MSA Newslink Marketing Special

msagb.com 

Newslink 

The Voice of MSA GB 

SPECIAL MARKETING EDITION • SUMMER 2021 

JOIN TODAY: 

No joining fee 

Low-cost membership deal 

Free gifts if you join for 

a minimum of six months 

Welcome to 

MSA GB 

Introducing MSA GB 

Details of the support and 

services we offer ADIs/PDIs 

CPD articles and 

key information 

We work for all Driver Trainers – and we want you to join us today. See www.msagb.com

Newslink Special 

Welcome to MSA GB 

Peter Harvey mbe 

National Chairman 


A warm welcome to this very special 

issue of Newslink, the membership 

magazine of the Motor Schools 

Association GB – or MSA GB, as it is 

better known. 

You have received a link to this 

magazine because you are either an ADI/ 

PDI, you may even be a lapsed member 

of the association due to the pandemic, 

or you are a newly qualified ADI. 

To those of you who are newcomers to 

the driver training profession, congratulations; 

I hope you enjoy your new career. 

To those of you who have been ADIs 

for a little longer, and perhaps your 

membership has lapsed over the past 16 

months as we have been dealing with 

the Covid-19 pandemic, we’d love to 

have you back in the fold as members 

once again. That’s why we have 

produced this special marketing issue of 

Newslink. It has details about the 

association, what we offer our members 

and why we think you should join us. 

We also have some special gifts for 

those who take six months and 13 

months’ membership before July 31, 

2021. (see page 4-5). 

One of the key benefits of being an 

MSA GB member is receiving our 

monthly membership magazine, 

Newslink. It is published digitally, so we 

can insert internet links, instant access 

email addresses and other interactive 

elements into its pages, and every 

member receives a link to the latest issue 

at the start of every month. 

Each issue combines news from the 

driving training and testing profession as 

well as motoring and road safety news 

that will be of interest to instructors. In 

addition we carry regular training articles 

that count towards your continuing 

professional development – CPD – as 

well as news, information and opinions 

from local ADIs to your area, via our 

team of area editors based across Great 

Britain. 

For those who might not have seen 

Newslink before, we have included a 

taster in this publication, with key 

articles and information drawn from the 

previous two issues. 

I hope you find the articles interesting 

and they give you an idea of what we do 

for the the profession and a flavour of 

what to look foward to every month. I 

also hope that after reading this 

magazine, you realise what you get from 

MSA GB membership, and decide to join 

us. I am certain you will not regret it and 

you’ll come to recognise membership as 

a natural part of being an ADI. 

All the best, and thanks for reading. 

Peter Harvey mbe 

For all the latest news, see www.msagb.com 

Welcome to your 

digital, interactive 


See a pale blue box in any article 

or on an advert? It it contains a 

web address or email, it’s 

interactive. Just click and it will 

take you to the appropriate web 

page or email so you can find 

more details easier. 

You’ll also find these panels across 

the magazine: just click for more 

information on any given subject. 

How to access this 

magazine 

You can read Newslink in three 

ways: 

Go online and read the interactive 

magazine on the Yumpu website; 

or, if you would like to read it 

when you don’t have a mobile 

signal or WiFi, you can download 

the magazine to your tablet, PC or 

phone to read at your leisure. 

Alternatively, a pdf can be found 

on the MSA GB website, 

at www.msagb.com 

Join MSA GB today from as little as 

£19.25 a quarter* 

Quote MSAGB Special 3 

to get offer price 

6 months membership: 

£36.50 

Quote MSAGB Special 6 to get offer price 

Whichever joining package you choose, 

NO JOINING FEE, saving you £15. 

* Membership taken only for three months will not qualify for special gifts 

NEWSLINK SPECIAL n JUNE 2021 

or 

13 months membership for just 

£70 

That’s right – 13 months for the 

price of 12 at this low rate 

Quote MSAGB Special 13 to get offer price 

JOIN MSA GB TODAY – call 01625 664501 

to speak to one of the team and they will answer any questions 

you may have. Alternatively, join online at www.msagb.com 

Follow the 

link MSA 

GB sends 

you to 

access 

Newslink, 

and then 

just click 

Download 

to save a 

copy on 

your 

device 

Quote these codes to access special offers 

Joining for 3 months: MSAGB Special 3 



03


Join MSA GB today for as little as 

£19.25 

a quarter 1 

or join for the full year with two free 

gifts and an extra month FREE 

Quote MSAGB Special 3 to get special offer 

13 months membership for just 

£70 

Plus two free gifts 1 

(see facing page) 


That’s right – that’s an extra 

month’s membership FREE 

Whichever joining 

package you choose, 

NO JOINING FEE, 

saving you £15 


£36.50 


(see facing page) 


Join by July 31, 2021 

to qualify for special 

joining rates, no joining fee 

and free gifts 

1 

Free gifts only available to new members who join for 

six or 13 months 




04 





NEWSLINK SPECIAL n JUNE 2021


Two FREE gifts if you join for 6 or 13 months 

1. Handy cloth briefcase (right) 

Perfect for keeping your iPad/ 

Tablet, driver records, notepads, 

training notes, Show Me, Tell Me 

question pads, and ensuring a 

neat and tidy car, this smart MSA 

GB-badged canvas briefcase is 

free for new members who join 

for six or 13 months before July 

31, 2021. 

Keep items like 

your Show Me, Tell 

Me notes tidy in 

this handy canvas 

bag (above) 

2. Credit card security case (left) 

Keep your credit cards safe from electronic 

data thieves in this smart MSA GB RFID 

wallet, free for new members who join for 

six or 13 months before July 31, 2021. 

Want to know more 

about MSA GB? 

See pg 6-7 for key details as to 

why you should join and why 

MSA GB membership is a 

natural part of being an ADI 

Essential legal protection 

Up to £5m of 

Professional indemnity 

cover and £10m Public 

liability insurance 

included in your 

membership FREE 

Want to know more 

about this? 

See page pg 12-13 

NO JOINING FEE – SAVE £15 

Go to www.msagb.com, click HERE 


Membership available from 

just £19.25 a quarter* 

05


MSA GB: Who we are, what we do 

MSA GB’s principal aim is to keep members INFORMED of any matters of interest to them, to REPRESENT the views of 

members to Government, its departments and agencies, to provide SERVICES that will be of benefit to members and to 

SUPPORT members in order that they can provide high-quality tuition to the public. 

About MSA GB 

The Motor Schools Association of Great Britain (MSA GB) is the 

longest established association for driver trainers in Britain and 

one of the longest established national bodies for driver trainers 

in the world, having started way back in 1935 just before the 

introduction of the driving test. The association provides 

members with support, information and other services, both in 

person, electronically and in print. 

We are also proud of our Representation services, both for 

individuals who have difficulties with either official government 

agencies or other bodies, and for members and instructors 

collectively when we are consulted by bodies like the DVSA. 

MSA GB offers a range of services which are included in the 

membership fee and further services at discounted prices or 

with special benefits to members. 

The support provided for driver trainers also includes formal 

alliances with training partners, advice about all aspects of the 

profession of driver training and a shoulder to lean on when 

things get tough for individual members. 

That’s why you should join MSA GB. 

• Need more convincing? More details of our services 

can be found on the following pages. 

Membership: Who can join? 

MSA GB membership is open to Approved Driving 

Instructors (DVSA ADIs) and all road transport trainers 

are welcome including motorcycle, lorry, bus, off road 

and theory trainers. Trainee licence holders, potential 

driving instructors, driving school proprietors and other 

interested parties may also join. 

How it’s run 

MSA GB is run on behalf of members by working 

driving instructors, elected around the country. They 

are paid no salary for the work they do. There are 

ten areas around GB who elect committees to 

organise local events including meetings, seminars 

and social events. 

MSA GB is a company limited by guarantee there 

are no shareholders, and any profits are used for the 

benefit of members. 

The association employ a small staff based in 

Macclesfield. 

Key points: What members get 

Annual Report and Handbook 

Members receive a digital copy of our 

Annual Report and Handbook every year. 

It’s packed with all the key information 

about the association, its finances, contact 

details and plenty of other useful items. 

n Advice always freely available: 

Technical - Legal - Business - Insurance 

n Our phones are answered 9 to 4:30 

every working day, by real people, not 

by machine 

n Local contacts 

n A local committee elected by members 

working for members in your area 

n Regular Zoom/online meetings 

n Local meetings and seminars, and 

every March, a National Conference 

n Training 

n Services / Special discounts for 

members 

- Exclusive ‘Partner’ Offers 

- Tuition car insurance 

- Sickness & injury insurance 

- Accountancy service 

- ADI Supplies 

- Pre-printed terms of business 

- Branded stationery 

- Vehicle signs 

- Vehicle preferred rates 

More on discounts - see page 30-31 




06 







MSA GB: Who we are, what we do 

Representation 

MSA GB represents individuals who 

have difficulties with other bodies and 

represents driver training interests to 

Government departments and agencies. 

