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Ready To Pass Driver Training - L | PDI | ADI

Driving Fault Guide

Your in depth guide to driving faults
What they are - The full DVSA explanation
How to spot them
How to fix them
How to teach to prevent them

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Meet Dave & Susie

Qualified ADIs and recently retired DVSA driving examiners, Dave and Susie created Ready To Pass to offer a truly unique driver training experience.

With 18+ years as examiners and 16+ years as ADIs, they know driving faults inside out — including exactly what DVSA examiners look for.

To share this knowledge, they run workshops to help ADIs deepen their understanding of driving faults.

To support these workshops, they’ve also created this detailed online guide that serves as a permanent reference throughout your driving-fault learning journey.

The guide is designed for quick, ad-hoc use whenever you need it.

Driving Fault Guide - Introduction

This Driving Fault Guide is designed to strengthen your understanding of driving faults — not to replicate how examiners mark them.

Since leaving the DVSA, we’ve seen first-hand how a deep knowledge of driving faults transforms the way you teach. By focusing on preventing faults rather than reacting to them, your pupils naturally develop into safe, confident drivers who perform closer to a DVSA standard every day.

And when pupils don’t pick up faults…
• they don’t accumulate serious or dangerous faults
• they avoid ETAs
• and your driving test results improve dramatically

Our own first-time pass rates are proof of this approach in action.

Strengthening your driving-fault knowledge will change the way you teach — and your test outcomes will change with it. Better results mean fewer issues, fewer test failures, and a far lower likelihood of facing a DVSA standards check.

Use this guide regularly, and watch your pupils’ performance — and your professional confidence — grow

How's Your Driving?

To recognise driving faults in your pupils, you first need a deep, personal understanding of them.
And that starts with your own everyday driving.

You’ve already proved you can drive to a high standard—you passed your Part 2.
But ask yourself honestly: Do you still drive to that standard every single day?

The more consistently you aim for the highest possible standard in your own driving—minimising faults, refining routines, and staying fully aware—the sharper your ability becomes to spot faults in others.

When you drive with a “fault-spotting mindset,” you naturally start to notice subtle cues:
the hesitation before a poor decision…
the hand movement that hints at clutch control trouble…
the slight lane drift that predicts a future steering fault.

Developing this level of awareness transforms your teaching.
You stop just correcting faults—and start anticipating them.
You help learners prevent issues before they happen.
And your pupils benefit from cleaner, safer, more test-ready driving.

It all begins with reflecting on your own driving, every day

Driving Faults

Controls Section

Accelerator
Clutch
Gears
Footbrake
Handbrake
Steering
Precautions

Move Off

Safety
Control

Mirrors Section

Use of mirrors – Signals
Use of mirrors – Change Speed
Use of mirrors – Change Direction

Junctions Section

Junctions – Approach Speed
Junctions – Observation
Junctions – Position Left
Junctions – Position Right
Junctions – Cutting Corners

Judgement Section

Judgement – Overtaking
Judgement –  Meeting
Judgement – Crossing Traffic

Position Section

Position – Normal Driving
Position – Lane Discipline

No Grouping

Pedestrian Crossings
Position / Normal Stops
Awareness & Planning
Clearance To Obstructions
Following Distance
Use of Speed

Progress

Appropriate Speed (Too slow)
Hesitation 

Signs & Signals

Response to – Traffic Signs
Response to – Road Markings
Response to – Traffic Lights
Response to – Traffic Controllers
Response to – Other Road Users

Precautions & Show Me / Tell Me

Ancillary Controls
Show Me / Tell Me

Manoeuvres

Reverse Bay – Control
Reverse Bay – Observation

Forward Bay Park – Control
Forward Bay Park – Observation

Reverse Park Rd – Control
Reverse Park Rd – Observation

Reverse Right – Control
Reverse Right – Observation

Controlled (Emergency) Stop

Accelerator

  • Uncontrolled use
  • Excessive revs


How to Spot it

  • Engine revs spike unnecessarily during acceleration.
  • Sudden bursts of speed or jerky forward movement.
  • Difficulty maintaining steady speed on open roads or when pulling away.

What Causes It

  • Over-eager foot pressure or poor throttle control.
  • Anxiety when moving off or accelerating.
  • Lack of awareness of engine response and gear relationship.
  • Poor coordination with clutch or brakes.

