The 17 ADI Standards Check Competencies, and What Loses Marks on Each

You are marked on 17 things, each scored 0 to 3, out of a possible 51. The same 17 apply whether you are sitting the ADI part 3 test or taking a standards check as a registered instructor. This page lists all of them, and sets out what DVSA's own examiner guidance says shows competence and what shows a lack of it.

The arithmetic, before anything else

Total score	Grade	What it means
0 to 30	Fail	Performance is unsatisfactory
31 to 42	Grade B	You stay on, or join, the ADI register
43 to 51	Grade A	A high standard of instruction

Two things fail you on the spot, whatever your total. Scoring 7 or less across the five risk management competencies, or the examiner stopping the lesson because you have put yourself or someone else in danger.

That second rule is worth sitting with. The guidance is blunt about it: the instructor is responsible for their own safety, the pupil's and other road users' at all times, and "if the PDI fails in this basic responsibility, at any time, they will fail the test".

Lesson planning (4 competencies)

1. Did the trainer identify the pupil’s learning goals and needs?

Usually, this process will take place at the beginning of a lesson. However, where the PDI and the pupil have been working together for some time prior to the Part 3or in the case of an ADI, standards check, they may have already laid down the basic structure of the pupil’s learning goals.

What shows competence

• encouraging the pupil to say what they want from the lesson
• if early in the learning process, ensuring there is understanding about responsibility for managing risk
• asking questions to ensure understanding
• checking understanding as the lesson progresses
• listening to what the pupil is saying
• taking note of body language

What shows a lack of competence

• making assumptions about understanding or experience
• failing to note negative or concerned comments or body language that shows discomfort
• undermining the pupil’s confidence by continually asking questions clearly beyond the pupil’s knowledge or understanding
• pushing the pupil to address issues that they are not happy to talk about, unless there is a clear need, such as an identified risk or a safety critical issue

2. Was the agreed lesson structure appropriate for the pupil’s experience and ability?

The lesson structure should allow the pupil to progress at a manageable rate; stretching them without overwhelming them. For example, a pupil who is concerned about entering roundabouts should not be asked to tackle a fast-flowing multi-lane, multi-exit junction as their first attempt.

What shows competence

• ensuring the pupil understands what they plan to do and agrees with that plan
• a lesson that reflects the information given by the pupil and the learning goals they want to tackle
• building in opportunities to check the statements made by the pupil before moving to more challenging situations
• checking theoretical understanding

What shows a lack of competence

• delivering a pre-planned, standard lesson that doesn’t take into account the pupil’s expressed needs or concerns
• failing to build in a suitable balance of practice and theory

3. Were the practice areas suitable?

The PDI should use an area or route that allows the pupil to practise safely and helps them to achieve their goals. It should provide some stretch and challenge, but without taking the pupil out of their competence zone.

What shows a lack of competence

• takes the pupil outside of their competence zone - so that they spend all their time ‘surviving’ and have no space left to look at learning issues
• exposes the pupil to risks they cannot manage

4. Was the lesson plan adapted, when appropriate, to help the pupil work towards their learning goals?

The PDI should be willing and able to adapt if the pupil: appears to be uncomfortable or unable to deal with, the learning experience that the PDI has set up suggests that it is not providing what they were looking for If the pupil’s inability is creating a possible risk situation, they must adapt quickly. This might require a few extra questions to clarify what is out of line.

What shows competence

• comparing the actual performance of the pupil with their claims and clarifying any differences
• responding to any faults or weaknesses that undermine the original plan for the session
• responding to any concerns or issues raised by the pupil
• picking up on non-verbal signs of discomfort or confusion

What shows a lack of competence

• persisting with a plan despite the pupil being clearly out of their depth
• persisting with a plan despite the pupil demonstrating faults or weaknesses that should lead to a rethink of the plan
• persisting with the plan despite the pupil demonstrating competence
• changing the plan without reason
• failing to explain to the pupil why the plan has been changed
• Risk management
• It is vital that all parties in any on-road training situation understand, and are clear about, where the responsibility lies for the safety of themselves, others in the vehicle and other road users
• There are 2 aspects to the management of risk in any training situation
• At all times the PDI is responsible for their safety, the safety of the pupil and the safety of other road users. In particular, circumstances this can extend to taking physical control of the vehicle to manage a safety critical incident. If the PDI fails in this basic responsibility, at any time, they will fail the test
• From a training point of view, the PDI is also responsible for developing the pupil’s awareness of and ability to manage risk (as the driver, the pupil also has responsibilities). This is the objective that is being assessed in this section

Risk management (5 competencies)

5. Did the trainer ensure that the pupil fully understood how the responsibility for risk would be shared?

The ‘balance of responsibility’, between the pupil and the PDI, will inevitably vary in different circumstances. For example, compare the following 2 scenarios: a) A pupil in the very early stages of their training, in a car fitted with dual controls.