For instance, if you fail your Standards 

Check but feel the SE was unfair in his 

or her actions, we can help guide you 

through the appeals process. Similarly, 

if you are having difficulties with your 

local test centre, or believe problems 

are affecting your ability to teach 

driving and run your business, we can 

be at your side, offering expert advice. 

SUPPORT 

MSA GB is always open for business. 

Our phones are manned from 9am to 

4:30pm. If we can’t answer your 

question straight away, we will call 

you back and make sure you have 

whatever help and information you 

need ASAP. 

Backing our members 

Throughout this special issue of 

Newslink you’ll see case studies and 

messages of appreciation from 

members which have been drawn from 

the MSA GB files: these are just a small 

sample of the comments expressed by 

grateful members who have received 

our support when times got tough. 

Who we work with 

SERVICES 

Your membership fee includes 

PUBLIC LIABILITY 

INSURANCE in the sum of 

£10,000,000 and 

PROFESSIONAL INDEMNITY 

INSURANCE for up to 

£5,000,000. This is vital if 

you are engaged in driver 

training that you are 

competent to deliver either 

through qualification or 

experience. 

More on Indemnity insurance: 

see pages 12-13 

The association is a member of: PACTS (the 

Parliamentary Advisory Committee on Transport 

Safety); and RoSPA (the Royal Society for the 

Prevention of Accidents). European involvement is 

as the British representative to EFA (the 

European Driving Schools Association). MSA 

GB is also a founder member of National 

Associations Strategic Partnership (NASP), 

the body formed of representatives of the 

three main membership associations for 

driver trainers in the UK. 

The future 

MSA GB is a forward-looking organisation, always open to new ideas and 

improved methods. We plan to offer further services and benefits to 

members, if you have any ideas about new services we can offer, please 

send us an e-mail to info@msagb.com or use our online enquiry form at or 

www.msagb.com Tel: 01625 664501 




08 







Information 

MSA GB keeps its members informed 

through a host of avenues: the MSA GB 

website, www.msagb.com, through 

regular emails to members with breaking 

news and hot topic responses, and 

through our active social media 

platforms, on Facebook, Twitter and 

LinkedIn. 

But we also pride ourselves on our 

monthly, information-packed magazine, 

Newslink. Each issue is sent to members 

digitally at the start of the month, and 

you’ll find its 40+ pages packed with 

news from the driver training and testing 

sector. You can also download each issue 

to read at your leisure. 

We have up-to-date stories on the 

latest from the DVSA, MSA GB responses 

and calls for action on key issues 

affecting driver trainers, reflection and 

comment pieces from MSA GB officials 

and members and much, much more. 

Our dedicated team of regional editors 

keep members up to date with their local 

news and events, while our regular 

Towards Your CPD articles offer training 

and teaching hints that may help 

improve your tuition and give you fresh 

outlooks on how to get messages across 

to pupils. 

From page 14 onwards we’ve pulled 

together some of the most recent articles 

and editorials from Newslink’s April, May 

and June issues, to give you a flavour of 

what to expect every month. 

Enjoy reading. 

One last thing: many of the articles 

you’ll see here are supplied by ordinary 

ADIs; if you would like to contribute your 

own ideas and thoughts to the pages of 

Newslink, we’ll be more than happy to 

include your submissions. 

Whether it’s about driver training, your 

local test centre, a general comment 

piece on motoring matters or anything 

that improves others’ knowledge on road 

safety or motoring, we’d love to publish 

your views. 

Just contact Colin Lilly, Editor, 

Newslink, at editor@msagb.com with 

your ideas and submissions. 



Issue 339 • April 2021 

msagb.com 

Now, about that 

waiting list... 

MSA GB Conference 2021 

DVSA vows to pull out all the stops 

We work for all Driver Trainers. Want to join? See pg 47 for a special introductory offer


MSA GB: Who runs the association? 


MSA GB is run by its Board of Management, 

which is made up of the elected 

representatives from each of the 

10 areas of Great Britain 

Scotland 

Alex Buist 

67 Juniper Drive, Milton of 

Campsie, Glasgow G66 8HL 

T: 01360 312717 or 

07966 366410 

E: chair.os@msagb.com 

Scotland 

National Chairman 

Peter Harvey MBE 

88 Foxbar Road, Paisley, 

Renfrewshire PA2 OAU 

T: 01505 814823 

E: info@msagb.com 

North East 

Mike Yeomans 

7 Oak Avenue, Elloughton, 

Brough HU15 1LA 

T: 07772 757529 

E: chair.ne@msagb.com 

North East 

North West 

Graham Clayton 

209 Wallasey Road, Wallasey 

Merseyside CH44 2AD 

T: 0151 630 6374 or 07710 

541462 

E: chair.nw@msagb.com 

North West 

East Midlands 

West Midlands 

Geoff Little 

17 Edward Tyler Rd, Exhall, 

Coventry CV7 9PF 

T: 02476 312942 

E: deptnatchair@ 

msagb.com 

South Wales 

Western 

West Midlands 

South East 

Eastern 

Greater London 

Eastern 

Paul Harmes 

209 Gertrude Rd, Norwich, 

Norfolk NR3 4SE 

T: 07743 232864 

E: chair.oe@msagb.com 

South Wales 

This region is currently in abeyance and is 

supervised by the West Midlands 




10 







East Midlands 

Kate Fennelly 

T: 07751156408 

E: chair.em@msagb.com 

Western 

Arthur Mynott 

9 Hagleys Green Crowcombe, 

Taunton TA4 2AH 

T: 01984-618858 

E: chair.ow@msagb.com 

Greater London 

Tom Kwok 

52B Sutton Road, Muswell Hill, 

London N10 1HE 

T: 0207 226 3440 or 

07956 269922 

E: chair.gl@msagb.com 

South East 

Fenella Wheeler 

13 Edward Terrace St Leonards On 

Sea, East Sussex TN38 9LP 

T: 07469927613 

E: chair.se@msagb.com 

Just a word to say thanks... 

How MSA GB works for its members 

“You’re my eyes and 

ears on the ground 

while I get on with the job...” 

“I have been a member of this organisation for 

over 20 years as a Driving Instructor. I have in 

the past been a member of most organisations 

in and around this Industry. In my opinion the 

MSA talks the most sense and its officers are 

the most helpful. The team are always easy to 

contact, always answer and give the most 

practical, most common sense, law-abiding 

answers in a simple and easy way to 

understand, however complex the 

question asked. 

“They have been my constant 

support, ears and eyes on 

the ground of this industry 

while I get on with the job. 

Thanks to all the team....” 

Thanks, 

MSA GB!


Key benefit for MSA GB members 

Why you need professional 

indemnity insurance ... 

and it’s part of membership 

As a member of the MSA you 

automatically receive cover from 

our collective Professional 

Indemnity Insurance policy - 

£5m cover for your business... 

and £10m third party liability 

cover. Best of all, it’s completely 

FREE! 

Sounds great... but what is it - and why 

do I need it? 

Professional indemnity insurance covers 

you against any mistakes you are alleged 

to have made during your tuition which 

put others at risk. 

It also covers you for classroom tuition, 

against claims made against you in that 

environment, such as trips and falls. 

This cover is so important that if you 

decide to move into teaching business 

fleet drivers or on behalf of local 

authorities, colleges or other public sector 

bodies, or perhaps run speed awareness 

courses, your employer will insist on you 

having such a policy in place before 

employing you. 

Why is this so important? The cover 

protects you should a pupil or another 

third party bring a legal action against you 

for damages. You are expected to 

maintain the highest standards but if ever 

your standards should slip, and a mistake 

on your part leads to someone else being 

hurt, then you are vulnerable to a claim 

made against you. 

How does it work in practice? 

The following is a real-life incident that 

involved one of our members. 

The ADI was on a lesson with an 

experienced pupil. A confident driver, she 

is close to taking her test and will 

probably pass. 

During a lesson the ADI and pupil were 

sat at a junction waiting to emerge on to 

a busy A-road and the member told the 

pupil to pull out when she thought it was 

safe to do so. 

A small van was fast approaching in the 

overtaking lane but the nearside lane was 

clear. The pupil hesitated and relaxed as if 

to wait for the van to clear, then decided 

that as the approaching car was in the far 

lane, and is a way off yet, it was safe to 

pull out. 

But it wasn’t safe. She has misjudged 

the speed of the van and failed to notice 

that it was indicating to pull in to the 

nearside lane as the driver planned to 

turn left further down the A-road. 

The ADI was so sure of the pupil’s 

driving ability that he didn’t think for one 

second that she would pull out, and her 

initial reaction at the Give Way line had 

confirmed that thought. But it’s too late: 

the van has switched lanes and as your 

pupil pulls out onto the A-road it hit the 

tuition car, hard. 

Big impact. All the airbags go off; a 

small fire breaks out as the petrol tank 

ruptures. Amazingly, the ADI and van 

driver walked away injury-free but the 

pupil wasn’t quite so lucky: she suffered 

severe burns on her arms from the fire. 

So what happens next? 




