Royale offers a coaching and development service for existing qualified and registered ADIs to assess and improve their Check Test and instructional techniques performance. These are conducted in Sheffield.

We also offer an additional training service for anyone being trained by another organisation and find that they are receiving poor quality training.

The check test assessment/coaching service commences with a two-hour minimum session. The format of this first session would be as follows:

	Assessment of your instructional ability, on similar lines to a DSA 'role play' check test. (approx. 30 minutes)
	Discussion of the assessment's result. (Approx. 20 minutes)
	In-car coaching session working on major deficiencies highlighted and agreed, followed by discussion and agreement on a remedial plan based on the outcome of the 'in-car' coaching session. (Approx. 70 minutes)

The cost of a 2 hour coaching session is £45.00

Additional time per hour is £25.00

Half-day Training Rate (4 hours) £90.00

Day Training Rate (7 hours) £150.00

Additional time should be agreed beforehand, as it may not always be possible to over run a booked 2-hour session due to commitments later in the day.

All cars used for check tests conducted as an observed lesson will be required to have rear seat belts for use by the examiner sitting in the rear of the vehicle. ADIs attending check test will need to produce their certificate of ADI registration.

When presenting yourself for a check test it is important to give serious consideration to the following:

Ensure the vehicle is clean and tidy, with the rear seating clear for the examiner.

First impressions are important, so personal appearance and attitude can work in your favour. Be pleasant, professional, confident and on time.

Ensure you are able to answer any questions the examiner may ask relating to the pupil’s driving and training i.e. hours of instruction to-date, pupil’s strengths and weaknesses along with general background information.

Do not forget to introduce the S.E. to your pupil, advising them of the extra weight and its effect on the vehicle’s handling and performance.

Plan your lesson for approximately 55 minutes to ensure that you do not over-run your allocated time.

Your lesson plan will be dependent upon your pupil’s skills, abilities and the training area.

A lesson plan may include an introduction to a new subject.

All lesson plans should be flexible. If the pupil develops a problem during the lesson this needs to be resolved before continuing. Parts of the original lesson plan may have to be discarded.

Continue to monitor your pupil’s understanding and knowledge by use of the question and answer technique.

Consider the use of open or closed questions to ascertain the level of the pupil’s understanding.

Praise and encouragement also play a vital role in the pupil’s progress and so does your attitude and approach to the pupil. Be friendly but firm, professional and enthusiastic, patient and above all understanding.

SUGGESTION

Select a pupil who has had approximately eight to ten lessons, who has not yet completed the full training programme. This enables you to introduce a new subject of your choice which can be selected from the ten Pre Set Tests of the Part III examination, excluding the controls lesson but including roundabouts.

A lesson on the move is preferable to a static one.

Work through the lesson in a logical and constructive manner. Start with a re-cap and then outline the aims and objectives of the lesson.

Question the pupil to establish any existing knowledge on the subject.

Decide when and where any briefings will take place and have any training aids that are to be used at hand. Plan your training area and route. Be flexible and consider alternatives.

Demonstrate any manoeuvres that are being taught for the first time.

At the end of the lesson finish with a re-cap and praise, outlining the aim of the next lesson.

The grade awarded will be dependant on the markings in the three main boxes.

Fault Assessment: Instructional Techniques: Instructor Characteristics.

NB. If it is not possible to present a pupil for the purpose of the check test for any reason, you must notify the Supervising Examiner concerned before the appointment date, in order that he can choose a subject for him to conduct the test in role play as the pupil.

THE MOST IMPORTANT OF THE THREE BOXES IS FAULT ASSESSMENT

SCALE OF GRADING ASSESSMENTS

The following explanatory notes give the definitions of each grade and action to be taken if instruction is not satisfactory.

GRADE 6 Overall performance to a very high standard with no significant instructional weaknesses. Concise accurate recap given on the previous lesson and realistic, attainable objectives set for the current lesson. There was dialogue, with pupil involvement. Consistently demonstrated the ability to vary/select the most appropriate instructional techniques as necessary to suit the needs, aptitude and ability of the pupil.

Quick to recognise and address all the important driving faults and provided thoroughly sound analysis, with clear, prompt and appropriate remedial action. An appropriate route chosen for the pupil’s ability and experience and took every opportunity to develop the pupil’s driving skills and awareness using the problems presented en-route.

Structured an appropriate learning environment that positively encouraged the pupil to further develop their skills and good driving practice. The lesson concluded with a concise recap, which was an accurate overview of the lesson. The strengths and weaknesses in the pupil’s performance identified and discussed constructively. Realistic and appropriate objectives set for the next lesson. Professional attitude and approach to the pupil throughout the lesson.

ADIs in this category have the lowest priority for inspections and will normally be seen once in every four-year registration period.