What shows competence

• asking the pupil what is meant by risk
• asking the pupil what sorts of issues create risk, such as the use of alcohol or drugs
• explaining clearly what is expected of the pupil and what the pupil can reasonably expect of the PDI
• checking that the pupil understands what is required of them when there is a change of plan or they are asked to repeat an exercise

What shows a lack of competence

• failing to address the issue of risk management
• giving incorrect guidance about where responsibility lies for management of risk
• failing to explain how dual controls will be used
• undermining the pupil’s commitment to being safe and responsible, for example, by agreeing with risky attitudes to alcohol use
• asking the pupil to repeat a manoeuvre or carry out a particular exercise without making sure that they understand what role the PDI is going to play

6. Were directions and instructions given to the pupil clear and given in good time?

‘Directions’ should be taken to mean any instruction, such as ‘turn left at the next junction’ or ‘try changing gear a little later’. Any input from the PDI must be sufficient, timely and appropriate and not continually retrospective.

What shows competence

• clear, concise directions/instruction
• ensuring the pupil understands what they plan to do and agrees with that plan
• directions/instruction given at a suitable time so that the pupil can respond, avoiding habitual retrospective support

What shows a lack of competence

• giving confused directions
• giving directions too late
• giving unnecessary directions
• failing to recognise when the PDI’s input is causing overload or confusion

7. Was the trainer aware of the surroundings and the pupil’s actions?

This question lies at the heart of the PDI’s professional skill. They should be able to: take in the outside world observe the actions of the pupil, including comments and body language judge whether those actions are suitable in any given situation respond accordingly whether by offering instruction or in extreme circumstances taking control Any serious lapses in this area are likely to lead to a 0 marking.

DVSA gives no competence or lack-of-competence list for this one, only the description above. Mark it on the description.

8. Was any verbal or physical intervention by the trainer timely and appropriate?

The overall approach should be client-centred. Remember that there is a fine balance between giving enough input and giving too much.

What shows competence

• intervening in a way that actively supports the pupil’s learning process and safety during the session
• allowing the pupil to deal with situations appropriately
• taking control of situation where the pupil is clearly out of their depth

What shows a lack of competence

• ignoring a developing situation and leaving the pupil to flounder
• taking control of a situation the pupil is clearly dealing with appropriately
• constantly intervening when unnecessary
• intervening inappropriately and creating distractions
• undermining the pupil’s confidence
• reinforcing the PDI as the person who is in sole control of the lesson

9. Was sufficient feedback given to help the pupil understand any potentially safety critical incidents?

If a safety critical, or potentially critical, incident does occur it is vital that the pupil fully understands what happened and how they could have avoided or dealt with it better. Ideally the pupil should be supported to analyse the situation for themselves.

What shows competence

• finding a safe place to stop and examine the critical incident
• allowing the pupil time to express any fears or concerns the incident might have caused
• supporting the pupil to reflect clearly about what happened
• providing input to clarify aspects of the incident that the pupil does not understand
• support the pupil to identify strategies for future situations
• providing input where the pupil does not understand what they should do differently
• checking that the pupil feels able to put the strategy in place
• agreeing ways of developing that competence if the pupil feels the need

What shows a lack of competence

• failing to examine the incident
• taking too long to address issues generated by an incident
• not allowing the pupil to explore their own understanding
• telling the pupil what the solution is and not checking their understanding
• failing to check the pupil’s ability to put in place the agreed strategy
• Teaching and learning strategies
• The important thing to remember when considering teaching and learning styles is that it is not just about coaching. It is about client-centred learning. Our judgement should be about whether the PDI can help the pupil to learn in an active way. Also, remember instruction based around the core competences used currently is pretty good. We must not throw that away. We are trying to increase the options available to a PDI. Coaching is a powerful extension of the range of options. It is not an automatic replacement for any of the existing ones
• There will be many times when it is useful to use a coaching technique. The principle that underpins coaching is that an engaged pupil is likely to achieve a higher level of understanding and that self-directed solutions will seem far more relevant. This applies in every situation, including instruction. Direct instruction is useful in helping a pupil in the early stages cope with new situations or supporting a pupil who is clearly struggling in a certain situation. Good coaching will use the correct technique at the correct time, matching the pupil’s needs. In some cases, the PDI may need to give direct instruction through a particularly difficult situation. That instruction forms part of a coaching process if the PDI then encourages the pupil to analyse the problem and take responsibility for learning from it. A good PDI will take every opportunity to reinforce learning

Teaching and learning strategies (8 competencies)

10. Was the teaching style suited to the pupil’s learning style and current ability?

The PDI should take into account all that they understand about the pupil. They should recognise that different pupils will have different preferred approaches to learning, although these may only emerge fully over a number of lessons.