12 







The ADI claimed on his insurance for 

the damage to his car and to the van – 

but that’s not the end of the matter. The 

pupil decided that she wanted 

compensation, even though it was her 

actions that led to the crash. She sued 

the ADI, claiming his standard of tuition 

in this incident wasn’t up to scratch, and 

he should have made sure she didn’t turn 

on to the A-road. 

Even worse, she has a solicitor on 

hand who is happy to work on a no-win, 

no-fee basis. 

What did the ADI do next? 

As a member of the MSA GB, he 

enacted the free professional indemnity 

cover that comes as part of membership. 

It protects you for up to £5 million of 

legal costs and damages. It was going to 

be a trying experience but at least he was 

financially covered. 

What would have happened if he hadn’t 

of been a member? 

If you are not a member of the MSA... 

and you haven’t arranged personal 

indemnity cover, your options are far 



‘Your support 

during lockdowns 

has been vital...’ 

Thank you so much for your lovely 

email and good luck to yourself. 

Many many thanks for all your 

hard work and support, especially 

throughout lockdown, it 

made these tough 

times so much 

easier. 

All the best, 

keep safe, 

Kerry. 

Thanks, 

MSA GB! 

more limited – and worrying. Either you 

prepare to admit liability and write a 

sizeable cheque out for damages, or fight 

the claim. 

That means paying for a solicitor to 

take the case on your behalf, possibly by 

counter-suing the pupil for negligence. 

This will be costly, stressful, timeconsuming 

and, obviously, comes with no 

guarantee of success. 

At the end of the fight you either win 

but lose thousands in fees, or lose, pay 

the fees and write a sizeable cheque for 

damages. 

This isn’t a made-up case. It’s a real, 

documented situation. It happened to a 

member of MSA GB in the past couple of 

years. Would you rather be a member 

and have the peace of mind that that 

gives you – or not? 

That’s the peace of mind and 

protection that professional indemnity 

insurance can bring. 

Professional indemnity insurance can 

be costly – but if you’re a member of the 

MSA it’s included in your membership for 

free. 

So next time someone asks, ‘why did 

you join the MSA’, just remember three 

words. Professional - Indemnity - 

Insurance.


Key benefit for MSA GB members 

MSA GB’s Exclusive 

ADI Terms of Business 

At MSA GB we are really proud of our membership offer, which we believe represents superb 

value for money. Here we highlight another of the key benefits of membership – the MSA’s 

superb and highly recommended Terms of Business, which are available free to download for 

our members. Alternatively, you can purchase professionally printed versions of the Terms of 

Business from the MSA GB’s authorised supplier, Driving School Supplies. See www.d-ss.co.uk/ 

It is important that you present yourself 

to pupils in a business-like fashion. One 

of the ways MSA GB members do this is 

to use our exclusive Terms of Business, 

which members can download free from 

our website. 

They set out the ‘rules’ that will govern 

the relationship between the ADI and the 

pupil in a professional manner. They 

ensure the ADI is not out of pocket... and 

that any breaches of the contract entered 

into between ADI and pupil are 

recoverable in a court of law if necessary. 

Are these Terms... really necessary? 

Many ADIs say they have never needed 

them because nothing ever goes wrong. 

Others state that they have the details for 

cancelling lessons printed on their 

appointment cards and that is all they 

need, while others think it’s enough to 

sign up to the DVSA’s Code of Practice. 

They are wrong. The purpose of the 

DVSA’s Code of Practice is to set out how 

the ADI will behave towards the pupil; 

putting cancellation terms 

on your appointment cards 

only covers you for missed 

lessons. 

The MSA’s Terms of 

Business cover far more 

issues and places a number 

of conditions on to the 

client. 

Of course, for the vast 

majority of business 

transactions between 

trainers and pupils, nothing 

goes wrong but like most 

business deals, it is only 

when something goes wrong 

that you need a written note 

of what the agreement was. 

The MSA Terms and 

Conditions of Business try to 

make sure that all bases are 

covered and your business is 

protected. The terms cover 

the simple things – such as 

cancellations – as well as 

prices, lesson duration and 

other matters. 

They also set out what the pupil has to 

do regarding their licence and the 

responsibilities they have towards their 

ADI. 

Need see examples? How about this 

story about the ADI, the L-test 

candidate and the bus lane. 

The situation: An envelope drops 

through your letter box stating that your 




14 







Just a word to say thanks... How MSA GB works for its members 

Every wondered what our members ask when they 

contact MSA GB? The question below was put to one of 

our head office team, which was then filtered back to 

Peter Harvey for a response. It’s a perfect example of 

the type of member’s query we deal with daily: 

Peter, I’ve just taken a call from (name redacted). I 

passed on an email from him this morning. Would you be 

able to call him back this afternoon please? He’s setting 

up his driving school and trying to get everything sorted 

asap. His main questions were: 

n He needs a recommendation on dual controls (He’s 

trying to confirm getting that done this week) 

n Any MSA discounts on insurance or best policies? 

n If there’s a template for Terms & Conditions for 

students that he can use? 

n If there’s a template or data protection 

statement regarding having a dash cam 

in the car? 

n Last and least, info on electric 

charger installation. 

Can you drop him a line with 

answers? 

Thanks, 


car was photographed by CCTV in a bus 

lane during its period of operation and you 

are required to pay a fine. You don’t recall 

this incident and on checking your diary 

you realise the car was out on an L-test at 

the time of the incident. 

Your predicament: As the owner, 

registered keeper, leaser or person 

responsible for the vehicle you are required 

to pay the fine. Unlike an offence like 

speeding, the law requires you to pay, not 

to provide details of the driver. 

The resolution: Clause 12 of the MSA 

recommended Terms of Business clearly 

state: During an official driving test the 

client is in charge of the vehicle and is 

liable for any fines or charges levied as a 

result of any motoring offence committed. 

You are therefore able to claim the fee 

from the client. 

That’s why you need the reassurance of 

having the MSA’s Terms of Business behind 

you. 

It also covers you for missed lessons 

when the pupil fails to show, and explains 

the pupil’s responsibilities to you and your 

tuition vehicle, as well as setting out your 

own responsibilities to your pupils. 

“How do you resolve 

this problem? Clause 12 

of the MSA GB Terms 

of Business clearly 

state ‘During an official 

driving test the client is 

in charge of the vehicle 

and liable for any fines’




“Thanks to you, I got my 

ADI licence back! It feels 

like Christmas ...” 

When an MSA GB member was 

given a suspended sentence after a 

momentary lapse in their personal 

standards, they faced not only the 

shame of a court case but losing 

their livelihood, too. 

MSA GB national chairman Peter 

Harvey stepped in and offered his 

support, guiding the member 

through the appeal to the DVSA ADI 

Registrar. The end of the story was 

that, on appeal, the member was 

allowed to keep their ADI badge and 

made a fresh start to life, supported 

by the MSA GB in their career. 

The final email – of several dozen 

that went back and forth between 

the member and Peter – sums up 

the story: 

‘Hope you are well. I just wanted to 

bring you up date you on my 

situation. I have retained my ADI 

licence, thanks to your help, without 

which I feel that none of this would 

be possible. Feels like Christmas has 

come!! 

‘I often think how lucky I was to 

have you to help me with keeping 

my badge and not being struck off; 

I’m so truly grateful and realise just 

how fortunate I am.’ 

It’s all about 

Newslink ... 

As mentioned on previous pages, we’re rightly proud of Newslink, our 

monthly membership magazine. Contained within each issue is a richly 

diverse collection of editorial that will inform, educate, make you think – 

and at times, amuse. Recent issues have seen us focus on... 



Issue 336 • January 2021 

Lockdown 

2.0 

ADIs forced to 

batten down the 

hatches - again 

msagb.com 

We work for all Driver Trainers. Want to join? See pg 39 for a special introductory offer 

January 2021: Bad news for ADIs as lessons 

cancelled due to Lockdown 2... but the MSA 

GB team were on hand with the latest details 

on support packages for the self-employed 

March: Glimmer of hope as 

DVSA confirms training and 

testing to restart in April 

April: 

Growing 

concern as 

L- and 

theory test 

waiting 

times grow 

rapidly 



Issue 339 • April 2021 

Now, about that 

waiting list... 

MSA GB Conference 2021 

DVSA vows to pull out all the stops 

February: 


columnist Rod 

Came urges 

DVSA to take 

decisive action 

now in order 

to prevent a 

huge backlog 

in L-tests later 

in the year 

msagb.com 

Thanks, 


May: In-depth 

analysis on the 

future of smart 

motorways 

We work for all Driver Trainers. Want to join? See pg 47 for a special introductory offer 

Now 

turn over to 

read articles 

published in 

recent issues of 





16 







Introducing the new 

Safe Driving for Life website 

The Stationery Office (TSO) and the Driver and Vehicle Standards Agency (DVSA) are proud 

and delighted to announce the launch of the new Safe Driving for Life (SDFL) website. 

To visit, go to www.safedrivingforlife.info. 

