Standards Check Coaching

Overview

A 45-minute one-to-one ADI Standards Check preparation session. The trainee ADI plans and delivers a client-centred lesson to a realistic learner, then evaluates performance against the DVSA Standards Check approach. No score or Grade A result can be guaranteed; the purpose is to rehearse safe, legal, examiner-observable behaviours.

Learner profile and topic: Sam, aged 22, has held a full licence for six months and is anxious at multi-lane roundabouts. Sam understands the basic routine but approaches too quickly, becomes overloaded by signs and lane markings, and rarely reviews decisions. The chosen topic is approaching and negotiating multi-lane roundabouts safely and independently.

Learning intentions

Students will:

• plan a purposeful, risk-managed lesson around the learner’s needs.
• use client-centred questions, coaching and guided discovery.
• demonstrate, practise and adapt instruction without distracting the learner.
• identify evidence for all 17 Standards Check competencies.
• reflect accurately using the DVSA Standards Check marking approach.

Success criteria

• I can agree a measurable goal with the learner and explain why it matters.
• I can use questions and prompts before giving concise, timely instruction.
• I can manage risk through anticipation, clear intervention triggers and safe control.
• I can adapt the lesson in response to learner performance and reflect honestly.

Curriculum links

• Key Stage 4 Writing: adapting communication for purpose, audience and context.
• Key Stage 4 Writing: selecting and organising ideas, facts and key points, citing relevant evidence.
• Key Stage 4 Writing: making notes, drafting and writing from information provided by others.
• Key Stage 4 Writing: using vocabulary, grammar and organisational features accurately and effectively.

Lesson structure (45 minutes)

1. 0–4 min · Examiner-style brief. Teacher explains that the trainee will deliver a short client-centred lesson, using the prompt on the opening and assessment-focus slides; trainee states the no-guarantee disclaimer and selects a safe practice route. Student identifies the learner’s needs, topic, risk controls and intended outcome on the Standards Check planning and self-assessment sheet.

2. 4–9 min · Lesson planning and role-play setup. Teacher presents Sam’s profile and asks, “What would you like to be able to do more confidently, and how will we know you have improved?” Trainee agrees the goal: “On three appropriate roundabouts, choose the correct lane, approach at a safe speed and negotiate independently, with no instructor intervention.” Student role-plays Sam, shares prior experience and agrees a preferred learning strategy.

3. 9–15 min · Demonstration and commentary. Teacher models a concise explanation: identify signs and lane arrows early, check mirrors, position correctly, select a safe speed, observe and act, then reassess. Trainee asks permission to demonstrate, gives only safety-critical commentary while “driving”, and explains the intervention triggers: unsafe speed, missed observation, incorrect lane commitment or developing conflict. Student observes and records one strength and one question.

4. 15–25 min · Guided practice. Teacher prompts the trainee to coach Sam through a simulated or real low-risk approach: “What information do you need first?”, “Where could the greatest risk develop?”, and “What is your safe option?” Trainee uses a prompt hierarchy—question, hint, clear instruction, intervention—while maintaining a safe following distance and avoiding unnecessary talk during demanding moments. Student makes decisions, explains them briefly when safe, and receives specific feedback linked to the agreed goal.

5. 25–35 min · Independent practice and adaptation. Teacher introduces two or three varied roundabouts or staged scenarios. Trainee reduces prompts, observes silently where safe, and invites Sam to self-evaluate after each attempt: “What went well?”, “What would you change?”, “What evidence supports that?” Student completes the final attempt with minimal support while the trainee records observable evidence rather than assumptions.

6. 35–40 min · Contingency and risk decisions. Teacher presents a branch: Sam either misses a lane arrow and becomes flustered, or succeeds twice and asks for a busier route. Trainee must either intervene early, stabilise the situation and return to a simpler task, or increase complexity only after checking readiness. Student explains the safety decision and adapts the goal or route without blaming the learner.

7. 40–45 min · Reflection, rubric and exit check. Teacher asks, “What did the learner learn, what did you change, and what will you do next?” Trainee completes the rubric below, identifies one evidence-based improvement and gives Sam a final action plan. Student completes the final three prompts on the reflection and exit-ticket section and reviews the recap and pre-test checklist slides.

What strong performance looks like

• Strong: begins with genuine client needs; agrees a specific goal; asks open questions; gives information in manageable portions; demonstrates only when useful; observes continuously; intervenes early and calmly; adapts route, pace and method; links feedback to evidence; encourages learner reflection.
• Weak: delivers a pre-written lecture; asks questions with one expected answer; talks during high workload; gives late or vague instructions; allows risk to develop; uses the same method after it fails; praises generally (“good driving”); controls every decision; cannot explain why the lesson changed.

Evidence across all 17 competencies

The trainee annotates evidence on the worksheet under these DVSA competency areas: identifying learner needs; agreeing lesson objectives; planning structure; client-centred approach; appropriate use of questions; effective explanation; demonstration; guided practice; independent practice; adapting instruction; effective feedback; encouraging reflection; accurate technical knowledge; observation; anticipation; risk management; and safe, legal intervention. Evidence must describe what the examiner could see or hear, for example: “Asked Sam to identify the risk before offering a prompt” rather than “supported Sam well.”

Assessment

• Teacher uses the DVSA Standards Check approach during the role-play: judge each behaviour as secure, developing or not evidenced, and note one exact example.
• Check whether every intervention trigger was stated, anticipated and acted on safely; any unsafe or illegal instruction overrides otherwise strong coaching.
• Exit ticket: “My strongest observable behaviour is…”, “My greatest risk is…”, and “Next time I will…”

Self-assessment rubric

Use the following guidance, not a prediction or guarantee of a score:

• Grade A-type evidence: secure across nearly all competencies; the lesson is clearly client-centred, risk is anticipated and managed, instruction is well timed, adaptation is purposeful, and the learner becomes more independent. Approximate 51/51 interpretation is guidance only.
• Grade B-type evidence: most competencies are secure, but one or two areas are inconsistent—for example, excessive prompting, limited reflection or uneven adaptation. The lesson remains safe and effective.
• Grade C-type evidence: several competencies are developing; planning, questioning, feedback or risk commentary is generic, and learner independence is limited. Safety must still be maintained.
• Unsatisfactory evidence: unsafe, illegal or distracting instruction; late intervention; failure to observe; loss of control; or a lesson that does not respond to the learner’s needs.

Rate each competency 2 = secure and observable, 1 = partly evidenced, 0 = not evidenced, then write one improvement action. Compare only with the current DVSA Standards Check guidance and official DVSA materials; local examiner interpretation may vary.

Differentiation

• Provide sentence starters: “What did you notice…?”, “What is your safest option…?”, and “What evidence supports that?”
• If the trainee struggles, simplify the route, pause in a safe place, model one decision and repeat guided practice before independence.
• If the trainee progresses quickly, increase complexity only after a readiness check; require fewer prompts and stronger learner-led reflection.
• For EAL, dyslexia or anxiety, use the visual planning sequence, short instructions, processing time and explicit confirmation of understanding. Never add conversation while the learner is handling a high-risk situation.

Resources

• the ADI Standards Check preparation deck
• the Standards Check planning and self-assessment sheet
• Safe practice route or simulated roundabout layout
• Vehicle safety checks and suitable dual controls where applicable
• Timer, pen and observation notes
• Official DVSA Standards Check guidance