated with a change in operating model.
Or, in other words, they were a bunch of incompetent prima donnas. Most of the other belly-ups in the driver training industry went bust during the economic downturn during the last decade and the early part of this one. Bill Plant has managed it during a period of economic growth, and that doesn’t bode well for their future.
This industry is not high-margin. Driving lessons can only cost so much before learners won’t pay for them, and at the moment almost everyone is charging the same (in the region of £25 an hour, give or take a few quid). Similarly, instructors who work on a franchise will only pay so much before they walk away, too. The amount they pay for the franchise lines the pockets of the franchiser, who is at the top of the pile, and that franchiser will not be happy unless he or she is pocketing enough to keep a new X5 on the driveway. A kind of status quo is established, whereby the only loser is the instructor – lesson prices can’t go up by much, and the franchiser will still want to increase profits year on year, so the franchise fee goes up. It’s a simple Law of Nature.
It makes you wonder what the numpties did to their “operating model” to screw things so badly. I wonder if it had anything to do with introducing BMW X1s as tuition cars – the prices of which range from £23,000 to £35,000, which is at least double (and up to five times) the price new of most instructors’ tuition vehicles? If it did, I can’t see Ecodot – which is apparently now trading as Bill Plant Driving School Ltd – keeping them. Someone somewhere in the chain has to pay for the overheads.
As I say, this industry is not high-margin, and anyone who buys a top marque as an overhead and then delivers lessons costing the same as they would in a vehicle costing a quarter of that is not going to stay in business long without someone on the outside pumping them money intravenously. Having hubby (or wifey) supply the financial drip feed to their other half is one thing, but for a limited company it’s a different matter altogether.
Ecodot isn’t big enough to pump money in indefinitely, and I can see big changes coming.
I updated this again. I’m still getting hits on the same search terms so I thought I’d give examples when I get them:
- 13/10/2015 – “bribe driving examiner uk”
- 14/03/2016 – “how to tell if your driving examner is corputed [sic]”
- 26/03/2017 – “driving test how does bribe work woth instructors [sic]”
- 26/03/2017 – “bribing driving examiner”
- 28/03/2017 – “how much to bribe a driving examiner”
I wrote this article back in 2011, but I’m still getting people finding the blog on the search term “how do I bribe driving examiner” or something equally lacking in good English.
Look. If you are so stupid that you don’t know how to do this, ask yourself if you really should be driving a car unsupervised. Because you really shouldn’t. But since you obviously are that stupid, it means handing over money in return for a favour – in this case, a test pass even if you are a crap driver.
The simple fact that you’ve typed the question into a search engine means it can be traced back to you, and for all you know the agencies could be looking for people just like you. So well done for flagging yourself up to them as a cheat and a liar.
It’s hard to fathom how weak-minded someone needs to be to consider criminal acts and to ignore the consequences of those acts as a viable way of getting what they want.
Bribery of driving examiners has less than a 0.1% chance of succeeding. However, the risk of jail or deportation for trying it is pretty much guaranteed. It’s far easier – and cheaper – to learn to drive properly and take your driving test. Just look at some of the idiots who have been prosecuted – two morons in this story, lots of them in this one, two more here.
One thing that’s becoming apparent is that the people most likely to consider paying someone else to do their test for them are usually from countries where fraud and corruption are written into the constitution. It’s also apparent that those most likely to take money from these idiots and then to try to impersonate them (even though they look nothing like them) come from the same communities!
Let’s try this in big red letters to see if it helps some of the stupid ones out there understand it better:
IT IS EASIER AND CHEAPER TO PASS YOUR TEST LEGITIMATELY THAN IT IS TO TRY AND BRIBE THE EXAMINER OR TO PAY SOMEONE TO IMPERSONATE YOU.
IN YOUR OWN COUNTRY YOU MAY WELL FIND THAT EVERY ASPECT OF GOVERNMENT IS CORRUPT, AND EVERYTHING CAN BE OBTAINED IF YOU PAY THE RIGHT MONEY TO THE RIGHT PEOPLE. IN THE UK IT IS THE EXACT OPPOSITE. THEREFORE YOU ARE TAKING A HUGE RISK.
YOU ARE PROBABLY DESPERATE TO DRIVE SO THAT YOU CAN GET A JOB. IF YOU GET CAUGHT TRYING TO CHEAT YOU’LL BE LUCKY IF YOU EVER WORK AGAIN IN THE UK.
EVEN IF YOU FOUND A CORRUPT EXAMINER (HIGHLY UNLIKELY IN THE UK), AND ASSUMING THAT YOU GOT AWAY WITH IT (EVEN LESS LIKELY), THERE IS A GOOD CHANCE YOU WILL END UP KILLING SOMEONE BECAUSE YOU STILL CAN’T DRIVE.