Be prepared 

The new SDFL website will support 

learners through their theory and driving 

tests and in becoming a life-long safe 

driver. With a completely fresh and clean 

look, the easy-to-navigate site provides 

everything learners will need to know 

during their driving life. 

SDFL offers all this information for free: 

n Practice theory tests for all the 

driving/riding categories 

n Hazard Perception tests 

n Road signs tests 

n Visual media clip tests 

It will also give learner drivers or riders 

a free taster of the theory test revision 

material available through a paid-for 

subscription. 

All the advice 

The popular blogs and advice content 

from the old site are included in the new 

SDFL site. They provide guidance for all 

road users, wherever they are in their 

driving life. And this content will be 

easier to find and navigate. 

New Features 

One of the most significant changes to 

the site is in the development of updated 

eLearning modules (formerly on the 

Official DVSA Learning Zone). 

As with the Learning Zone, the 

eLearning modules will be available 

through a paid-for subscription. They 

cover all driving categories, including 

new modules for anyone wanting to train 

as an ADI. The eLearning includes all the 

information an ADI needs to help prepare 

learners for their theory test. 

And the eLearning modules include 

some exciting new benefits, based on the 

most up-to-date learning science. For 

example: 

n Active learning – exercises and 

activities designed to engage learners 

and promote learning 

n The Forgetting Curve – this shows 

how the brain does not retain 

information over time if we do not 

actively try to keep it. Typically, humans 

tend to halve their memory of newly 

learned knowledge in a matter of days or 

weeks, unless they consciously review 

the learned material. SDFL takes this 

into account and actively encourages 

learners to keep practising as their test 

date approaches, to give them the best 

chance of passing 

n Test Readiness Gauge – the learner 

will see a gauge on SDFL’s main 

eLearning dashboard, giving them an 

indication of when they’re ready to take 

their test. The gauge is based on 

different factors, including the amount of 

practice questions the learner has 

answered correctly and how long they’ve 

spent studying. 

ADI benefits 

Another added benefit for the new 

website is a huge increase in 

functionality for ADIs: 

n Learners will be able to share their 

progress through the eLearning modules 

with their ADI and parents. This allows 

them to work through the theory element 

together. 

It also helps the learner through any 

elements of the theory test they may be 

struggling with. 

n Any ADI can use the platform free 

of charge. And, the more of their learners 

they get to sign up to a subscription, the 

more reward points they can earn. 

The ADI can then redeem these 

reward points in the form of Amazon 

vouchers. 

Use it, enjoy it, tell us 

what you think! 

We hope you’re as excited as we are 

about SDFL and all its new features. 

There’ll be an ongoing programme of 

development and enhancement and we’ll 

introduce more modules and 

functionality over time. 

During SDFL’s development, we 

welcome your feedback. So please visit 

www.safedrivingforlife.info: use it, enjoy 

it and let us know what you think.

From the pages of Newslink 

WHO wants to see 20mph 

as default speed for cities 

Road safety campaign group GEM 

Motoring Assist is calling for ‘smart new 

policies and initiatives’ to reduce vehicle 

speeds. 

Its call came during the bi-annual UN 

Global Road Safety Week, organised by 

the World Health Organisation (WHO). 

This year’s programme focused on 

setting 20mph speed limits as the norm 

for cities worldwide. It aims to achieve 

this by garnering policy commitments at 

national and local levels and generating 

local support. 

WHO says 20mph speed limits create 

safe, healthy, green and liveable cities – 

and ahead of the event is calling on 

people to sign an open letter and add 

their voice to the “growing global 

movement” demanding 20mph streets. 

GEM Motoring Assist says it wants to 

see new initiatives to reduce vehicle 

speeds and make roads safer for the 

most vulnerable. 

It points to a recent study in Bristol, 

which showed that the introduction of 

20mph limits was associated with a 63 

per cent reduction in fatal injuries 

between 2008 and 2016. 

Neil Worth, chief executive of GEM 

Motoring Assist, said: “Lower speeds on 

roads that are at the heart of our 

communities can help save lives. 

“20mph speed limits where people 

and traffic mix make for streets that are 

healthy, green and liveable. That’s why 

the UN is calling them ‘streets for life’. 

“So we are joining safety organisations 

around the world to make policymakers 

aware of the benefits of lower speed. We 

want to persuade them to act for low 

speed streets worldwide, limiting speeds 

to 20 mph where people walk, live and 

play.” 

Tailgaters need fining, 

says survey 

Almost 90 per cent of motorists 

support plans to fine fellow drivers for 

tailgating on the motorway, a new poll 

by Motorpoint has found. 

The online survey revealed that 87 

per cent of drivers back proposals that 

would see other drivers fined £100 for 

tailgating. 

The Government has recently been 

trialling new technology on parts of 

the M1 in Northamptonshire that 

detects whether drivers are 

maintaining a minimum of a twosecond 

gap between the vehicle in 

front. During the trail late last year 

some 26,000 people were caught out. 

Tailgating has been listed as the cause 

in almost 600 serious accidents last 

year, 28 of which resulted in someone 

being killed. 

Mark Carpenter, Chief Executive 

Officer of Motorpoint, said: “Tailgating 

has become commonplace in recent 

years and we are delighted to see the 

Government finally taking action to 

address something that can quite 

literally cost people their lives. 

“The issue of tailgating extends far 

beyond just motorways, and this step 

won’t solve the problem overnight, but 

at least it is a move in the right 

direction.” 

Law-breaking public will still back 

motorway average speed cameras 

The findings of an RAC survey shows 

there is “strong support” for the use of 

average speed cameras on motorways. 

At present, average speed cameras are 

used on a number of A-roads but on 

motorways are limited to sections of 

roadworks. 

The survey of more than 3,000 drivers, 

carried out for the RAC Report on 

Motoring, shows more than half (54%) 

would like to see them used more widely 

on motorways. 

Only a quarter (26%) disagreed with 

this idea, with 18% unsure. 

When asked what form of speed 

enforcement is best for ‘high speed roads’ 

(where the speed limit is 60 and 

70mph), 58% of respondents favoured 

average speed cameras. 

Nearly a fifth (18%) felt fixed 

position cameras are most 

effective and 12% said it 

was mobile speed traps. 

More than half of 

respondents (56%) 

admitted to breaking 

the speed limit on 

motorways – with 34% 

of those confessing to 

having travelled in excess 

of 80mph. 

When asked why they did 

this, 39% of respondents said they were 

simply following the example set by other 

motorists, while 31% said it was because 

they thought it was safe to travel faster 

than 70mph. 

Simon Williams, RAC road safety 

spokesman, said: “Despite more than 

half of drivers admitting to regularly 

exceeding the 70mph speed limit, road 

safety statistics clearly show that 

motorways are our safest roads. 

“With so many motorists admitting to 

driving much faster than they should on 

the motorway, it was interesting to see 

such strong support for average speed 

cameras to be used more widely to 

enforce the 70mph limit as opposed to 

just in roadworks, as is currently the 

case. 

“We believe drivers see these 

cameras as being very effective 

at reducing speeds over 

longer distances and 

controlling traffic flow as 

well as being fairer than 

fixed position ones as 

they aren’t instantly 

punished for a 

momentary 

transgression.” 

18 NEWSLINK SPECIAL n JUNE 2021


Public needs clarity and 

flexibility in EV charging 

A survey by the Electric Vehicle 

Association (EVA) has highlighted what 

the public needs to convince them to 

switch to electric vehicles. 

There needs to be a widespread rollout 

of contactless card payments at charging 

points, being able to use one charge card 

(also known as an RFID card) or app 

across multiple charging network 

operators, and higher levels of reliability. 

The survey also highlighted the 

importance of the public charging 

network even to those with off-street 

parking, with 92 per cent of electric 

vehicle drivers relying on the public 

charging network at least once a month. 

Gill Nowell, a Director at EVA England 

said: “Based on the outputs of this 

survey, paving the road for the mass 

adoption of EVs looks like contactless 

card payments, roaming, consistent 

chargepoint reliability, simplified billing, 

and easy access to information about 

what chargers are where. 

“We recognise that the pace of 

chargepoint deployment is increasing 

and that the infrastructure going in the 

ground today is greatly improved from 

that which was being installed even five 

years ago. 

“However, we encourage the 

government to intervene now in order to 

ensure that all charging infrastructure is 

reliable, safe and user-friendly.” 

Based on the results of the survey, EVA 

England has recommended that 

chargepoints should offer a choice 

between a contactless credit or debit 

card, a ‘universal’ charge (RFID) card 

and a smartphone app, that drivers can 

use one app or RFID card on all 

networks, and all prices for electricity sold 

at EV charging sites should be stated in 

pence/kWh. 

ULEVs top half 

a million 

There are now more than half-amillion 

ultra low emission vehicles 

(ULEVs on UK roads. 

The Government has pledged to end 

the sale of new petrol and diesel cars 

by 2030 – and to ensure all new cars 

and vans will be zero emission by 

2035. To achieve this, it has pledged 

a £2.8 billion package of measures to 

support industry and drivers to make 

the switch to cleaner vehicles. 

