ADINJC Response to National Audit Office Report

National Audit Office Report Exposes Government Failure on Driving Test Crisis

The National Audit Office’s damning report on car driving test waiting times reveals a system in crisis, with learner drivers waiting an average of 22 weeks for a test – compared to just 5 weeks pre-pandemic. According to DVSA, the crisis won’t be resolved until November 2027 – nearly five years after the pandemic ended.

The ADINJC is the leading association of driving instructors in the UK. Its Conference and Expo held annually in the Midlands was attended by over 1300 driving instructors in 2025, as well as representatives from the DVSA and its Chief Executive.

The role of the ADINJC is to represent its membership in dealings with the DVSA, our regulatory body, but also to provide leadership to the driver training industry in areas such as road safety; member wellbeing; professional development; and general support.

The Scale of Failure

• Learners are paying up to £500 to third-party resellers for tests that should cost £62
• 327,000 tests were swapped in 2024 – up from 39,000 in 2019 – indicating massive system abuse
• Efforts to reduce abuse of the test booking system have failed, not least in part to a five-fold increase in web traffic between September 2024 and September 2025*

Impact on Driving Instructors

• 52% of instructors report learners taking extended breaks from lessons due to long waits
• 65% cite financial constraints forcing learners to pause their training
• DVSA has failed in its oversight duties, with 7% of instructors known to be substandard receiving no follow-up assessment

DVSA’s Recruitment Crisis

• Recruitment campaigns have consistently failed – only 83 additional FTE examiners between February 2021 and September 2025
• 14% examiner attrition rate – double the civil service average
• Examiners are underpaid, with each test delivered at a £24 loss – The test fee hasn’t increased since 2009 despite costs rising significantly

Government Response: Too Little, Too Late

• Removing instructor booking rights punishes legitimate businesses for DVSA’s enforcement failures
• The new booking system won’t arrive until 2026-2030 at a cost of £181 million
• Ministry of Defence providing just 36 examiners one day per week is a drop in the ocean

Demand Forecasting Failures

• 43% increase in theory test passes between 2019-20 and 2024-25
• 680,000 people with valid theory certificates unable to book tests

ADINJC Urgent Recommendations

1. Immediate action on examiner pay and conditions – instructors are no longer choosing to retrain as examiners due to the disparity in potential earnings post-Covid.
2. Emergency capacity measures – Two more years of crisis is unacceptable. What else can be done? MOD Examiners could have been deployed three years ago, what’s being held back now?
3. Fee increase now – The service operates at a £44 million annual deficit while failing to deliver a basic public service.
4. Proper enforcement – Tackle the 11,600 business accounts before restricting legitimate operators.
5. A new booking system must be developed and implemented as soon as possible. Along with poor recruitment and forecasting strategies, outdated tech and infrastructure is at the heart of the crisis.

After five years of crisis, the government is tinkering at the margins while instructors and learners bear the cost. This is a public service that charges for a product it cannot deliver, forcing citizens into a black market for basic access. The NAO report makes clear that DfT has been lax in its oversight of DVSA, and we would urge the Secretary of State to consider the above points as a matter of urgency.

Stewart Lochrie, Chairman
ADI National Joint Council (ADINJC)
17/12/2025

*Editor’s Note – This article has been corrected to remove the following text “Bot activity has increased five-fold in one year, blocking legitimate users” and updated to “Efforts to reduce abuse of the test booking system have failed, not least in part to a five-fold increase in web traffic between September 2024 and September 2025”.

This interactive flipbook presents the official minutes from the recent ADINJC Members’ Meeting held on Saturday 6th December 2025 at the Holiday Inn, Coventry. The document provides a clear and detailed record of the discussions, updates, reports, and guest presentations shared during the meeting.

Just like our regular news and updates, this document has been prepared to keep you fully informed about developments affecting the driving instructor community, from industry issues and representation activities to training initiatives and organisational progress. Whether you were present on the day or catching up afterwards, we hope this minutes-record offers clear insight into the decisions made and the direction of our work on behalf of members.