How can I tell if my examiner is corrupt?
Or, as it was asked to find the blog, “how to tell if your driving examner is corputed [sic]”.
Ask him. If you end up in handcuffs in the back of a police van, then he obviously wasn’t. Or you didn’t offer him enough.
It’s cheaper to learn to drive properly, you idiot.
Can I get done trying to bribe an examiner?
Or more accurately, “can I get done tryong [sic] to bribe a [sic] examiner”?
Is it easier if I get someone to take the test for me?
If you get away with it, yes. However, it will mean that you are still a crap driver and may well end up killing someone. However, paying someone to take the test for you is more expensive than learning properly. Your chances of successfully gaining a licence this way in the UK are almost zero, and even if you initially get away with it, at some point they will catch the person you paid and take your false licence away. You will then be fined, perhaps imprisoned, or even deported if you are not a UK citizen.
If you’re still so stupid you want to try it, go ahead. And watch me laugh when you get caught.
I get frequent hits on the blog from people looking for test route information. Test routes are no longer published for Nottingham, or anywhere else – they stopped publishing them in 2010!
If you’re an instructor, it isn’t difficult to work out where the examiners go. To begin with, anywhere near the test centre is bound to be on most of the routes. If you know the examiners to look at, you’ll see them from time to time as you conduct your lessons, so you can add that location to your memory bank. You can also ask your pupils where they went after their tests – some of them will be able to give you some details, though many won’t. If they fail their test, find out where the mistakes occurred – the examiner will be more than happy to tell you – and if it crops up more than once, modify your lesson structure and deal with it going forward. Finally, if you’re desperate to know the exact routes you can sit in on tests and learn that way. If you know what you’re doing you can even log the routes for reference – the picture above shows one of the test routes for the now-closed Clifton Test Centre (the orange dot), which I recorded myself. Click on it for a larger image.
Conducting your lessons only on test routes is rather foolish. Apart from the fact that you’re cheating your pupils by not teaching them to drive properly, examiners can change routes or mix and match from several routes any time they need to. Pupils who try to memorise test routes are far more likely to fail because they’re prioritising the wrong things – worrying about forgetting the route instead of thinking about driving properly. Considering that there are dozens of official routes at any large test centre, it would require a considerable feat of memory to store all of them, and then to be able to recall just one as needed. Based on my own experience, many pupils have difficulty recognising a street we’ve been on a hundred times before, so memorising 20 or more complete routes is even less possible for them.
Having said that, it is important for an ADI to have some knowledge of the test routes so that special features can be covered. Every town or test centre has these – the tricky roundabout with the one-way street and No Entry sign, the unusually steep hill that can only be negotiated in second gear (and which may require a hill start if some jackass in a van doesn’t give way coming down it), the STOP junction immediately after an emerge on to a busy road with a bend, and so on. It doesn’t matter how good someone is at dealing with roundabouts, if they come face to face with ones like the Nottingham Knight or Nuthall roundabouts up my way, without prior practice there’s a high probability they’ll get it wrong. Someone’s first practical experience of such a roundabout shouldn’t be on their driving test.
I remember when I first became an ADI, and religiously downloading all the routes provided by DVSA (then, DSA). The documents consisted of tables of directions which were cryptic unless you knew roads by name and/or number, which I didn’t at that time. I made a single half-hearted attempt to plot a route before giving up – there just wasn’t time – and I quickly realised that it was pointless anyway. These days, I’d probably be able to interpret those route plans quite easily, but these days my pupils get to drive all over – sometimes on test route roads, sometimes not.
Hanging around test areas like a bad smell also gets you a bad reputation. You get in the way of real tests, if nothing else. But you’ll also end up struggling with all the other morons trying to do the same as you.
Where can I download test routes?
You can’t. Not unless some ADI has recorded them and is publishing them independently.
Should I pay for downloadable test routes?
My advice would be no. DVSA stopped publishing them for a reason, and if some smart aleck is trying to profit from selling them then he or she is behaving in an unprofessional manner. If you buy into that then you’re not much better. There’s a good chance you’re being sold old routes, anyway.
A desire to obtain detailed test routes for use on lessons seems to be something newly-qualified ADIs attach high importance to. Trust me: don’t waste your money.
Is it possible to record test routes?
Yes. There are free and paid for apps available for both Android and iPhone which use GPS to record journeys. Similarly, there are numerous GPS tracker devices available which do the same. I use a tracker and I know where every pupil goes on their test (and I can see where they are while I’m at the test centre, so I know when they are coming back). This is purely for my own information, and publishing my logged routes would be completely against DVSA’s original reason for stopping publication. If it wasn’t already apparent from the rest of this blog, I have absolutely no inclination or desire to go against DVSA.