While still some way from achieving 

its goal, the Government says the stats 

show the UK is ‘accelerating further 

towards a greener transport future’. 

Grant Shapps, Transport Secretary, 

said: “The UK now has the second 

largest EV market in Europe, it’s clear 

that the shift to green motoring is 

accelerating at speed.” 

The SMMT says that plug-in vehicles 

accounted for more than one in seven 

registrations (13.6%) so far this year. 

NEWSLINK SPECIAL n JUNE 2021 19


What’s the right price for a 

driving lesson in 2021? 

Rod Came 

MSA GB South East 

You are an ADI, let me ask you a 

question – why do you work? The 

answer is, of course, the same for 

99.9 per cent of people: to earn a 

living, in other words, to make money. 

If you had unlimited means would you 

still go out six days a week providing 

driving lessons? Unlike the lotterywinning 

pig swill operative who will keep 

working because he doesn’t want to let 

his pigs down, your answer is almost 

certainly ‘no’. 

There are only three ways for a 

self-employed individual, which most 

ADIs are, to be able to make money. 

They are: 

1. To make a small amount of money 

from a lot of sales 

2. To make a lot of money from a few 

sales 

3. To make a lot of money from a lot of 

sales. 

Supermarkets tend to follow the first 

– small returns on many sales. Bespoke 

retail outlets use the second method, 

charging high prices for limited sales. 

The really successful people use the 

third method, high prices and high sales 

figures. Unfortunately, as ADIs, this 

method is not available to us, so it is a 

choice between Methods 1 and 2. 

Over decades before Covid, too many 

ADIs opted for Method 1, which meant 

providing 50/60 lessons a week at the 

cheapest price possible. They had to be 

cheap to keep the numbers up, thinking 

that because they were busy this 

equated to being successful. 

Depending on how you measure 

success depends whether you think you 

are successful or not. Job satisfaction 

may exceed the desire for financial gain. 

However, most ADIs I know have a 

combination of a partner, children and a 

mortgage, all of which need a steady 

supply of money, so for a relaxed home 

life, Method 2 has its attractions. 

But circumstances change. Nobody 

could have forecast that the whole 

country would be effectively shut down 

for 12 months, that ADIs would not be 

able to work at their chosen occupation, 

thereby suffering a substantial loss of 

income. It was beyond imagination that 

what we have endured would almost 

start to seem a normal way of life. 

It is said that every cloud has a silver 

lining and perversely the lockdown has 

provided an opportunity for ADIs. 

This industry has been bedevilled by 

those who see it as a temporary 

occupation between proper jobs. Such 

people have always thought that there is 

an unlimited supply of teenagers just 

bursting to learn to drive and they want 

some of that goldmine; unfortunately, a 

little research would have shown that it 

is not so. 

Every business needs a USP, a unique 

selling point, and the only USP that 

many trainees on a pink ticket and new 

ADIs can provide is to charge less than 

the established players, thus holding 

lesson prices down in a local area to the 

detriment of all. It has always been so. 

Now times have changed. There is a 

surplus of potential learner drivers. ADIs 

who have never had a waiting list are 

seeing a whole new phenomenon. All of 

a sudden it is a seller’s market due to a 

lack of ADIs against the demand for 

lessons. 

Now is the time to re-align lesson 

prices and raise them to a level where a 

comfortable way of life can be enjoyed 

by the provider. So how much is a 

reasonable price for a one hour driving 

lesson? 

It would be illegal for a group of ADIs, 

be that local or national, to form a cartel 

and agree a set price for lessons. 

Anyway, that would not work because 

the figure would be too high for some 

and too low for others. So each must 

choose their own. 

Historically, for many that has been 

determined by the prices of the cheapest, 

which has kept down the prices of the 

majority with only a few deciding to charge 

what they think they are worth. Maybe I 

am wrong there, perhaps the cheapest are 

charging what they are worth! 

Recently I had a local plumber free off 

a seized water tap in the village hall. 

After he had done the job he charged 

£45 + VAT = £54. It took him 15 

minutes. Now that is a rip-off, but for an 

hour without the VAT I think it’s 

reasonable. Perhaps that is what good 

ADIs should be charging. What do you 

think? Replies to MSA GB Newslink. 

Prices: What’s your view? 

What should ADIs be charging? Is it 

time, as Rod suggests, to put prices 

up in the face of huge demand, or 

does that feel like opportunism? 

Click here to email the editor 

and let us know your 

charging plans 



Reminder: what to expect on test 

Some points to remember before taking 

pupils for their L-test: 

n All examiners will be masked throughout 

the test. 

n Waiting rooms are for ADIs only. Please 

do not arrive more than five minutes before 

the test time. 

n You must clean the inside of your car 

before your test. This means tidying any 

unnecessary items away from the 

dashboard, footwells, door pockets, cup 

holders and seats, and wiping down the 

dashboard and car controls. The examiner 

will do an additional clean of some surfaces. 

Examiners can refuse to take a car out on 

Failure to wear 

seatbelt needs 

points sanction 

Road safety and breakdown 

organisation GEM Motoring Assist is 

calling on the UK Government to 

honour the commitment made in its 

most recent road safety action plan 

and increase the penalty for drivers 

and passengers who do not wear a 

seatbelt on road journeys. 

In the plan, launched in July 2019, 

the Government said it would make 

seatbelt offences endorsable, meaning 

people caught not wearing a seatbelt 

would face penalty points on their 

licence as well as a fine. 

The offence has long been 

endorsable in Northern Ireland, where 

drivers who fail to ensure a child in a 

front or rear seat is not wearing a 

seatbelt also face points on their 

licence. However, these tougher 

sanctions do not apply in England, 

Scotland or Wales. 

GEM chief executive Neil Worth 

commented: “Official figures show that 

despite compliance rates of 98.6 per 

cent among car drivers, 27% of those 

killed in cars were not wearing a seat 

belt – more than 200 deaths. 

“Seatbelts reduce the risk of death 

by 45 per cent for drivers and front 

seat occupants. They also reduce the 

risk of serious injury by 50 per cent. 

“We have seen mobile phone 

penalties for drivers rise in recent 

years, and if seatbelt offences were 

dealt with in a similar way, we believe 

would see a significant and immediate 

reduction in the number of drivers and 

vehicle occupants killed and seriously 

injured on our roads.” 

test if they deem it to be unsanitary. 

n The car you use for your test must have 

at least one window open on each side 

throughout the test. Candidates must wear 

appropriate clothing for the test, including a 

face covering. 

n ADIs will not be able to accompany the 

L-test. However, they are encouraged to 

attend the post-test debrief, which will take 

place outside the car. Please remember to 

social distance if attending this. 

Click here for 

all the details 

WAITING ROOMS 

The vast majority of driving 

test centre waiting rooms 

have been reopened. 

The link below gives the 

latest information. This list is 

updated as and when the 

DVSA re-opens waiting 

rooms. 

Click here for 

the full list 



Don’t leave your pupils tackling 

the theory on their own 

Even the most conscientious 

ADIs can often leave their 

pupils to get on with learning 

their theory on their own, 

having an interest in their 

progress only when they 

pass. That’s a chance missed 

to embed some key road 

safety lessons, says 

Steve Garrod 

Dealing with theory is an 

essential part of an ADI’s role, 

but many learners are left to 

their own ways of learning it. 

Many feel they can achieve it 

by downloading the practice tests but it 

appears that quite a few try to memorise 

the questions without understanding how 

it links to the practical training, with 

disappointing results. 

I recently worked in a Further Education 

College and was surprised at how many 

young drivers openly admitted to failing 

their theory test again and again. Some 

have had 10 goes without success. They 

seem to feel that they can pass on good 

attendance or that somehow they will get 

the exact theory test they have been 

practising on their phones. 

Relying on practice tests does not help 

students learn the theory in context. 

Many learners never pick up a Highway 

Code (or look at the online version), 

which is often to their disadvantage. In 

fact, many pupils do not know how to 

learn for themselves. 

There are many very good online 

programmes that have the theory broken 

down into individual headings, such as 

motorways; vulnerable road users and 

road and traffic signs, but it is important 

to understand the terminology used in 

the questions. This can be improved by 

reading more about the subject in the 

Highway Code, but better still, via 

22 

discussion with their instructor. 

For example, there is a question that 

reads, “You are waiting to emerge at a 

junction at night; how would you prevent 

dazzling following drivers?” This is quite 

a complex question for a native English 

speaker, let alone someone whose first 

language is not English. Words such as 

‘dazzling’ and ‘emerge’ are not common 

in everyday speaking and many would 

associate ‘dazzle’ with oncoming vehicles 

and not those behind them and fail to 

read the word ‘following’. 