By Liam Greaney, ADINJC Governing Committee Member & Qualified ADI Instructor @ Driving Pro

Introduction

You might be wondering what Archilochus (680 – 645 BC), a renowned ancient Greek poet, would know about driving instruction?

What I want to show you is that, while he never drove a car, he did know about people. He fought in a number of battles, so he would have had a view on what was required to pass the test of combat.

He is famous for the following quote:
“We don’t rise to the level of our expectations, we fall to the level of our training.”

This means the quality and focus of our training determine what students actually do under pressure, not just what we hope they will do. In this post, you will find a practical guide for driving instructors on how to design training that genuinely lifts performance, not just aspiration.

It is about building the right habits, in the right order, with real-time feedback and deliberate practice.

What The Quote Means For Driving Instructors

Training sets the standard

Students will default to the level of their training when faced with real traffic, time pressure, or unexpected events. If training has not drilled the fundamentals until they are automatic, mistakes are more likely when it matters most.

Expectation without structure is risky

It is easy to promise progress, but without a structured plan that builds skills and safe responses, those promises are not reliable.

Repetition needs reflection

Training is not simply ‘more driving’, it is:

• Deliberate practice that builds robust skill sets and reliable decision-making
• Varied practice that reflects the syllabus

Reflection should be a two-way street, yours and the pupil’s. That reflection should include asking the pupil how you are doing in terms of how you are coaching them.

How to Design Training That Raises The Standard

Start with deliberate practice, not just more hours

• Break skills into smaller chunks, for example, scanning, mirror checks, brake control, gear changes, clutch control and clutch release
• Practise each micro skill with clear goals, immediate feedback, and a plan to push the student slightly beyond their current capability
• Use focused drills rather than generic driving time

Build a clear progression, with mastery before complexity

• Use a ladder of skills: Think GDE here
• Require demonstrated mastery at one level before moving to the next
• Remember, you are managing risk, so the route and training area you choose matter
• If it is too easy, are they learning? If it is too difficult, are they only just surviving?

Use scenario-based and decision-rich training

• Move beyond “Can you drive?” and ask “What would you do in this situation?”
• Use and refer to The Highway Code: This comes into Part 3 and Standards Check
• The driving test samples the syllabus, so your training needs to cover the syllabus
• Remember, you are managing risk, so the route and training area you choose matter.
• If it is too easy, are they learning? If it is too difficult, are they only just surviving?

Train for automaticity and discipline of habit

• Establish routines that students can rely on automatically, such as POM, MSM, PSL and LADA
• For your pupil to be safe, they need to deal with situations rather than places
• Routines help them do that, so avoid relying on test routes
• Cue-based prompts can help turn good intentions into reflexive behaviour, e.g. when they see a road sign, they check their mirrors.

Focus on cognitive load and resilience

• Real driving blends perception, decision-making, and motor control
• Practice tasks under slightly higher cognitive load, e.g. the ‘show me’ questions, while on the move, while keeping safety as the top priority
• Build resilience through controlled exposure to stressors, such as busier traffic or unknown areas, in a safe and structured way

Track progress with concrete metrics

• Use a simple standard for each session: Where do they need help, and what do they need to know?
• Keep a reflective practice log: hours, skills covered, scenarios practised, and observed improvements
• Set SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) for each learner

Plan for decay and refresh

• Skills fade without refresh
• Use the drive from the pupil’s home to the training area, and from the training area back home, for booster drills and periodic reviews to keep proficiency high.
• Revisit core habits at regular intervals

Differentiate and personalise

• Not every student learns the same way
• Some benefit from slower, repetitive drills. Others respond to varied, real-world scenarios.
• Adjust the pace, the amount of drill work, and your feedback style to meet the learner’s needs.

Emphasise safety culture and honest communication

• Foster a non-judgmental environment where students feel safe to report mistakes and near-misses
• Use mistakes as learning opportunities, not as failures of character.