How to Fix It

  • Practise gradual, smooth pressure on the accelerator.
  • Combine with controlled clutch release for manual cars.
  • Rehearse smooth progress from stationary to moving, and speed adjustments.
  • Encourage pupil to anticipate and plan speed changes.

How to Prevent it

  • Build habit of smooth acceleration as part of normal control.
  • Reinforce progressive speed adjustments in traffic and varying road conditions.
  • Praise consistent, steady control rather than abrupt inputs.

 Clutch

  • Not depressing the clutch pedal before stopping
  • Uncontrolled engagement after changing gear

How to Spot it

  • Vehicle lurches or stalls when stopping or changing gear.
  • Harsh or jerky engagement when moving off or accelerating.
  • Poor coordination with brake and accelerator.

What Causes It

  • Lack of familiarity with clutch control.
  • Anxiety or over-caution when manoeuvring.
  • Poor timing when coordinating clutch with gears or brakes.

How to Fix It

  • Practise clutch control exercises: moving off, stopping, and gear changes.
  • Break down clutch–gear–accelerator sequence into manageable steps.
  • Rehearse smooth engagement and controlled stopping repeatedly.
  • Introduce braking to very low speed and bringing clutch to peep & creep under full control

How to Prevent it

  • Encourage consistent use of clutch for all stops and gear changes.
  • Build confidence through repeated practice in low-risk areas.
  • Praise smooth, controlled clutch use.

 Gears

  • Clutch coasting
  • Looking down when changing gear, resulting in loss of steering control
  • Selecting the wrong gear for road and traffic conditions

How to Spot it

  • Learner changes gear while coasting or not pressing clutch fully.
  • Eyes off the road while gear changing, leading to steering drift.
  • Gear choice inappropriate for speed, incline, or traffic, causing strain or jerky motion.

What Causes It

  • Weak gear–clutch coordination.
  • Lack of practice or over-concentration on gear lever.
  • Inexperience in judging appropriate gear for speed or conditions.

How to Fix It

  • Practise gear changes without looking down, using tactile memory.
  • Reinforce appropriate gear selection for speed, road, and incline.
  • Break exercises into clutch–gear–steering coordination drills.
  • Teach “plan ahead” thinking: anticipate gear before action.

How to Prevent it

  • Encourage habitual eyes on the road during gear changes.
  • Build muscle memory for gear positions.
  • Reinforce correct gear choice in varied driving situations.

Footbrake

  • Uncontrolled use resulting in pulling up too early or too late
  • Late or harsh braking
  • Missing the brake pedal completely

How to Spot it

  • Sudden or jerky braking.
  • Vehicle stops either too soon or too late.
  • Learner misses brake, causing overrun or near-miss situations.
  • Hard braking when gentle is sufficient.

What Causes It

  • Poor pedal control or coordination with clutch.
  • Anxiety or inexperience with stopping distances.
  • Weak observation and anticipation of hazards.

How to Fix It

  • Practise controlled braking exercises at different speeds.
  • Combine observation, clutch, and brake coordination drills.
  • Reinforce progressive pressure rather than abrupt inputs.
  • Use commentary driving: “Hazard ahead — gradual braking applied.”

How to Prevent it

  • Encourage early observation and braking planning.
  • Reinforce smooth, progressive braking habits.
  • Praise accurate stopping within safe distances.

Handbrake

  • Applying whilst in motion
  • Not applying where necessary, resulting in rolling forwards/backwards
  • Allowing the vehicle to ‘creep’ with an automatic
  • Unable to release fully

How to Spot it

  • Vehicle rolls when stationary on an incline.
  • Learner applies handbrake mid-move, causing jerk or stall.
  • Handbrake fails to hold vehicle or is not fully released.

What Causes It

  • Poor understanding of handbrake use and function.
  • Weak coordination with clutch and gears.
  • Anxiety on slopes or during stop/start situations.
  • Rushing

How to Fix It

  • Practise slower more controlled handbrake exercises on flat and inclined surfaces.
  • Teach correct handbrake application and release sequence.
  • Reinforce smooth integration with clutch and accelerator.