I have provided an old Clifton test route in the image at the start of this article (Clifton is now closed). What is interesting from my logged routes is how they change over time. Sometimes, tests follow precisely the same route as previous ones, but other times new sub-sections of route are added. And knowing where a pupil went on their specific test is useful if they fail and you need to identify exactly what went wrong, and where.
You can also record routes using dashcams. I recently showed a pupil where she had failed after the examiner explained it in the debrief, but she didn’t know what he was talking about. I placed it online for her to look at less than an hour later.
How do I know the routes I’ve bought are correct and up to date?
You don’t – and they’re probably not. They might even be totally imaginary, or simply cobbled together to be reasonably close to actual routes in order that the unprofessional person selling them has some justification for the price they charged you. They may just be the original ones that they stopped publishing in 2010 and which are almost certainly out of date. As I said above, routes change with time.
Do I need to know the test routes for my test?
No. The examiner will give you directions as necessary, or ask you to follow road signs. However, if there are one or two awkward features – big roundabouts, steep hills, or so on – then your instructor should know about them and make sure you know how to handle them.
People fail tests because they can’t drive properly far more frequently than they do because they couldn’t recall a memorised route. However, not driving properly becomes much more likely when your brain is scrambling around thinking “now, what is it I have to do here?”
How many test routes are there?
It varies from test centre to test centre, but there could be 10, 20, or more. You couldn’t possibly memorise all of them – and to be honest, even if you drove down your own street on your test the chances are that you might not notice! You will be nervous, and you will be concentrating. The last thing you want is to have to try and remember a detailed list of directions, then to start fretting if you think you might have forgotten something.
This article gets a lot of hits, and reversing around a corner is the manoeuvre many of my own pupils struggle with the most.
What seems to make it so difficult is that you have to control the car all the way through – it’s not just full lock one way, then full lock the other – so you need to know which way to turn the wheel. And that’s where the problems arise: steering the car when it is going backwards. In my experience, most people – 80% or more – seem have problems initially, and for some it is always a real struggle.
The secret to overcoming the issue of which way to steer and mastering the manoeuvre is to retrain your instinctive behaviour by careful calculation. What does that mean?
Well, imagine you are sitting in your car in the middle of a big, empty car park. If you steer left and drive forwards, as shown by the green arrow in the diagram, then obviously the car will turn to the left. What you might not be aware of is that the back of the car swings out to the right, but since you aren’t usually looking at that bit of your vehicle when you’re driving your brain doesn’t take it into consideration.
However, if you stop, put the car into reverse, and then start to move backwards, although the car will still turn to the left, as shown by the red arrow, this time the front of the car swings out to the right. You see that quite easily, and when you’re stressed your brain will instinctively try to make sense of that. Your instincts kick in and immediately tell you to steer the opposite way.
Your instincts can get even more confused by information provided by the mirrors. It is surprising how many people without previous experience subconsciously believe that everything in the mirrors is the opposite way round, and since your instincts feed off your subconscious, relying on them can be a recipe for disaster.
Remember that your instincts will kick in whenever you are stressed, and if they’re incorrectly programmed you’ll usually end up steering the wrong way when reversing around a corner. The secret is to: take your time, stop… and think… often.
Each time you stop, you must work out – calculate – what to do based on the hard facts, as illustrated in the above diagram. Ignore the front of the car as you do your calculation – you’re guiding the rear end. Absolutely the worst thing you can do, and especially so when you are still learning, is to go quickly and avoid stopping, because that forces your instincts to take over. The more you get it right, the more confident you will become, the less stressed you will be, and the quicker your instincts will get retrained.
Reversing around a corner is actually quite simple, and on your test all you’re expected to do is keep reasonably close to the kerb and watch out for other road users (the examiner only has tick boxes for “control” and “safety”). The examiner won’t get out and use a tape measure, and as long as you don’t mount the pavement or end up across the other side of the road then you’re unlikely to attract even a driver fault, let alone fail your test. The examiner doesn’t care what method you use, or how often you stop (as long as you don’t take forever and cause hold ups for other road users), so you can gauge your position relative to the kerb by looking out of the back window, the rear passenger window, using your mirrors, or a combination of any of these. You can steer as much or as little as you like as long as you remain in control – and are aware of what is happening around you.
Remember that reversing into a corner isn’t a parking manoeuvre, and you shouldn’t attempt to get really close to the kerb. You want to try and keep about as far away from it as you would be if you were emerging to turn left going forwards.