Takeaways

The essence of Archilochus’s message for driving instructors is practical:

• Your training determines the standard of a student’s performance
• Expectation matters, but it must be grounded in deliberate and well-constructed practice.

Build training that breaks skills into smaller chunks:

• Use realistic scenarios
• Give a lot of thought to training areas
• Emphasise the routines: POM, MSM, PSL and LADA
• Tracks progress

Invest in feedback loops:

• Give appropriate feedback to the pupil
• Ask for feedback on how you are doing
• Remember, they are paying you, so tailor your training to them and their needs.

When training is rich and varied, learners don’t just meet expectations, they surpass them in real-world driving.

© Liam Greaney
www.driving-pro.com

Earlier today (Tuesday 9th December), the DVSA published the full report for the consultation on improving the booking service for driving tests.

Key Outcomes

The outcome of this consultation means that:

• Only learner drivers can book and manage tests
• Changes (including swaps and location changes) will be limited to 2 and we will limit the location that booked tests can be swapped to

The full report can be viewed on GOV.UK

Expert Insights

Shortly after this report was published, a follow-up blog post was uploaded by Christian Oreschnick, the DVSA’s driver and rider service development lead. In this post, Christian provides a greater level of context into the report and discusses:

• The data used to inform decision-making
• The rationale behind the changes
• The DVSA’s next steps and how these will be announced

Read his blog post in full on the DVSA Despatch blog.

By Lynne Barrie, ADINJC President

Introduction

Recently, we have been asked by members whether it is true that Standards Checks are returning in the New Year, as some invites had been sent to ADIs in one area of the country particularly.

In fact, Standards Checks have not ceased altogether at any point, and I have actually helped train ADIs who have taken one in 2025. Some ADIs have still received them, but it is true they have been few and far between whilst the examiners have been concentrating on trying to get the waiting times down for driving tests and Part 2 and 3 tests.

Summary

So, it does appear that there will be more Standards Checks, and I have to say that whilst very few ADIs actually welcome one (I know a few ADIs who look forward to them!), we should all be maintaining our standards of teaching. If we continue to undertake CPD (continuing professional development), it shouldn’t be a cause for alarm or panic, it simply means we are returning more to what normally used to happen, when we knew we probably had one coming up.

I firmly believe we need them to maintain the standard of instruction and coaching in this profession, and without Standards Checks, the general standard could be falling. I have always viewed them as a time to ask the examiner questions, reflect on my results and learn from them. It is a normal lesson, albeit an important one.

So please don’t view my message as a time to panic; it is just better to be aware that more checks will be taking place. The ADINJC and NASP will continue to monitor the situation and bring you any updates.

Lynne Barrie
ADINJC President

Safeguarding is about protection and responsibility.

In our work we deal daily with children (the definition is anyone under the age of 18 years) and possibly other vulnerable adults where we are in a position of trust that can put us at potential risk.

There is currently an omission in legislation that means ADIs are not included within the same safeguarding rules that apply to teachers. If you look at school websites you will usually find a safeguarding policy and a named person who is responsible for it.

Safeguarding refers to the measures taken to protect the health, wellbeing and human rights of individuals. These measures ensure that people can live free from neglect, abuse and harm.

As an ADI, you may encounter safeguarding issues such as pupils telling you they are:

• Being bullied
• Being abused
• Self-harming

Everyone who comes into contact with children has a responsibility for safeguarding so as driver trainers we are responsible. You may be just the lifeline someone needs!

Safeguarding as an ADI

Safeguarding is what we do to prevent harm and to protect children and vulnerable adults from maltreatment, ensuring they have the best possible outcomes and providing safe and effective care. Child and adult protection refers to how we respond when we believe a person is at risk of harm or has already been harmed.