As with all tutors in Adult Education, 

‘‘ 

Relying solely on practice tests 

does not help students learn 

the theory in context ... many 

learners never pick up a copy 

of the Highway Code... in fact, 

they do not know how to learn 

for themselves 

‘‘ 

ADIs need to be able to provide 

opportunities to improve their pupils’ 

English and mathematics skills (known 

as embedding) into their lessons 

wherever possible. Something I have 

realised in recent years is that those 

below a certain age find it hard to tell the 

time using a traditional clock with hands, 

which can be a problem when trying to 

explain the positions of exits on a 

roundabout. The English used in the 

Highway Code is aimed at all age 

groups, but it is worth remembering that 

children need to understand it when they 

are preparing for their cycling proficiency 

test; therefore the language used should 

be fairly easy to understand. 

If you come across a word that could 

cause a problem, such as ‘Prohibited’ or 

‘Mandatory’, it is worth confirming that 

your pupil knows what the word means, 

or think of a word to replace it. It could 

be useful to produce a glossary of terms 

for the technical language used to help 

students understand the questions and 

use them at appropriate stages during 

your lessons, for example when preparing 

a lesson on junctions you could include 


approaching mandatory signs such as 

‘Stop’ or any of the blue circular signs. 

An effective way of including theory is 

to set a bit of home study (which could 

include an online programme) that will 

help learners to prepare for their next 

lesson. For example; if you are going to 

be dealing with pedestrian crossings you 

could reasonably ask them to read the 

section on the subject and include road 

signs and road markings likely to be seen 

when approaching the crossings. It 

should take no more than 15 minutes 

but it will help them to link what they 

are learning in the theory questions and 

apply it to the practical training. It will 

also be good material for your recap. 

A particularly sticky section in the 

theory test is ‘documents’. There are 

questions relating to Statutory Off-Road 

Notices (SORN), insurance, registration 

documents and driving licences, which 

fully qualified drivers are uncertain 

about. It could be useful to keep copies 

of such documentation with you while 

teaching so that you can show learners 

what they are and what information is 

contained in them. If not, they are just 

names which will be quickly forgotten. 

Spending time covering theory can 

help you with the recap at the start of 

the lesson, particularly on a Standards 

Check. 

In the section ‘Lesson Planning’ there 

is a heading ‘Did the trainer identify the 

pupil’s learning goals and needs?’ If you 

include some road signs you are likely to 

see during your lesson in your recap, you 

will have a better chance of identifying 

any areas that need developing, for 

‘‘ 

If you are dealing with 

pedestrian crossings you 

could ask them to read the 

section on the subject and 

include road signs and road 

markings likely to be seen 

when approaching them... 

‘‘ 

example; if your pupil seems confused 

about positive and negative order signs, 

you will be able to point them out during 

your lesson. This will help them to link 

signs to the places they are likely to be 

found and why they are used. This 

means you will have a better chance of 

being marked highly in the heading in 

‘Teaching and Learning Strategies’ 

section ‘Were opportunities and 

examples used to clarify learning 

outcomes?’ 

Another area of the theory test is First 

Aid. All ADIs should consider attending 

an Emergency First Aid at Work (EFAW) 

course as part of their CPD and 

encourage their pupils to do likewise. In 

some European countries First Aid is part 

of the learning to drive syllabus. Being 

able to make sense of the theory and 

explain it in practical terms will help your 

pupils to understand the subjects, in the 

same way you are able to explain the 

driving elements. 

Now we can take our learners onto 

motorways, pupils could be asked to 

read up on breakdown procedures and 

relevant road signs before the lesson 

begins. You will then be able to develop 

the theory during the practice to help 

reinforce learning, eg, the distance 

between telephone marker posts, how 

the road signs are set out at major 

intersections, reflective studs on the 

carriageway, countdown markers, 

national speed limits when leaving and 

when to use the hard-shoulder. 

If you have some time to spare this 

week, why not refresh your memory of 

the theory subjects and break them 

down and see which sections match your 

lessons; it really will help your learners 

and you never know, you might learn 

something new! 

The theory test may include 

‘documents’, with questions 

relating to Statutory Off-Road 

Notices (SORN), insurance, 

registration documents and 

driving licences... keep such 

documentation in the car while 

you’re teaching .... 


L-test waiting times 

The current L-test waiting times have provoked dismay 

among ADIs, the DVSA and learners in equal measure. 

Over the next seven pages we look at various issues arising 

from the problem. Here, one ADI looks at the DVSA’s 

belief that waiting times will revert to reasonable levels 

within 12 months... 

Much has been made of the 

current L-test waiting times 

in Newslink, with ADIs 

rightly angered by what they 

see as a Covid recoverycrushing 

wait for tests. Perhaps, 

therefore, it is worth looking at the 

statistics behind the current position and 

seeing if we can fathom a path through 

the maze. Just how bad is the problem? 

The first thing we have to ascertain is 

the size of the backlog. In recent issues 

Rod Came, among others, has made a 

stab at calculating this, but in truth, it is 

impossible to do accurately as we just 

don’t know how many learners there are, 

as no-one keeps this statistic. There is no 

log of the number of learners taking 

lessons. A request to the DVLA for how 

many provisional driving licences had 

been dispatched in the past two years 

was met with the dreaded wall of an FOI 

request, but even with this stat we would 

never know whether people were 

applying for a provisional licence to learn 

to drive or just to prove their age/identity, 

as many do. 

However, by looking at past test data 

we can take a pretty good ‘guesstimate’. 

In 2018-19, the last year for which we 

have full statistics, there were 1.66 

million practical tests, with 761,972 

passes (a 45.8 per cent pass rate, for 

those interested) (see table facing page). 

2019-20 saw 1.599 million tests, 

with 734,600 passes; the dip, remember, 

was due to losing a chunk of March 2020 

Sorry everyone, 

test numbers 

don’t add up 

as the pandemic lockdowns began. 

We then see the impact of Covid-19 as 

just 436,000 tests were conducted, with 

217,000 passes, in 2020-21. 

From these stats we can deduce the 

following: over half a million people who 

would, in normal times, now have a 

driving licence, do not. The figure is the 

difference between the passes in 2018- 

19 /2019-20 (761,000 and 734,000 

respectively) and those in 2020-21 

(217,031), which makes about 550,000 

– assuming that the class of 2020-21 

was no different in terms of driving ability 

from their counterparts in previous years. 

So when people say the total backlog 

is enormous, we can see it is at least 

550,000 new drivers. 

A big number. The DVSA says it will 

sort the problem out in 12 months or 

fewer. Will it? It expects to conduct 

around 1.7m tests a year under normal 

circumstances; that means the backlog is 

about 32 per cent of total annual testing 

capacity. There are currently around 

1,650 examiners in the UK. Assuming 

the DVSA’s recruitment campaign brings 

in the extra 300 examiners it hopes for, 

that would increase testing capacity by 

around 18 per cent. At first glance it 

looks like a decent attempt at curing the 

problem, but that is the maximum 

possible uplift and there are a number of 

hurdles to get past before we see the 

new examiners working at full tilt. 

Before we discuss the issues stopping 

that, one point to consider. Even at 18 

per cent it doesn’t actually cut the 

mustard. If you increase the 1.7 million 

tests a year by 18 per cent to account for 

the new examiners, you’re talking about 

an extra 330,000 tests a year. We know 



Driving tests and passes, year by year 

Financial year Tests conducted Passes Pass rate 

2010/11 1,605,599 744,058 46.3 

2011/12 1,569,069 736,158 46.9 

2012/13 1,436,481 677,255 47.1 

2013/14 1,477,585 695,580 47.1 

2014/15 1,532,504 718,711 46.9 

2015/16 1,537,735 723,444 47.0 

2016/17 1,730,936 815,168 47.1 

2017/18 1,718,519 795,892 46.3 

2018/19 1,664,219 761,972 45.8 

2019/20 1,599,566 734,600 45.9 

2020/21 436,044 217,031 49.8 

the pass rate is just shy of 50 per cent, 

so only 160,000 of these will be a a 

pass. That’s a long way shy of the 

550,000 new drivers we have lost. 

A quick bit of maths suggests we’ll 

clear the 550,000 backlog in three and 

a half years (3.5 x 160,000 = 560,000). 

That’s how the maths comes out. And 

that is a best case scenario. 

It’s interesting that the 300 new 

examiners are coming in on two-year 

contracts, as if the DVSA expects therir 

work to be done by summer 2023... not 

a year, as it claims currently. 

And then there is this virus... Every 

hurdle that Covid-19 puts in front of the 

testing regime pushes back the date at 

which we can expect the testing system 

to be back at pre-pandemic levels. For 

instance, examiners are currently not 

conducting the maximum tests possible, 

because of Covid-related considerations. 

At present some DTCs are operating at 

six tests a day. That’s 90 per cent 

capacity. In stark terms, that is around 

200,000 tests a year fewer than in 

2018-19, and 90,000 fewer passes. In 

such a case the 300 extra examiners 

would do nothing to lower the waiting 

times; rather, they would simply stop the 

waiting lists growing any further, and we 

would be left with a 17-week waiting 

time as a standard in many parts of the 

country, rather than an exception. 

It is true that the DVSA is working on 

this part of the problem, and one 

assumes that every week more DTCs wil 

go back to pre-Covid testing numbers. 