Here’s a fool proof method which works every time. For it to work, your mirrors must be adjusted the same every time – if they aren’t, your position relative to the kerb will be different.
First of all, look at the bottom edge of the mirror housing in the picture above. Note the two white dots – I have marked these on the picture using my graphics software, but you can put suitable markers on your own car using Tipp-Ex (which you can scrape off easily without leaving any marks) or two rubber bands. The actual positioning of the dots isn’t critical – all you need to do is split the mirror approximately into thirds. You don’t even need to put any marks on your car – just imagine the position of the thirds markers.
Drive past the road you want to reverse into and stop safely about two to three car lengths beyond it, and about half a metre (the width of a drain grating) from the kerb. When you look in the mirror you should see that the kerb is more or less at the nearest third marker (as shown in the picture above). It doesn’t matter if it’s a bit closer or a bit further – as long as you can see it.
Get the car into reverse, and safely and slowly reverse back until the kerb curves away from the car, as shown above. Stop when it lines up with the furthest third marker. This is the point of turn (where the kerb is branching away from the car).
This next part is critical: work out which way you need to steer. The kerb has moved away from you(←, or “to the left”), so you need to steer towards it (←, or also “to the left”). Steer one complete turn of the steering wheel in that direction.
Reverse safely and slowly until the kerb comes back to the nearest marker.
This part is critical again: work out which way you need to steer. The kerb has moved towards you (→, or “to the right”), so you need to steer away from it (→, or also “to the right”). Steer one complete turn of the steering wheel in that direction.
The kerb will now move away from you again. Repeat the above steps – carefully working out which way to steer every time you stop – until the car is into the side road.
Once you are parallel with the kerb in the side road, stop. This part is critical again: work out which way you need to steer. If you continue moving without doing anything, you will continue to get closer to the kerb and will hit it – so you must steer away from it (→, or “to the right”) to avoid that. Steer one complete turn of the steering wheel in that direction.
Reverse back safely in a straight line for about 3-4 car lengths, then stop and secure the car.
You do not have to use the handbrake each time you stop as you move around the corner (but it doesn’t matter if you do). Use it if it will help prevent the car from rolling, and especially if you’re reversing on a slope.
I can’t emphasise strongly enough how important it is to stop and work out which way you need to steer. If you react on instinct you will almost certainly steer the wrong way, so you have to calm things right down and prevent instinct from taking over.
One useful tip is to talk out loud. If I stop my pupil and ask “which way has the kerb gone?” they should answer “away from me” (if that’s the case). I will then ask “so what do we want to do?” and they will say “get closer to it”. I then ask “so which way should we steer?” – and this is where logic must beat instinct: logically, if the kerb has moved away, and we want to get closer, we simply steer towards it. If the pupil can do that with me asking the questions, they should be able to do it if they ask the questions themselves – except that if they only think the questions instead of saying them out loud, the subconscious is involved and instinct is likely to win out. By asking the questions out loud, the conscious is involved, and logical actions are much more likely.
Are there any other ways to do it?
Of course. As long as you can get round the corner safely and in control, you can do it however you want. If you have good reverse steering skills there is no reason why you can’t just go slowly and steadily round the corner, steering as much or as little as you need until you’re in the side road. Actually, that’s the ideal way of doing it – just don’t forget to keep an eye out for other traffic and pedestrians, which is easier said than done when you’re still moving and trying to avoid the kerb. Depending on the car you’re using, you could watch the kerb out of the rear passenger or quarter light window, or even out of the back window. However, do not be fooled into thinking you shouldn’t use your mirrors: they’re there for precisely this kind of thing.
Is there a fool-proof way of doing this manoeuvre?
The one I have described here is pretty close. As I said at the start, this manoeuvre requires you to control the car throughout based on your position relative to the kerb. I suspect that you’re asking this question with a view to finding a method where you don’t have to think: you’re not going to find one. Like it or not, you need to know what you are doing, and this method works for any wide corner.
Isn’t your method too prescriptive?
Other instructors love this sort of nit-picking. Many people have major problems steering in reverse, and it is not written anywhere that they must be able to go backwards around a corner at speed without stopping. New drivers need all the help they can get, and whilst they may one day be able to whizz safely and accurately around a corner whilst simultaneously solving a Rubik’s Cube and playing the banjo, during this phase of their life when they can’t do that, this method (or a similarly prescriptive one) can help them.
Why can’t they just steer round naturally?