How to Prevent it

  • Encourage consistent use when stopping or parking.
  • Reinforce habit of checking handbrake position before moving off.
  • Praise smooth, controlled application.

Steering –No 6 in the DVSA Top 10 Reasons For Failing The Test  – Not having proper control of the steering

  • Unable to maintain a steady course in normal driving
  • ‘Swan neck’ turns when turning right
  • At a normal stop, mounting/dismounting the kerb
  • Not following the contour of the kerb at a bell mouth junction
  • Steering too late around objects

How to Spot it

  • Vehicle drifts within or across lanes.
  • Jerky or wide turning movements.
  • Mounting kerbs during normal stops or turns.
  • Poor positioning at junctions relative to kerb or road edge.

What Causes It

  • Poor hand–eye coordination or steering technique.
  • Anxiety or over-correcting when manoeuvring.
  • Lack of reference points or planning for turns.

How to Fix It

  • Practise steering control exercises: straight lines, curves, tight turns.
  • Use reference points for kerb and lane positioning.
  • Reinforce smooth, progressive steering rather than sudden adjustments.

How to Prevent it

  • Encourage habitual use of reference points for all manoeuvres.
  • Build confidence with repeated steering exercises.
  • Praise controlled, smooth, accurate steering.

 

 No 6 in the DVSA Top 10 Reasons For Failing The Test  – Not having proper control of the steering

What you must be able to do

You must be able to steer the car as smoothly as possible.<br>

You must steer at the appropriate time, as steering too early or late can cause the car to hit the kerb or swing out towards another road user.

 

 Repeatedly not steering enough or steering late on the approach to junctions when turning left
Throughout the test, when you turn left, you repeatedly understeer, not following the shape of the kerb. This means there’s not enough space for vehicles turning right to fit alongside your car.

Not steering enough when going around a bend
When you drive around a bend at an appropriate speed, you do not apply enough steering. This causes both passenger-side wheels to mount the pavement.

Steering late when turning right into a minor road
When you turn right into a minor road, you steer late and not enough. This causes a ‘swan neck’ effect, and you drive fully onto the wrong side of the new road to correct your position.

Repeatedly mounting the pavement when pulling up on the left
Throughout the test, when you pull up on the left-hand side of the road, you mount the pavement with both passenger-side wheels before the car returns to the road.

Steering late when moving out to pass parked vehicles
When you approach parked vehicles, you steer late and get too close to the parked vehicles.

Precautions

  • Leaving in gear with the clutch up and starting the engine

How to Spot it

  • Vehicle lurches forward on start.
  • Learner exhibits hesitation or poor engine control.

What Causes It

  • Lack of understanding of clutch and gear interaction.
  • Inexperience with starting routines.

How to Fix It

  • Practise engine starting routine: clutch down → neutral → engine start → release clutch progressively.
  • Reinforce habit of checking gear and handbrake before starting.

How to Prevent it

  • Build consistent starting routine for every start.
  • Praise safe, controlled engine start and move-off.

 

 

The Controls Section

The below table shows all of the fault descriptions taken from the DVSA’s ‘A guide to the location of driving faults’

Accelerator

  • Uncontrolled use
  • Excessive revs

 

Clutch

  • Not depressing the clutch pedal before stopping
  • Uncontrolled engagement after changing gear

Gears

  • Clutch coasting
  • Looking down when changing gear, resulting in loss of steering control
  • Selecting the wrong gear for road and traffic conditions

Footbrake

  • Uncontrolled use resulting in pulling up too early or too late
  • Late or harsh braking
  • Missing the brake pedal completely

 

Handbrake

  • Applying whilst in motion
  • Not applying where necessary, resulting in rolling forwards/backwards
  • Allowing the vehicle to ‘creep’ with an automatic
  • Unable to release fully

 

Steering

  • Unable to maintain a steady course in normal driving
  • ‘Swan neck’ turns when turning right
  • At a normal stop, mounting/dismounting the kerb
  • Not following the contour of the kerb at a bell mouth junction

Precautions

  • Leaving in gear with the clutch up and starting the engine

 

Ancillary Controls

  • Failure to use ancillary controls when necessary
  • Unable to operate controls
  • Not able to locate or operate essential ancillary controls
  • Loss of control whilst operating ancillary controls

 

 

Control driving faults can lead to or be the reason why many other driving faults occur, we’ve linked faults to reasons in the table below.