As ADIs, we need to be able to do the following:

• Understand what safeguarding means
• Identify our responsibilities
• Identify indicators or warning signs

Know how to respond if you have concerns or a child or vulnerable adult discloses information to you

• Know how to act and report concerns
• Understand how to record concerns accurately and in writing

There are four main categories of abuse that we must recognise and understand:

• Physical
• Emotional
• Sexual (Including grooming)
• Neglect

It may be a combination of more than one category. It is also important to remember that a child who witnesses domestic violence is experiencing emotional abuse.

As ADIs we are in a position of trust. If we understand safeguarding we can play a positive role in reporting concerns, protecting pupils, protecting ourselves and our professionalism, and ensuring our business is conducted responsibly.

ADI Safeguarding Guidance

Safeguarding is included in the National Standards for Driver and Rider Training on the GOV.UK website.

Mentions of safeguarding can be found in several units such as:

• Unit 1: Prepare to train learner drivers
• Unit 4: Manage risk to instructor, learner and third parties

For example, it states ADIs must comply with any requirement to record details of situations in which specific risks arise.

As a trainer you must not put yourself in a position where you could be accused of safeguarding breaches, some examples would be:

• Bullying or harassment
• Physical or sexual abuse or grooming pupils
• Using sexually explicit language to pupils
• Inappropriate filming of pupils
• Entering into inappropriate relationships with pupils
• Sending sexually inappropriate or abusive texts, emails or social media messages

I would urge you to read and sign the DVSA Code of Practice because it will show you are serious about being professional and you can let your clients know you have agreed to it.

How to Approach Safeguarding Issues

You do not have to be an experienced children’s services professional but you may come across something which concerns you or just “does not seem quite right”. Most importantly listen to what the person or pupil is telling you, stay calm and reassuring and don’t just dismiss what they are saying.

Do not show revulsion, even if the topic is difficult. Do not give personal opinions or suggest that they should have spoken earlier. Listen and show care, but explain that you cannot keep it a secret. Avoid saying that everything will be fine, as it may not be, and the situation may take time to resolve.

Write a dated statement as soon as possible, using the person’s own words. Include the following details:

• Their name, age, gender and any disabilities
• Any historical information that is relevant
• Your name and job role
• Any concerns you may have
• When and where the events may have occurred
• The name and address of the alleged abuser if known
• Names and details of any witnesses
• Exactly what you were told and said
• What you saw/heard
• Details of action taken
• Whom it was reported to and when

It is not the place of an ADI to make a judgement about whether abuse has occurred; this is the remit of social services. However, you have a duty and responsibility as someone working with children or vulnerable adults to report any concerns to the appropriate officer within your organisation (if you have one) or to social services or the police.

Where to Report Concerns

The large national ADI associations will have people you can report your concerns to. For example several of the committee at ADINJC have completed higher level safeguarding courses. ADINJC has a Designated Safeguarding Person (DSP) who can help if you need to report anything. They will then help you report the concerns and will help you to pass them on to the appropriate authorities and the local council.

You can also look at the NSPCC website as they have a lot of free resources and helpful advice. The NSPCC also has a direct free line for help on 0808 800 5000.

If you have any concerns that need the DVSA to investigate they have their Counter Fraud and Investigations Team.

DVSA Counter Fraud and Investigations Team
Email: information.handling@dvsa.gov.uk

DVSA driving instructor team
Email: instructorconduct@dvsa.gov.uk

There is also information on the GOV.UK website, including a page on how to report child abuse. There are accredited online safeguarding courses available which take around ninety minutes to complete.

Summary

As an ADI or PDI you may never have to report a concern but equally you may be the lifeline someone needs so being aware and ready to cope is vital!

© Lynne Barrie ADI ORDIT Trainer
ADINJC President

By David Allen, ADINJC Committee Member & Qualified ADI Instructor @ A Grade Driver Training

Introduction

I have written this article in response to the practice of taking pupils on so-called test routes, whether they are learner drivers or ADI Part 2 candidates.

In the past, you may have been asked which routes examiners use at different test centres. These requests also appear on social media platforms such as Facebook. This is when a candidate wants to know in detail exactly which roads are used, so they can drive around the same areas in preparation for their driving test.