The fact that you’re reading this ought to make the answer obvious! If your pupil (or you) can do it freestyle with their eyes shut, all well and good. If your pupil (or you) has problems knowing which way to steer, you would be stupid to persist with doing it freestyle – they/you will just get in a mess and steer the wrong way. It’s a waste of the pupil’s time and money, and highly detrimental to the instructor’s reputation if the pupil decides they’re not getting anywhere. Not “making progress” whilst haemorrhaging money is one of the big reasons I pick up partly-trained pupils who’ve had enough.
What do I do if another car turns up when I’m reversing?
You need to use your own judgement. As a rough guide, while you are on the main road, wait for anyone coming up from behind (don’t worry too much about those coming from the front unless it’s a very narrow road). Once you’re turning in, keep an eye on those approaching from the left/front but only worry about stopping to wait if it’s a narrow road or if they are turning into the side road). Once you are well into the side road, cars on the main road are not an issue as long as they’re not turning into the side road. At all times, be aware of traffic coming up behind you from the side road.
Of course, a lot will depend on where you do the manoeuvre. The Golden Rule is not to fail to see approaching traffic (or pedestrians) because the examiners are watching for precisely that. Generally, if you look, you will see – if you don’t look, you can’t see!
What do I do if someone flashes their lights at me?
Make sure that they’re flashing at you and not someone else, and then carry on with the manoeuvre if it’s clear that they’re waiting for you – but keep an eye on them, because once you’re around the corner (assuming they’re behind you) they’ll probably go past and you’ll have to pause as they do.
What would be a serious fault on this manoeuvre?
The decision will be the examiner’s, but as a rough guide: missing other cars and pedestrians, not looking all around before commencing the actual turn, mounting the pavement, going more than half way across the side road at any point in the manoeuvre, and so on are likely to be marked as serious faults.
Never self-assess, though. Most people who assume they have “failed” for something usually turn out to be wrong, and not long ago one of my own pupils rode up the kerb slightly and slipped back down again (jeopardising my alloys) and still passed. It depends on how good the drive was, and the way the particular examiner marks tests.
Do I fail if I stall when reversing around a corner?
No. Not automatically. It depends on various factors – how many times, how you deal with it, what is happening at the time (i.e. other road users), and so on. Aim not to stall, stay calm if you do, then concentrate on the rest of the test and keep your fingers crossed. Don’t self-assess. It’s the examiner’s decision, not yours.
Read the article on stalling.
At what point do I turn?
It doesn’t have to be millimetre perfect. All you’ve got to do is follow the kerb around, making sure it doesn’t go too wide or disappear into the side of the car when looking in the left mirror, and you’ve cracked it. Generally, you want to start turning just as the kerb starts to curve away from the car. The method I’ve detailed above takes care of it for you.
How much should I turn the wheel when reversing around a corner?
To go round most corners driving forwards you’ll need between a half and one full turn of the steering wheel. It would obviously need about the same amount going round it in reverse. It depends on the corner – some are much tighter than others – and the exact amount of steering will also depend on your car, since some have tighter turning circles than others. The method I’ve detailed above takes care of it for you.
What if it’s a very sharp corner?
Good question. The method I have detailed above will not work as it is written for sharp corners.
To deal with sharp corners, all you have to do is work out where the turning point is, then apply full lock. In my car (and when I’m driving), when the kerb of the road I’m reversing into appears just inside the nearside passenger window (see image above), that’s the turning point. You can work it out for your car (or seating position) by driving slowly forwards around the corner (i.e. doing the manoeuvre in reverse) and stopping as soon as you are straight. Take a look where the kerb of the target road is and remember that position.
If you’re trying to teach this to a pupil, remember that what you see in the side window will not be the same as what the pupil sees (unless they have their seat adjusted to exactly the same place you do, and they’re the same height as you). Let them work out their own reference point – don’t tell them what it is, because it probably won’t be!
Which way should I steer?
This is the main reason many learners have problems with this manoeuvre. Their instincts tell them to steer in exactly the opposite direction to what is required whenever they are reversing (I’ve explained the probable reason why, above). Instinct takes over whenever the pupil is panicked or rushed. Quite simply, you steer the way you want the car to move, whether driving forwards or backwards. The direction you steer does not change when you are reversing.
As I explained above, talking to yourself can help a lot – it forces you to work things out instead of just going on instinct.
Can I dry steer?
Yes, if you need to. Dry steering is when you steer while the car is stationary, and although it isn’t good practice to do it unnecessarily (it can damage the tyres, the steering column, and the road surface), it is NOT marked on the test. You can read more about steering in this article. In any case, you will usually only be steering a little while you are carrying out this manoeuvre, so dry steering is even less of an issue.
Should I use the handbrake every time I stop?