What shows competence

• actively working to understand how they can best support the pupil’s learning process (they might not achieve a full understanding in the session – it is the attempt that demonstrates competence)
• modifying teaching style when or if they realise there is a need to do so
• providing accurate and technically correct demonstration, instruction or information - giving technically incorrect instruction or information is an automatic fail if that input might lead to a safety critical situation
• using practical examples and other similar tools to provide different ways of looking at a particular subject
• linking learning in theory to learning in practice
• encouraging and helping the pupil to take ownership of the learning process
• responding to faults in a timely manner
• providing enough uninterrupted time to practice new skills
• providing the pupil with clear guidance about how they might practice outside the session

What shows a lack of competence

• adopting a teaching style clearly at odds with the pupil’s learning style
• failing to check with the pupil whether the approach they are taking is acceptable
• failing to explore other ways of addressing a particular learning point
• concentrating on delivering teaching tools rather than looking for learning outcomes
• ignoring safety issues

11. Was the pupil encouraged to analyse problems and take responsibility for their learning?

A key part of the client-centred approach is development of active problem solving in the pupil. This means that the PDI has to provide time for this to happen and has to stop talking for long enough for the pupil to do the work.

What shows competence

• providing time, in a suitable location, to explore any problems or issues that arose during the lesson or that were raised by the pupil
• providing timely opportunities for analysis; promptly in the case of risk critical incidents
• taking time and using suitable techniques to understand any problems the pupil had with understanding an issue
• suggesting suitable strategies to help the pupil develop their understanding, such as using practical examples or pointing them at further reading
• giving clear and accurate information to fill gaps in the pupil’s knowledge or understanding
• leaving the pupil feeling that they had responsibility for their learning in the situation

What shows a lack of competence

• leaving the pupil feeling that the PDI was in control of the learning process
• failing to adapt the teaching style to best suit the pupils needs
• failing to explore alternative ways of addressing a problem – in response to evidence of different learning preferences
• providing unsuitable or incorrect inputs

12. Were opportunities and examples used to clarify learning outcomes?

While training in technique is core to the learning process it is important to reinforce this input and to link it with theory. The best way to do this is to use real-world situations during the lesson.

What shows competence

• using examples identified on a lesson in a suitable way and at a suitable time to confirm or reinforce understanding a good example would be an emergency vehicle
• exploring different ways to use examples to respond to differences in preferred learning style
• using examples that are within the pupil’s range of experience and ability to understand
• recognising that some pupils will be able to respond instantly while others will want to think about the issue

What shows a lack of competence

• using examples, the pupil cannot really understand through lack of experience
• using complex examples that the pupil doesn’t have the ability to respond to
• failing to give the pupil time to think through the issues and come to their own conclusion
• imposing an interpretation

13. Was the technical information given comprehensive, appropriate and accurate?

As noted above giving incorrect or insufficient information, with the result that a safety critical situation might occur, will result in an automatic fail. Remember that good information is: accurate relevant timely Failure to meet any one of these criteria makes the others redundant.

What shows competence

• giving clear, timely and technically accurate demonstrations or explanations
• checking understanding and, if necessary, repeating the demonstration or explanation
• finding a different way to demonstrate or explain if the pupil still does not understand

What shows a lack of competence

• technically incorrect information or demonstration
• providing inaccurate or unclear information, too late or too early in the learning process
• failing to check understanding
• failing to explore alternative ways of presenting information where the pupil does not understand the first offering

14. Was the pupil given appropriate and timely feedback during the session?

Feedback is an essential part of learning, but the process must be balanced. A pupil needs to have a clear picture of how they are doing, against their learning objectives, throughout the lesson.

What shows competence

• providing feedback in response to questions from the pupil
• seeking appropriate opportunities to provide feedback that reinforces understanding or confirms achievement of learning objectives
• providing feedback about failure to achieve learning objectives that helps the pupil achieve an understanding of what they need to do to improve
• providing feedback that the pupil can understand
• providing consistent feedback that is reinforced by body language

What shows a lack of competence

• providing feedback, a long time after an incident so that the pupil cannot link the feedback to what happened
• lack of honesty and balance
• providing feedback that overlooks a safety critical incident
• continuously providing feedback when this may be distracting the pupil
• failing to check the pupil’s understanding of feedback
• providing feedback that is irrelevant to the pupil’s learning objectives, for example commenting on their personal appearance
• refusing to hear reasonable feedback about the PDI’s own performance

15. Were the pupil’s queries followed up and answered?

The PDI should encourage the pupil to self-reflect and to ask questions throughout the lesson. Encouragement to ask questions should happen throughout the lesson.