The rest of this article explains the advantages and disadvantages of this approach, followed by a brief summary of my conclusions.

Disadvantages

What are they?

Firstly, the DVSA no longer publishes test routes on its website or on any other platform. This raises the first question of how you would know what the routes are in the first place? The DVSA can change them whenever they feel it is necessary.

Secondly, there is a risk that pupils end up learning by repetition. Our goal should be to teach skills that allow pupils to deal confidently with a wide range of traffic conditions. They should be equipped to drive safely anywhere in the country, not just within the boundaries of a single test area.

There is also a concern when training future driving instructors. If we only get PDIs to drive around ADI Part 2 routes, will they then teach their pupils in exactly the same way? This creates a chain that starts with the ADI trainer, passes through the PDI, and eventually shapes the habits of each new learner. If a learner later chooses to become a driving instructor, the cycle repeats.

Shortcuts may appear to save time or money, but if a driver’s skills are not strong enough to manage unfamiliar roads or more complex situations, the consequences can be serious. They may have more collisions, face higher insurance costs, and end up with repair bills or time off work.

Most of us already support qualified drivers who want further development because they feel nervous or uncomfortable driving on certain roads for work purposes.

Advantages

If you sit in on your pupil’s driving test, you can see where the examiner takes them. However, the real benefit is not the route itself. The greater value lies in hearing how an examiner gives directions and instructions.

Watching a pupil drive under test conditions helps you understand that both skill and mental composure are being assessed. If nerves or anxiety have a noticeable impact, you may decide to develop your own teaching skills further so that you can better support pupils who struggle in these situations.

Sitting in the back also gives you the chance to see how faults are recorded. Observing this directly puts you in a stronger position to give accurate feedback at the end of the test.

Another advantage is becoming familiar with particular locations where pupils often make mistakes. Some areas are naturally more challenging. Even so, some instructors feel that a pupil should be able to drive anywhere in order to pass. The difficulty is that pupils cannot demonstrate competence in situations they have never experienced. It becomes a type of Catch 22.

If your pupils can drive to the required standard and handle different situations safely, there is no harm in letting them experience some of the areas they are likely to encounter on a test. Confidence often grows through familiarity.

Summary

Overall, I believe there are more disadvantages than advantages to focusing mainly on test routes. It is more beneficial to give pupils the skills they need to drive safely and confidently in a wide range of environments.

However, we also need to consider whether pupils have enough time and budget to gain experience in every possible situation they may face.

And finally, do shortcuts really save money in the long term? I will let you decide.

© David Allen
A Grade Driver Training
ADINJC Committee Member

By Liam Greaney, ADINJC Governing Committee Member & Qualified ADI Instructor @ Driving Pro

Our jobs can be quite unhealthy, so what can the older instructor do to stay a little fitter?

Measure and Check

Keep an eye on yourself. Decide what you want to monitor and set aside some time to do this. For me, it’s every Monday morning.

I keep a record of my weight. Being a bit of a dinosaur, I use a paper diary (sorry, Dan) and have a weigh-in first thing in the morning. This way, I have a general picture of how my overall weight is and which way it’s heading.

Since I had a bit of a scare with my blood pressure, I also track that. Check what a safe range is for you and keep an eye on it. See a doctor if it’s outside that safe range.

Regular eyesight checks can reveal more than just changes in your vision. Every two years, you could be saving your life in all sorts of ways. Besides the eyes being the window to your soul, they can reveal other physical conditions as well.

If you find yourself getting up to pee frequently during the night, get yourself checked. Take action sooner rather than later. You want your pupils doing things early for road safety, so for your own safety act now!

See a dentist. If you haven’t been for a while, it might cost you a few bob, but get your teeth sorted. Then get yourself some decent dental insurance and go regularly.