No. Use it if there is a risk of rolling, if you think you might be waiting for a long time, if you want to shift your foot, and so on. Otherwise, control the car smoothly using the brake and clutch as necessary (not at the same time, though). Having said that, if you do use the handbrake for each stop you’re not going to fail for it, so if it makes you feel better go ahead and use it (several years ago, one of my pupils was told on the debrief that there was no need to use the handbrake so much – but no fault was recorded and they still passed).
My last instructor told me it’s wrong to look in the mirrors
Your instructor is wrong, and you did well to get away from him before he did any more damage. The aim of this manoeuvre is to stay reasonably close to the kerb and to keep an eye out for other traffic. Your mirrors are there to tell you what is happening behind you, so you should make use of them. Just make sure you don’t stare at them – just as you shouldn’t stare out of the back window like a zombie if you’re using that method. Move your head and look around you, but don’t be afraid to use the mirrors as your primary way of gauging distance from the kerb.
But what if I can see the kerb out of the window?
Use that by all means. Just be aware that when you buy your own car you might not be able to see the kerb through the windows. I pick up loads of pupils who can’t use that method in my Ford Focus and they haven’t got a clue what to do. A mirror-based method works in any car.
What does the left wing mirror tell me?
It came as a big surprise to me when I discovered that a few pupils actually believe that if something is moving closer to them in the left mirror, it must be moving away from them in reality! This is not correct. If something is getting closer in the mirror, it is getting closer. Period.
Although it depends on how you’ve adjusted it, as a rough guide you want to keep the kerb about a third of the way across the left wing mirror.
Can I ask the examiner to adjust the mirror for me?
Yes. The examiners’ DT1 guide says that they should not refuse to assist if this request is made. Obviously, this only applies to manually-adjusted mirrors – you can adjust electric ones from the driver’s seat. As I said above, if your mirrors are in the correct place for normal driving then they don’t really need to be adjusted. However, I am aware that some ADIs advise their pupils to adjust the mirror downwards so that they can see the kerb, and although I personally cannot see the point, if that’s how you do it then it doesn’t matter if it works for you.
Do I need to adjust the mirror?
If it’s in the right place for normal driving, quite honestly you don’t need to. Some people do, though. It’s up to you.
I can’t adjust the mirror any more to see the kerb
If you are quite short, then you may find that the mirror won’t go much lower. As I said above, you don’t really need to move the mirror away from the normal driving position to see enough of the kerb to reverse around the corner. I know that some instructors do teach it with a lowered mirror, but you have just discovered one of the drawbacks to doing it that way.
How far away from the kerb should I be?
I teach my pupils that ½ metre (about a drain grating’s width) away from the kerb is perfect, ¾ metre is a little wide (but acceptable), and more than ¾ metre is too wide. These are the ratings I use on lessons – they do not apply to the driving test.
On the driving test the examiner’s decision is final, and in most cases they are happy as long as you don’t hit the kerb or go more than half way across the road you’re reversing into at any point during the manoeuvre. My approach to teaching the manoeuvre is that by training my learners to be very accurate about it, if they deviate a bit on their tests then they’ll still be well inside acceptable limits.
Will I fail if I’m too far away from the kerb when I’ve finished?
Yes. Probably. But “too far” is a grey area, and you have to be very wide indeed to fail for it. As I said above, as long as you are on your side of the road you shouldn’t really get more than a driver (minor) fault.
Remember that this is not a parking manoeuvre. You are not supposed to keep really close to the kerb (½ to ¾ of a metre is ideal). As a rough guide, you need to be about as far away from it as you would be if your were driving forwards to turn left.
What happens if I touch the kerb?
First of all, never self-assess your performance when you’re on your test. People who assume that they have failed because they’ve made a mistake are often wrong. Brushing the kerb isn’t an automatic fail (DT1, the examiners’ own internal reference document, says that). Some examiners seem to be harsher than others considering all the tales I hear, so it’s obviously best to not touch the kerb at all – but if you do, don’t worry about it and keep your fingers crossed.
Mounting the pavement is almost certainly a fail – but again, don’t assume anything! Not long ago one of my pupils rode up the kerb slightly and then slipped down again (risking taking chunks out of my alloys), but he still passed. He probably wouldn’t have if he’d have managed to get the whole wheel on to the pavement, but the point is that the rest of the drive can play a big part in how some mistakes are marked. Examiners often use common sense and aren’t out to fail people without a good reason.
Is it OK to keep stopping during the manoeuvre?