What shows competence

• the PDI creating a conducive learning environment that encourages the pupil to ask questions throughout the lesson
• responding openly, readily and appropriately to queries
• providing answers of sufficient content or directing the pupil to suitable sources of information. Balancing theory with practice
• actively confirming with pupils if their comments or body language suggest they may have a question
• encouraging the pupil to explore possible solutions for themselves

What shows a lack of competence

• PDI making no effort to encourage the pupil to ask questions
• refusing to respond to queries or forgetting to do so
• providing inaccurate or incomplete information in response to queries
• avoiding the question or denying responsibility for answering it

16. Did the trainer maintain an appropriate, non-discriminatory manner throughout the session?

The PDI should maintain an atmosphere in which the pupil feels comfortable to express their opinions. They should create an open, friendly environment for learning, regardless of the pupil’s age, gender, sexual orientation, ethnic background, religion, physical abilities or any other relevant factor.

What shows competence

• keeping a respectful distance and not invading the pupil’s personal space
• asking the pupil how they wish to be addressed
• asking a disabled driver to explain what the PDI needs to know about their condition
• providing a positive learning environment and pitching the instructional technique to suit the learning style of the pupil
• adopting an appropriate position in the car
• using language about other road users that is not derogatory and that does not invite the pupil to collude with any discriminatory attitude
• providing a quality learning experience and addressing pupil needs

What shows a lack of competence

• invading somebody’s physical space
• poor quality instruction overall, not providing value
• touching the pupil, including trying to shake hands, unless it is necessary for safety reasons
• using somebody’s first name unless they have said that this is acceptable
• commenting on the pupil’s appearance or any other personal attribute unless it has a direct impact on their ability to drive safely, such as wearing shoes that make it difficult for them to operate the vehicle’s pedals
• showing a lack of interest or derogatory remarks regarding poor examples of driving rather than using positively to enhance learning

17. End of the session - was the pupil encouraged to reflect on their own performance?

At the end of the session, the pupil should be encouraged to reflect on their performance and discuss their feelings with the PDI. The PDI should encourage honest self-appraisal and use client-centred techniques to highlight areas that need development if the pupil has not recognised them.

DVSA gives no competence or lack-of-competence list for this one, only the description above. Mark it on the description.

Where this comes from

Every criterion and every bulleted list on this page is taken from DVSA's guidance for driving examiners, Carrying out driving instructor tests and checks, section 3.24, Interpreting the assessment criteria. That guidance was published on 7 December 2023 and last updated on 10 March 2026. The grades and the automatic fails come from GOV.UK's own pages on the standards check result and the part 3 test result.

We have quoted DVSA rather than paraphrasing it, because the wording is what the examiner is working from. Where DVSA is silent, this page says so instead of filling the gap.

Contains public sector information licensed under the Open Government Licence v3.0.

Information, not legal advice. Check the current guidance on GOV.UK before you rely on it.

Frequently asked questions

How many competencies are in the ADI standards check?

Seventeen, in three groups: four on lesson planning, five on risk management and eight on teaching and learning strategies. Each is scored 0 to 3, giving a maximum of 51.

What score do you need to pass the ADI standards check?

You need 31 or more out of 51. A score of 0 to 30 is a fail, 31 to 42 is a grade B, and 43 to 51 is a grade A. Both grade A and grade B keep you on the ADI register.

What automatically fails the ADI standards check?

Two things. Scoring 7 or less across the five risk management competencies, or the examiner stopping the lesson because you have put yourself or someone else in danger. Either one fails you regardless of your total score.

Is the ADI part 3 test marked the same as the standards check?

Yes. Both are marked on the same 17 competencies, scored 0 to 3, with the same grade boundaries and the same two automatic fails. The difference is the consequence: part 3 decides whether you join the register, the standards check whether you stay on it.

What happens if you fail the ADI standards check?

You get up to two more attempts. If you fail three times you are removed from the ADI register and have to retake the ADI tests to rejoin.

How often do you have to take an ADI standards check?

Usually every four years. DVSA can also ask you to take one earlier based on your pupils' driving test results, and you can be removed from the register if you do not book or attend.