Accelerator

·        Move Off Safety

·        Move Off Control

·        Approach Speed

·        Observation

·        Pos Turning Right

·        Pos Turning Left

·        Cutting Corners

·        Judgement

·        Crossing The Path

·        Following Distance

·        Speed

·        Progress

·        Hesitation

·        Manoeuvres

Clutch

·        Move Off Safety

·        Move Off Control

·        Approach Speed

·        Observation

·        Turning Right

·        Turning Left

·        Cutting Corners

·        Judgement

·        Crossing The Path

·        Hesitation

·        Manoeuvres

Gears

·        Move Off Control

·        Approach Speed

·        Observation

·        Hesitation

·        Manoeuvres

Footbrake

·        Approach Speed

·        Observation

·        Pos Turning Right

·        Pos Turning Left

·        Cutting Corners

·        Judgement

·        Following Distance

Handbrake

·        Move Off Control

·        Hesitation

·        Manoeuvres

Steering

·        Lane Discipline

·        Pos Normal Stops

·        Manoeuvres

·        Pos Normal Driving

·        Overtaking

 

Move Off – Safety

  • No blind spot checks / incorrectly timed checks moving away unsafely
  • Blind spot check only over left shoulder for normal stops and angle starts
  • Following pull up on the right exercise – ineffective/no observations before moving off
  • Pulling away with left signal on

How to Spot it

  • Learner moves off into traffic without checking blind spots.
  • Learner moves off with the left signal applied.
  • Uses signal incorrectly or fails to observe traffic.
  • Pulls away unsafely, causing obstruction or near miss.

What Causes It

  • Poor observation technique.
  • Over-reliance on mirrors alone.
  • Lack of planning or awareness of other road users.

How to Fix It

  • Practise MSM routine: Mirrors → Signal → Manoeuvre.
  • Reinforce blind spot checks on both sides.
  • Stage move-off exercises in quiet areas before live traffic.

How to Prevent it

  • Build habit of full mirror + blind spot checks before moving off.
  • Praise safe, confident, and correctly signalled move-offs.

 

No 3 in the DVSA Top 10 Reasons For Failing The Test – Not moving off safely

What you must be able to do

You must be able to move off safely while making the correct observations:

  • from the side of the road
  • on a slope or hill (gradient)
  • from behind a parked vehicle, so you have to move off at an angle

 

 

Moving off from behind a parked vehicle into the path of an approaching vehicle

When you move off from behind a parked vehicle, you check your mirrors and blind spot, but still move off into the path of an approaching vehicle. This causes the vehicle to significantly slow down.

Repeatedly moving off from the side of the road with no blind spot checks

Throughout the test, you repeatedly move off from the side of the road with no blind spot checks in situations where they’re needed.

Pulling off from the right-hand side of the road, causing an oncoming vehicle to slow or stop

After the ‘pull up on the right’ exercise, you move off with either an oncoming vehicle or a closely approaching vehicle from behind. This causes the vehicle to severely slow down or stop.

Not making any rear observations when moving off following an emergency stop

After you do the emergency stop exercise, you move off without making any rear observations, having been stationary in the middle of the lane for some time.

Move Off – Control

  • Stalling / repeated stalling
  • Moving off with handbrake applied
  • Rolling backwards
  • Not engaging a gear
  • Pulling away in too high a gear

How to Spot it

  • Vehicle stalls or rolls during move-off.
  • Jerky or uncontrolled acceleration.
  • Handbrake applied or gear selection incorrect.

What Causes It

  • Weak clutch and gear coordination.
  • Poor understanding of gear choice and engine control.
  • Anxiety or overthinking during move-off.

How to Fix It

  • Practise controlled move-offs in quiet, flat areas.
  • Rehearse gear, clutch, and accelerator coordination.
  • Break routine into stepwise sequence: clutch down → gear → handbrake release → gradual acceleration.

How to Prevent it

  • Build habitual smooth, progressive move-off routine.
  • Praise confident, safe, controlled starts.
  • Practise on slopes and different surfaces for adaptability.