Get your hearing checked if you find that everyone seems to be mumbling, maybe it’s you and not them. People saying that the telly is too loud is another clue. Leaning into your pupil might also be a sign that all is not well with your hearing.

Brush Your Teeth

I know you already do this, but there are some easy wins you can add to your routine.

Last thing at night, floss. If your gums bleed, it means you need more flossing. It may also be a sign of infection, and infection in the mouth is close to the brain so do something about it.

Brush your teeth while standing on one leg. It will improve your balance and help strengthen your legs. I alternate legs morning and evening e.g. left leg in the morning, right leg at night. It’s part of your day anyway, so make the most of it.

Move

Find a few moments to stretch each morning. It will release tension from your body and improve mobility. Touching your toes and doing a few squats each morning might, over time, make all the difference. Try a bit of yoga, it’s not as easy as you might think but it builds muscle and provides other benefits.

Get your steps in. You’d be a very wise instructor if you allowed some time between each lesson for a quick walk. It helps you decompress from your previous session, and the act of walking loosens you up and raises your energy levels.

It’s very easy to spend the whole day sitting down. You’ll send a text to tell your pupil you’re outside, and before you know it, you’ve not stood up once. You’ve done no one any favours, least of all yourself.

So, get out and knock on the door rather than sending a text. When your pupil completes a manoeuvre, ask if they’d like to get out and see how they’ve parked, most will. Take those few minutes for a walk between lessons and you’ll deliver better sessions.

Use stairs whenever you can, and push yourself up with your legs rather than pulling up with your arms. Last but not least, try getting up from a seated position without using your hands or arms to push yourself.

With all these movement habits, keep at it, I promise you’ll improve.

Engage

Find something outside driving instruction that involves other people. A regular trip to the gym at the same time each week will soon mean you’re seeing the same familiar faces.

Find something you enjoy and connect with others who enjoy it too. It might be joining the Ramblers for a regular walk, or standing in the same spot at football each week.

The best thing for people is other people. By that, I mean people you can have real conversations with. Don’t be the person with a thousand Facebook friends but still feel lonely.

Use a shop till with a real person serving you. It might take a few minutes longer, but after a while, you’ll get to know them and have a genuine connection. A self-service till never smiles at you or says hello and I’m guessing you don’t smile at one either. A smile a day can help keep the doctor away.

Volunteer for your local ADI association. Find something you love and other people who love it too.

To have a friend, be a friend. Help someone simply because you can and see how it can enrich your life. If it’s good for the bee, it’s good for the hive. You became a driving instructor to help people – be someone others can admire.

Food and Drink

Remember, when faced with a choice between chocolate or fruit, chocolate will always win! So make a point of buying more fruit for routine snacking, and save chocolate for treats.

Keep yourself hydrated, but if you’re an older male instructor, you’ll need to balance this with trips to the loo. Learn to manage your bladder and, if necessary, get yourself checked.

Summary

Keep active! That means moving your body and engaging your brain. Remember that the best thing for people, including you, is other people.

© Liam Greaney
www.driving-pro.com

By Garry Thomas, ADINJC  Committee Member

Why Rest Is the Most Underrated Tool for ADIs

In our industry, we talk a lot about professionalism, standards, constant learning and rightly so. Here at the ADINJC, we’ve long championed the value of Continued Professional Development (CPD).

Good instructors don’t stand still once the green badge is in the window; we grow, improve, adapt, and refine our craft.

But we’re now beginning to recognise something equally important: the need to balance this pursuit of betterment with moments of genuine rest. Sometimes, it’s not the work you add, but the work you stop doing, that gives you the energy needed to move forward.

Professional development isn’t only about courses, training days, and conferences. It’s also about rest, reflection, hobbies, sleep, and those sacred moments of calm that help us decompress at the end of a long day of coaching.

Without balance, CPD becomes another thing we’re “on call” for; another item that keeps our minds buzzing long after we’ve secured the vehicle.