But at the same time, every week that 

DTCs AREN’T at full capacity is a week 

which nudges back the day the waiting 

times issue is solved. 

The other factor to bear in mind is 

when the 300 turn up for work. We 

know that the DVSA has started the 

recruitment and training process, but we 

have no idea how long it will take for the 

new recruits’ boots to hit the ground and 


start making a dent in the waiting list. 

Remember that we are still living with 

Covid-19 restrictions. One could easily 

assume that the examiner training 

programme is currently less efficient and/ 

or slower than before, with fewer student 

examiners in cars or lecture theatres, and 

possibly fewer on each training cohort to 

maintain social distancing. 

There is also an assumption that new 

examiners won’t be expected to carry a 

full test load from the outset; rather, they 

will spend several weeks shadowing 

more experienced colleagues. 

Therefore, this numbers game is full of 

questions. First, when will examiners go 

‘‘ 

The new 300 are coming in 

on two-year contracts... 

as if DVSA thinks the 

problem will be solved by 

summer 2023... 

‘‘ 

back to full testing? Second, when will 

the relief column of new ones start work 

– and when will they be at 100 per cent 

operational efficiency? 

At the end of April, the DVSA had 

434,631 practical car driving tests 

booked. I’d estimate that this is about 

four months’ worth and covers the 

summer and into September. An 

additional fact: the DVSA hopes to be 

conducting 11,725 tests a day once 

social distancing rules have been lifted. 

That’s an increase of around 11 per cent 

on 2019-20 figures – way short of the 

18 per cent possible in terms of the extra 

examiners recruited. 

So where do all these figures leave us? 

Well, I think it is fair to say that they 

work against the DVSA goal of having the 

test waiting time back to 6-7 weeks 

within a year. There are just too many 

people in the system waiting to be 

tested, with too little extra capacity being 

brought in to satisfy demand. I’d expect 

waiting lists to stay as high as 16 weeks 

for at least two years. And this situation 

could be worse: we know there is a huge 

pent-up demand for theory tests. Once 

the rules are relaxed on social distancing 

so that theory test centres can get back 

to full capacity, there will be a tsunami of 

learners looking for a test. It’s going to 

get nasty... 

But there is one hope for the DVSA, 

one more regiment of cavalry it can 

deploy. And somewhat ironically, it is us 

ADIs. 

You see, there aren’t as many of us as 

there used to be, so no matter how many 

people are desperate for lessons – either 

those who had their training interrupted 

by Covid, those who never started or 

those who turned 17 recently and would 

be expecting to start – there just isn’t the 

ADI capacity to take them on. We are 

basically looking at 27 months’ worth of 

new pupils hitting ADIs’ books in the 

just 12 months – and that’s an equation 

that simply will not work. There are only 

so many extra lessons ADIs can offer, 

and it’s going to leave a lot of would-be 

learners disappointed. 

It’s not like there is an easy way to 

increase ADI numbers either. The training 

process takes around a year from initial 

application to becoming a fully vetted 

ADI. You can’t simply magic new ADIs 

out of the air after a rudimentary training 

period; there are standards to uphold, 

exams to pass. Anecdotal evidence 

suggests a few older ADIs who retired 

recently are contemplating coming back 

to the profession to earn a quick buck 

while the sun is shining, but it’s not many. 

And that’s the DVSA’s ace up its 

sleeve; it could be that the full weight of 

demand to take a driving test will be held 

back by the dam of a scarcity of ADIs to 

train learners quickly enough. 

And just as that dam looks ready to 

break, the DVSA will have its examiners 

back working at full capacity and the 

new recruits will be making a difference, 

too. 

So could we be back to normal by 

summer 2022? Unlikely; a more 

believable concept will be pupils fighting 

for test slots for at least the next two 

years, with waiting times fluctuating 

wildly from DTC to DTC, some with 

reasonable waiting, others not. 

It could definitely get messy... 

25


Spiralling into 

confusion 

John Lomas 

Editor, MSA GB North West 

A new style of road markings on a T- 

junction has recently appeared in Wirral. 

As you can see from the photos above, it 

strongly resembles one of those circular 

mazes you see in children’s puzzle books. 

It has reportedly caused all sorts of 

problems because some drivers are 

treating it like a (mini) roundabout, while 

others, on the straight through road, are 

just ignoring it. 

It would appear that there was no 

publicity about this new style of marking 

prior to its installation. 

The following is a comment from an 

instructor (un-named because the 

comment was emailed to me without an 

attribution.) 

“We’ve spoken with Pete Fielding, TCM 

at Upton and Wallasey for advice on this 

as it’s on a few of the Wallasey [DTC] 

routes. As expected, the advice is to deal 

with it safely at slow speed and take 

effective observations. 

“The problem is the road markings 

make it look like a roundabout so some 

people are treating it as such whilst other 

drivers are driving straight over it. 

“From what we understand the idea of 

the area is more of a shared space 

environment and encouraging traffic to 

slow down, but it’s not really been 

explained to drivers and as it’s something 

new many don’t see that. 

“We’re hoping to have someone from 

the road safety team at Wirral Council 

attend our next APDI meeting to explain 

more, so will have a better idea after 

that.” 

I have passed on to them the following 

items from the Traffic Signs Manual, 

which is available at: www.gov.uk/ 

government/publications/traffic-signsmanual 

For clarity, the parts in italics are taken 

verbatim from the manual, with my 

comments in roman. I highlighted, in 

bold, certain parts which might be 

important. I’ll leave it up to you whether 

the regulations set out in the Traffic 

Manual are being adhered to. 

The Traffic Signs Manual Chapter 1 

Section2.2.5. Says: Authorisation for a 

non-standard sign can only be given in 

situations where there is no sign already 

prescribed. 

Further Statutory Instruments are 

made from time-to-time that amend the 

Regulations and/or Directions in TSRGD, 

so awareness of these is essential. 

Designers should use the DfT website or 

www.legislation.gov.uk to check that 

they are using the latest TSRGD (as 

amended). 

(JL: There are plenty of prescribed 

signs and markings for T junctions.) 

And; 

2.3.3 The principles of good traffic 

management are in line with good 

streetscape design – neither is helped 

by over-provision and clutter. Therefore, 

this increase in traffic signs is 

unsustainable and rather than being 

erected to address a perceived single 

issue, they should be erected where 

sound engineering principles justify 

them. 

(JL: This is surely over provision and 

clutter.) 

Also: 

3.3.1 The use of non-prescribed signs 

on public highways without authorisation 

by the national authority might be 

deemed unlawful, with authorities using 

them acting beyond their powers. The 

erection of an unauthorised sign in the 

highway is an obstruction and the 

possible consequences of erecting or 

permitting the erection of obstructions 

can be severe. Those responsible could 

lay themselves open to a claim for 

damages, for example if an obstruction 

is the cause of an accident or an injury 

in a collision, or if it adversely affects a 

property adjacent to the road by 

blocking light or impairing visual 

amenity. Furthermore, the use of 

unlawful traffic signs might compromise 

enforcement of statutory provisions and 

be detrimental to road safety. 

(JL: Has the authority obtained permission 

for these non-standard markings?) 

Again: 

Chapter 5 1.2.1. All road markings 

and road studs placed on a highway or 

on a road to which the public has 

access (right of passage in Scotland), as 

defined in section 142 of the Road 

Traffic Regulation Act 1984 and 

amended by the New Roads and Street 

Works Act 1991, must be either 

prescribed by Regulations or authorised 

by the Secretary of State for Transport 

(for installations in England) 

See previous comment. 

CONTACT 

To comment on this article, or provide 

updates, contact John at 

johnstardriving@hotmail.com 

26 



Helping pupils with learning difficulties 

overcome the odds is highlight of my job 

Every issue of Newslink includes a 

Q&A with... a member feature; 

this one is Julie Thompson of 

JT Driving in Durham 

When did you become an ADI, and 

what made you enter the profession? 

I’ve been an ADI for 12 years. I came 

into the profession because I was looking 

for a new career and teaching driving 

seemed to give me the things I was 

looking for. 

What’s the best bit about the job? 

Teaching individuals with learning 

difficulties. It’s hard to describe the joy I 

feel when I hear they have passed; many 

had previously been told they would 

never learn to drive 

And the worst? 

Sadly, other people on the road, 

particularly how they respond to 

learners. I think road rage against learner 

drivers is getting worse and more 

dangerous. 

What’s the best piece of training advice 

you were ever given? 

Never give up on a pupil or yourself. 

What one piece of kit, other than your 

car and phone, could you not do without? 

Diary. Sounds old fashioned but trust 

me, I couldn’t live without it! 

What needs fixing most urgently in 

driving generally? 

The attitude of young drivers and that 

of their parents, many of whom don’t 

listen to what they are being told. 

What should the DVSA focus on? 

Safety for all ADIs. 

What’s the next big thing that’s 

going to transform driver 

training/testing? 

The advent of more people 

switching to electric cars is 

going to be huge for our 

profession. The other thing 

that’s going to be big, and 

is connected to that latter 

point, is getting people to 

change to automatic. 