Yes, yes, yes, YES! Although it IS possible to fail for taking too long to complete the manoeuvre, stopping for a few seconds a half a dozen times as you steer around is not going to push it anywhere near this. The worst that can happen is that you’ll get a driver fault for taking a bit too long – which is much better than a serious fault for steering the wrong way and messing the whole thing up. Take your time. The problem with keeping moving while trying to figure out which way to steer is that the car will carry on going wider or closer, then you’ll panic and your badly-programmed instincts will tell you to steer the wrong way or by too much, then the whole thing is ruined. If you stop, the kerb stops getting closer or further away and you can think what to do.
It doesn’t matter how long it takes when you’re trying to master it on your lessons. Start out slow – a suitable speed will come naturally later.
My instructor told me to keep moving
Your instructor is wrong. Find another quickly before they do any more damage. You do not have to keep moving, and doing so when you are getting muddled over which way to steer or are going out of position is guaranteed to mess the manoeuvre up completely.
Can I fail for taking too long?
Yes, but you have to be really slow about it, or cause hold ups for other road users. I’ve only ever had one pupil fail for taking too long on a manoeuvre, and it was about 10 years ago on the parallel park. He reversed back and touched the kerb. He moved out to correct it, then touched the kerb again. He moved out one more time, and got it parked properly this time. The examiner failed him for taking too long because there was a car waiting.
What if I don’t have power steering?
It doesn’t matter. You need to steer enough – and that will be the same amount of steering that you’d use driving around the same sort of corner going forwards.
My last instructor told me to look out of the back (or side) window to follow the kerb
In my car – and many others – the rear sill is too high for this to work, and people who have been taught that way get into a terrible mess if they try it. I drive a Ford Focus, and many of those who pass their tests are likely to drive one, too. They were quite probably taught in a small “learner” car that there was never even the remotest possibility of them going out and buying (not until they reach 60 or 70, anyway).
The mirrors exist so that you can see what is behind you. Use them to follow the kerb and you’ll be able to reverse in any car. Having said that, if you can see the kerb out of the windows use that by all means – just remember that when you get your own car it may not work.
I can’t see the kerb when I reverse around the corner
If your mirrors are correctly set for normal driving then you WILL be able to see the kerb if you are carrying out the manoeuvre properly. If you’ve been taught to look out of the back or rear passenger windows, the chances are you’re driving a different car where that method won’t work.
What should I be looking for out of the back window?
Pedestrians and other road users – and not just out of the back windows. Keep a lookout all around as you carry out the manoeuvre.
What if I can’t see it’s clear?
You mustn’t reverse anywhere if you aren’t sure it is safe. If necessary, get out and have a look – but make sure the car is safely positioned and secured before you do.
When would a corner be unsuitable for this manoeuvre?
People ask this when they’re training to become ADIs because it’s one of the subjects that crops up at some point. The usual answer is when it’s a one-way street – you can’t reverse the wrong way up a one-way street. Other reasons for not reversing into a particular corner would be if it is very busy, if it is controlled by traffic lights, if it is within the boundaries/zigzags of a crossing, if it is on a dual carriageway (i.e. you’d be going the wrong way), on a motorway, if all-round visibility is restricted and there are a lot of people around, and so on.
Watch out for other drivers who might not care where they do it, or how they affect others. Taxi drivers, for example, will turn wherever and whenever they want – rules or no rules.
I can’t see the point of turn
If your mirrors are adjusted properly for normal driving you will be able to see the point of turn – it’s when the curved part of the kerb starts to move away from you in the left mirror. You don’t need to angle them down especially or anything, though some people do. However, if you’ve been taught to reverse by looking out of the rear windows then you will have problems in many vehicles.
Can you move forward to correct your position if you make a mistake?
Yes, but be careful. Having to add extra stages means having to do extra safety checks, and the pressure of knowing you’ve gone slightly wrong will increase the risk of you forgetting to do them. It’s best to get it right first time to avoid all of this. However, it isn’t a good idea to drive all the way back to the starting position so you can have a second try – apart from the additional safety checks, you’ll end up taking much longer over it and that can be grounds for failure.
Originally published in 2012, previously updated in 2014. New update for 2017.
I will never understand why driving instructors get themselves so wound up about mock tests. I mean, I know why they do, but I’ll never understand. The only test which matters is the actual driving test, and the outcome of any arbitrary pre-test conducted by the instructor (or one of his mates) is completely irrelevant as an indicator of how that real test will turn out. The best learner driver can make a silly mistake on the day of their test and fail, whereas the most nervous learner can put in a faultless performance against all the apparent odds. Mock driving tests are about as useful as a chocolate teapot when it comes to predicting how test-ready someone is!