We’ve All Had Those Evenings

You finish your last lesson and sit down… and suddenly you’re:

• Replying to messages
• Checking tomorrow’s diary
• Answering a theory question from a student with a test coming up
• Scrolling ADI forums and social media
• Browsing new CPD workshops

All this while trying to reflect on the previous six hours.

Before you know it, the evening has been swallowed by notifications and the constant pressure to keep on top of everything. Our work can bleed into every corner of our lives if we let it. Rest isn’t the opposite of growth, rest supports growth.

When our brains have space to breathe, our:

• Patience increases
• Clarity improves
• Creativity returns
• Emotional capacity resets
• Relationships become warmer, lighter and more human

And when we sleep properly, the benefits multiply:

• Improved reaction times
• Better decision-making
• Calmer responses
• Sharper awareness

Blue Light & Sleep Disruption

One sneaky barrier to good sleep is blue light from phones, tablets, and screens. It tricks your brain into thinking it’s still daytime, keeping you mentally switched on long after you should be winding down.

Blue light reduces melatonin (your sleep hormone), delays deep, restorative sleep, and keeps the mind alert when you’re trying to switch off. This is especially common for instructors who check messages or scroll social media late into the evening.

A simple fix for this can be to:

• Create a screen-free wind-down, even 30 to 60 minutes helps
• Use warm light modes
• Silence notifications
• Keep the phone out of the bedroom

Your nervous system will thank you.

CPD + Wellness = Sustainable Excellence

The NJC fully supports ongoing CPD. We think it’s essential, especially in a profession responsible for safety and skill development. But on its own, it isn’t enough.

We also champion the importance of deeper moments of reflection, quality sleep, healthy hobbies, time away from screens, quiet evenings without constant messaging, and activities that fill your cup instead of draining it.

You can’t pour into your learners if you haven’t poured back into yourself. The best instructors aren’t the ones doing everything, they’re the ones doing the right things, sustainably, with a calm mind and a rested body.

A Simple Habit That Changes Everything

Choose a time each evening when work stops!

• Turn off messages and close the social media and diary apps
• Replace screen time with something grounding like reading a book, walking, journalling, stretching
• Or simply sit with a warm brew

You’d never run a car at full revs all day, so why do it to yourself? Good driving requires moments of pause, so does good teaching and good living.

Tonight, once the keys are hung up and the engine is quiet, try slowing down, take a few mindful breaths, reflect on your day, and switch off.

© Garry Thomas
ADINJC Committee Member

The communications from DVSA yesterday regarding planned changes to the booking system, following the announcement from the Secretary of State, have been very poorly managed. I have written to DVSA to make our feelings on this clear.

As a National Association with Direct Tier One representation with DVSA, the ADINJC feels very strongly that we, along with the other two National Associations should have been consulted prior to DVSA communications going out. If this had happened, we would have been able to ask the questions that hundreds of our members are now putting in front of us, and helped to avoid the confusion over who will and will not be able to manage test bookings once the planned changes come into effect.

Addressing the Proposed Changes:

1. Removal of ADI Access to the OBS

We do not believe removing access to the OBS for ADIs is a positive step. It will cause disruption to a large section of – though not all – ADIs who actively book and manage tests for learners. It should also be noted that many of our members have put this suggestion forward as a potential solution to the test waiting times crisis in the past. Many ADIs do not and never have booked tests for their learners.

2. Limiting Test Swaps and Geographic Movement

Restricting the number of swaps that learner drivers can make, and limiting the geographic area that tests can be moved to are, again, suggestions that many of our members have suggested over the past couple of years. We await further detail from DVSA, but – in principle – it seems like a step that could have an impact. Hopefully a positive one.

3. Additional Examiners from the Ministry of Defence

The move to bring in examiners from the Ministry of Defence School of Transport is happening too late, and the numbers being quoted are not high enough to have any serious impact.

Next Steps

We will be attending a meeting with DVSA today to put these views forward, and to further press our dissatisfaction with the way the results of the Consultation have been handled.

Stewart Lochrie
ADINJC Chairman.