Electric cars – yes or no? And why? 

A big yes. Why? We need to save our 

planet. 

How can we improve driver testing/ 

training in one move? 

It would be good if the powers that be 

listened to ADIs more and took our 

advice on board. We’re pretty 

knowledgeable about our jobs, you 

know! 

Who/what inspires you, drives you on? 

My pupils, especially those who are 

autistic. 

What keeps you awake at night? 

Work and how to fit everyone in. 

No one is the finished article. What do 

you do to keep on top of the game? 

Try to keep on learning as I go. At the 

moment I’m taking a course on autism 

and learning difficulties to help me 

develop the way I teach pupils with such 

conditions. 

What’s the daftest /most dangerous 

thing that’s ever happened to you while 

teaching? 

I once had a pupil bring the car to an 

abrupt halt as they were convinced there 

was a mouse in the road and they didn’t 

want to hit it. 

It was a leaf. 

As for the dangerous, the reocurring 

problem is impatient drivers who are so 

desperate get past a learner that they 

overtake after we’ve indicated and 

positioned clearly to turn right. I’ve had a 

number of very near misses. 

When or where are you happiest? 

At home with my poodle after a good 

day at work. 

If you had to pick one book/film/album 

that inspires, entertains or moves you, 

what would it be? 

To answer all three: I would 

recommend ADIs read Adults with 

Autism. Favourite film is The Killing 

Fields. Favourite music, anything by 

Abba. 

Always a 

crowd-pleaser. 

Perennial pop 

favourites Abba 


27


In his latest training article, 

Steve Garrod considers the 

best way of introducing risk 

assessments into lessons 

Handling the risks – and 

controlling it in lessons 

Risk management is an essential 

part of the Standards Check, but 

following a number of 

conversations with ADIs who, 

sadly, seek training only after a failed 

Standards Check, it seems that risk 

management is still widely misunderstood. 

Subsequent conversations with a 

former colleague of mine in the DVSA 

have confirmed that many ADIs arrive for 

their Standards Check poorly prepared 

and with no real understanding of risk 

management or client-centred learning. 

When asked about CPD, those who are 

unsuccessful admit to not actively 

undertaking any; instead they rely on 

doing what they were doing for the old 

‘Check Test’. 

Managing risk is not simply explaining 

that you have dual controls and you will 

use them if necessary to prevent a crash, 

or continually asking the question, 

“What’s the risk here?” When I sit in and 

observe lessons I find many trainers miss 

naturally occurring opportunities to cover 

risk management, for example, when 

introducing the DVSA official at the 

beginning of the lesson. Many talk about 

the additional weight in the back, but 

given so many of our learners are still 

teenagers, there could be a natural link 

to the risks involved with carrying 

passengers and the potential distractions 

such as additional noise, not wearing 

seatbelts, etc. 

Risk management should happen 

naturally and form part of each lesson. 

During the lesson you could ask your 

pupil which part of the MSM routine they 

feel confident to take responsibility of, 

and on which part they would like 

support. This is sharing the responsibility 

for risk and client-centred learning. You 

could ask them how best you could 

support them (talk-through, prompting or 

allowing more independence). This 

means you are more likely to match your 

teaching style to their preferred learning 

style. You do need to be careful, however, 

that their preferred learning style is 

suitable for their ability. 

If you are waiting at a set of red traffic 

lights at a crossroads, you could make 

use of the time by discussing the 

potential hazards you could reasonably 

expect to see at the junction. These 

could include pedestrians crossing the 

road or the activity in the new road, such 

as large vehicles causing an obstruction; 

you could also ask how to prioritise those 

hazards. While stationary you could 

discuss how to make a plan to help 

reduce the risk of making a situation 

worse, in other words, adapting their 

driving to manage the potential risks. 

If pupils are bombarded with questions 

on the move they will have little time to 

concentrate, but by discussing situations 

at the appropriate time pupils are often 

encouraged to ask questions for 

themselves. 

In assessment terms this method is 

often known as a ‘Professional 

Discussion’. It leads to questions being 

asked by both parties (the learner and 

28 



the instructor/assessor). It helps identify 

any misunderstandings and allows you, 

as the instructor, to help fill any gaps in 

your pupil’s knowledge and enables you 

both to make the most of the training 

session. It could mean that you change a 

route to include a more suitable learning 

environment. 

As pupils gain more confidence these 

conversations can be replaced by 

questions, but questions should only be 

used when a pupil has time to think of 

an appropriate response and at the 

correct time. Just asking questions 

requiring a quick response only tests the 

power of recall, and not understanding. 

Questions requiring greater depth of 

thinking may need to be asked while 

stationary or when pupils are confident 

with driving in heavier traffic. 

Another example could be while 

waiting to emerge from a side road. If 

you can see parked vehicles in the new 

road to your left, you could use this as a 

risk management opportunity, for 

example, ‘Where will the traffic on the 

main road be positioned? And “Where 

will you have to be positioned once you 

emerge [on to main road]?” Chances are 

that you and oncoming traffic will be 

sharing the same space on the road. 

Using such examples can also help 

linking the theory to the practical to 

reinforce the risks associated with 

parking so close to junctions. 

A challenging question here could be 

to ask who has priority. Learners will 

often give the standard reply, “Traffic on 

the main road’. This is true but from 

experience I have found that they 

generally assume it is traffic approaching 

from the right. Traffic approaching from 

the left which may be on your side of the 

road also has priority, because it is on 

the main road, therefore to reduce the 

risk of causing an obstruction or 

something worse, it may be safer to wait 

in the side road, even if that means the 

occasional ‘beep’ from behind. This is 

similar to waiting to turn right at a 

controlled crossroads when you can see 

there is not enough room to wait in the 

middle of the junction, so instead of 

proceeding you wait behind the stop line 

to avoid blocking the pedestrian areas, 

and wait for the traffic to clear and risk 

the wrath of the following drivers who, 

given the chance, would do exactly what 

you are trying to avoid, eg, block the 

junction. Making the correct decision not 

to proceed requires as much confidence 

as knowing when to proceed. 

Learners also need to understand how 

they can reduce the risk that they may 

‘‘ 

Making the correct decision 

not to proceed requires 

as much confidence as 

knowing when to proceed. 

‘‘ 

pose to other road users while driving, 

manoeuvring or parking. 

These are examples of risk 

management. How you phrase the term 

depends on your pupil; after all, using 

the same phrase can become tiresome 

and if a pupil becomes bored they are in 

danger of switching off and losing 

concentration – and that’s also a risk! 

How you phrase questions will determine 

the level of your pupil’s understanding of 

a subject, for example, asking a pupil to 

identify a hazard (or risk) means asking 

them what they have (or haven’t) seen, 

but asking them how they are going to 

deal with it means a higher level of 

thinking. 

Other questions relating to risk 

management could include: 

• What could be the danger/ 

consequences of….?” 

• What could be the disadvantage 

of…?” 

• Where is the safest place to wait? 

• Why do you think it’s a 20mph 

speed limit? 

If you see other drivers causing an 

unnecessary obstruction you could ask 

“How could that driver have made that 

situation easier?” Or “What would you 

have done?” You could then explain what 

they have witnessed is poor risk 

management. 

Teaching pupils to plan 10 or even 15 

seconds ahead encourages them to read 

the road well ahead and allows time to 

adapt to the road and traffic conditions. 

It allows time for options, adjustments to 

the driving plan and increases the 

chances of arriving at hazards in the 

correct position, at the correct speed and 

in the correct gear, and essentially with 

enough time to look. (Position Speed and 

Look). 

As my old driving instructor told me 

many years ago as he puffed away on his 

pipe, “Nobody’s ever crashed into fresh 

air!” 

A useful format for asking thought 

provoking questions comes from the 

Police publication Roadcraft. On 

approach to a hazard is asks the 

questions: 

• What can be seen? 

• What can’t be seen? 

• What may reasonably be expected to 

happen? 

Imagine you are approaching a side 

road; what can be seen could be a car 

waiting to emerge. What can’t be seen 

could be a second car waiting to emerge 

behind the first one, but not in view. 

Often the danger comes from what can’t 

be seen, rather than what can be seen, 

such as a car closely following a van 

coming towards you in a ‘meeting’ 

situation. 

If you have a few minutes to spare 

have a think about how you could apply 

this scenario to another hazardous 

stretch of road, such as a sharp bend or 

a where there are parked cars narrowing 

the road. 

The same questions could be applied 

to road signs, for example, road narrows, 

school children or slippery surface. If you 

can find some signs which you know you 

are likely to see during the lesson then 

you are preparing your pupil for what will 

be seen while driving. 

You could repeat these questions while 

driving to assess if your pupil is able to 

put the theory into practice. Knowing 

what a road sign means is one thing, but 

knowing how act upon seeing it is 

another. 

It is important to remember that risk 

management should not be made too 

technical. It is just the process we take 

once we have identified a hazard to 

reduce that risk. 

Try and include it in each lesson and 

you’ll have nothing to fear once your 

Standards Check arrives. 


29


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