I’ve mentioned before that some ADIs go to town with their little mock tests. They buy clipboards, hi-vis jackets, and wear a suit just so they can sit there pretending to be examiners. When I originally wrote this, some were already trying to use iPads (the DVSA had been carrying out trials with these at the time) to enhance their ‘mockability’ profile. Unfortunately, the problem with using tablets and computers is that when someone goes to test, for 40 minutes or so they’re not a learner but a candidate, and the examiner is not an instructor, and is not in charge of the vehicle in the same way an ADI is when he is teaching. For that reason, pissing about with gadgets during mock test performances (or at any other time) is right up there with using your mobile phone.
Comments often made on various forums suggest that some instructors spend the last few weeks before someone’s driving test just doing mock after mock after mock, gleefully reporting the “result” back to their “candidates”. At the time of the original article, some were even going public on forums when their pupil failed their real test, complaining that they had passed all their mocks and should have passed the test. It goes without saying that it was the examiners who were at fault in these instructors’ eyes.
The answer is quite simple. There is no way a mock test could ever be considered as “real”. The instructor isn’t a real examiner, even if he thinks he’s dressed like one, is armed with a colour copy of the DL25, and sits there all stern and serious (the last two Christmases, all of ours at one test centre have come out to tests in matching Reindeer sweaters). Even if he gets one of his mates to carry out the mock test, his mate is also not an examiner. The pupil knows this full well, and no matter how they score, they will more than likely still be shitting themselves on the day of their proper test. In fact, there’s every chance that the mock shenanigans will have made them even more nervous by gearing them up for an unpleasant experience, especially if they kept “failing”.
Mock tests seem to be of much more value to the instructor than to the pupil. ADIs start drooling over them even before they’ve got their green badges, and many seem to look forward to qualifying just so they can do the damned things. The chance to dress up and pretend to be important overrides all else.
A decent instructor will be highlighting what is and isn’t acceptable from very early in pupils’ training. If something is going well, there’s no need to say anything other than “well done”, etc. When problems arise, the change in approach is a “mock test” situation in itself. Instructors certainly should not be waiting until they start performing their “official mock tests” before relating driving skills to performance in the real test – by that stage they will be becoming habitual and will be much harder to rectify in the inevitably short time that remains,
I don’t routinely carry out mock tests for all the reasons I’ve given above. If a pupil or their parent asks me about them I explain how pointless I think they are, but that I’ll do one if they really want me to.
As an aside, some time ago I had a pupil whose father and sister used to invite themselves on to lessons. He had apparently had a lot of lessons already, and they were forever going on about the him taking his test (which they kept booking against my direct advice), and repeatedly demanded mock tests. The truth was that the young lad was special needs and was extremely slow picking things up. He’d only had a handful of lessons from me. He genuinely believed that if something in the mirror was moving further away from the car, it was actually getting nearer to it in reality, and this prevented him from being able to carry out any reversing manoeuvre. I could not let him drive unaided without continuously having to intervene to prevent serious issues arising. On one occasion, he sailed into a busy junction where five roads intersect, then – right in the middle, after a red light on the periphery of his vision caught his attention – slammed on the brakes and attempted to come to a stop. In order to make a point, I gave in and attempted to “mock test” him – I think I had my hands on the steering wheel more than he did. Even after this, his father still wanted him to “have a go” at the test. I refused point blank and didn’t hear from them again.
I make it clear to all my pupils that I cannot possibly simulate a real test because I’m not an examiner. I absolutely cannot reproduce the circumstances that lead to the nerves they will experience on the day of the real test because those circumstances are an inherent part of the day of the real test. And I emphasise that if they can drive on lessons without me getting involved, they don’t need a mock test.
It’s not uncommon for me to stop a pupil from emerging at a junction as they attempt to pull out in front of oncoming traffic. It’s part of the job. Every so often, though, one of them will subsequently ask “but apart from that, was it all right?” They are incapable of understanding that purely because of “that”, the entire manoeuvre or procedure was non-existent, and the danger they had put themselves in was of infinitely greater importance than whether they were steering properly (even their MSM on approach is completely sunk if the final assessment resulting from it was so poor). The same mentality carries over to the subject of mock tests, and they use them to try and itemise things which they shouldn’t do on the real test. The worst ones for it are those who can’t afford lessons, or who want to pass quickly, and they end up with an ever-expanding list of things they shouldn’t do. Getting them to understand that if they could drive properly they wouldn’t have to be worrying about remembering what not to do is nigh on impossible (similar to how there are people who think that hiring impersonators and trying to bribe examiners are cheaper solutions compared with learning properly).
On the rare occasions I do mock tests, they’re usually the decider in an ongoing discussion about whether to move the test date, where the pupil is reluctant. I don’t think I have ever done one which lasts the same length of time as the real test – the necessary data is obtained much more quickly.