GRADE 5 A good overall standard of instruction with some minor weakness in instructional technique. A recap given on the previous lesson and objectives set for the current lesson, with pupil involvement. Demonstrated the ability to vary/select the most appropriate instructional techniques as necessary to suit the needs, aptitude and ability of the pupil, with only minor weaknesses. Recognised and addressed all the important driving faults and provided sound analysis with appropriate remedial action. An appropriate route chosen for the pupil’s ability and experience taking advantage of most of the opportunities to develop the pupil’s driving skills and awareness using the problems presented en-route. Structured an appropriate learning environment in which the pupil could readily further develop their skills and good driving practice. The lesson concluded with a concise recap, which was an accurate overview of the lesson. The strengths and weaknesses in the pupil’s performance identified and discussed. Objectives set for the next lesson. Attitude and approach to the pupil was good throughout the lesson.

ADIs in this category will also normally be check tested at four yearly intervals.

GRADE 4 A competent overall performance with some minor deficiencies in instructional technique. Acceptable recap with limited pupil involvement and objectives for the current lesson outlined. Demonstrated the ability to vary/select the most appropriate instructional techniques as necessary to suit most of the needs, aptitude and ability of the pupil. Recognised and addressed the important driving faults, providing generally sound analysis and remedial action. An acceptable route chosen for the pupil’s ability and experience, taking advantage of most of the opportunities to develop the pupil’s driving skills and awareness using the problems presented en-route. Structured a generally appropriate learning environment that provide opportunities for the pupil to develop their skills and good driving practice. The lesson concluded with a general summary, giving an accurate overview of the lesson. The main strengths and weaknesses in the pupil’s performance identified. Attitude and approach to the pupil was acceptable throughout the lesson.

The shortcomings that are seen needs to be corrected so as to justify a higher marking. ADIs should not rest content in this category and will be check tested again in approximately two years.

GRADE 3 An inadequate overall performance with some deficiencies in instructional technique. Inadequate or sketchy recap on the previous lesson. Did not adequately set out/explain the objectives for the current lesson, and did not involve the pupil. Demonstrated only a limited ability to vary/select the most appropriate instructional techniques as necessary to suit the needs, aptitude and ability of the pupil. Inconsistent identification, analysis and remedial action of driving faults. Some unnecessary retrospective instruction. A poor route chosen for the pupil’s ability and experience and missing opportunities to develop the pupil’s driving skills and awareness using the problems presented en-route. Failed to structure a learning environment to enable the pupil to develop their skills and good driving practice. Inaccurate or incomplete summary at the end of the lesson. Many of the strengths and weaknesses in the pupil’s performance not identified or treated superficially. Shortcomings in attitude and approach to the pupil.

GRADE 2 A poor overall performance with numerous deficiencies in instructional technique. Little or no recap on the previous lesson, failed to set objectives for the current lesson. Unable to vary/select instructional techniques as necessary to suit the needs, aptitude and ability of the pupil. Many problems with correct identification of driving faults and analysis and very late remedial action. An unsuitable route chosen for the pupil’s ability and experience and missed numerous opportunities to develop the pupil’s driving skills and awareness using the problems presented en-route. A poor learning environment from which the pupil would not be able to develop their skills and good driving practice. Superficial summary at the end of the lesson. Main strengths and weaknesses in the pupil’s performance not mentioned. Serious shortcomings in attitude and approach to the pupil.

GRADE 1 An extremely poor overall standard with incorrect or even dangerous instruction. No recap on previous lesson, objectives not set for the current lesson. Unable to even recognise the need to vary/select the most appropriate instructional techniques as necessary to suit the needs, aptitude and ability of the pupil. Failed to identify, analyse or correct driving faults, many of which were of a serious or dangerous nature. A totally unsuitable route chosen for the pupil’s ability and experience and did not use the opportunities presented en-route to develop the pupil’s driving skills and awareness. No attempt to structure any kind of learning environment. No summary at the end of the lesson. Very serious shortcomings in attitude and approach to the pupil.

The assessment of mark will be informed immediately following an assessment in this category. The SE ADI will make no further visits. The ADI will have the faults clearly explained to them at the time and then they will be confirmed by letter, which will also inform the ADI that their unacceptable standard is being reported to headquarters.

If an SE ADI considers that the instruction being observed on a grade 1 check test is of such a level that it constitutes a danger to the pupil or to the occupants of the car, he will intervene and stop the check test. The ADI will be informed of the grading and the reason for it will be outlined.

EDUCATIONAL CHECK TEST On the first check test after entering the Register the ADI will be tested in the normal way. It may be that a grading cannot be given because the lesson was not up to the standard required, in this case the check test will be regarded as purely educational and the letter ‘E’ will be entered in place of the normal assessment figure. Subsequent check tests will be assessed in the normal way.

If an ADI has been on the Register for 12 months without an educational visit it is reasonable to assume that they will have gained experience during this time and in these circumstances, they will be assessed according to the stated criteria and given the appropriate grade.