Move Off Section

The below table shows all of the fault descriptions taken from the DVSA’s ‘A guide to the location of driving faults’

 

Move Off – Safety

  • No blind spot checks / incorrectly timed checks moving away unsafely
  • Blind spot check only over left shoulder for normal stops and angle starts
  • Following pull up on the right exercise – ineffective/no observations before moving off
  • Pulling away with left signal on

 

Move Off – Control

  • Stalling / repeated stalling
  • Moving off with handbrake applied
  • Rolling backwards
  • Not engaging a gear
  • Pulling away in too high a gear
 
  
  

Moving Off either Safety or Control are the foundations of confident driving as you know weak ‘Controls’ ability can and often does lead to driving faults, serious faults & dangerous faults on test.

Try new techniques and ideas, things that you do without realising, identify them and include them in your training. You’ll enjoy passing on things that you personally do when driving, your pupils will realise how personal your training is and enjoy it that bit more.

Use of Mirrors (Well Before Signalling )

  • Not using exterior mirrors when essential
  • Using mirrors but not reacting to information
  • Not using mirrors at all
  • Pulling up with no mirror checks
  • Increasing speed with no mirror checks
  • Late use of mirrors
    • Where necessary 
      • omitting to re-apply when it self-cancels
      • omitting to give a signal where necessary

How to Spot it

  • Changes lane, speed, or position without observation.
  • Learner surprised by other vehicles or pedestrians.
  • Pulls up incorrectly or too close/far from kerb.

What Causes It

  • Poor mirror habit or lack of awareness of blind spots.
  • Over-focusing on steering or accelerator rather than observation.
  • Anxiety or distraction.

How to Fix It

  • Reinforce routine scanning: mirrors before every manoeuvre.
  • Practise MSM / MSPSL routine with commentary.
  • Stage exercises for observing before signalling, stopping, or turning.

How to Prevent it

  • Build habit of mirror checks early and often.
  • Praise smooth, timely observation and reaction to traffic information.
  • Integrate into all manoeuvres for automatic safe behaviour.

 

 Use of Mirrors (Well Before Changing Direction)

  • Not using exterior mirrors when essential
  • Not using mirrors before changing direction
  • Using mirrors but not reacting to the information
  • Not using mirrors at all
  • Pulling up with no mirror checks
  • Increasing speed with no mirror checks
  • Late use of mirrors
    • Correctly 
      • signalling unnecessarily
      • wrong arm signals
      • omitting to cancel after use
      • incorrect (i.e. Left for right, right for left)
      • flashing the headlights at another driver to proceed or turn
      • having the hazard lights on whilst on the move
      • unnecessary use of the horn
      • beckoning pedestrians

How to Spot it

  • Changes or attempts to change position, lane, or speed without any visible mirror checks.
  • Sudden braking, acceleration, or steering suggesting a lack of rearward awareness.
  • Eye movement limited to the front view only; no glance towards mirrors before action.
  • Hesitation when other vehicles are nearby — the pupil appears “surprised” by traffic they should have seen earlier.
  • Inconsistent timing of checks, e.g., mirror checks after manoeuvre rather than before.

What Causes it

  • Weak understanding of the MSM MSPSL / MSPSG routines or there importance.
  • Poor scanning habits — over-focusing on hazards ahead rather than 360° awareness.
  • Anxiety or overload when multitasking (especially at higher speeds or in complex traffic).
  • Lack of awareness of how following traffic affects safety and decision-making.
  • Over-confidence or complacency (“nothing’s ever there behind me”).

How to Fix it

  • Re-teach appropriate routines slowly, isolating mirror use as a single skill before re-integrating with signalling and manoeuvre.
  • Use commentary driving to verbalise when and why mirror checks are needed (“checking centre and right mirror before overtaking”).
  • Demonstrate the consequences of missed checks — e.g., following vehicle overtaking unexpectedly.
  • Incorporate mirror checks into every planned change of speed or direction; reinforce by using “trigger points” (e.g., before signals, lane changes, speed adjustments).
  • During debriefs, ask reflective questions: “What was behind you before you moved out?” to encourage self-evaluation.

How to Prevent it

  • Develop a habitual mirror routine by embedding mirror checks into all phases of driving — routine checks every 5–10 seconds, plus mirrors before signals or manoeuvres.
  • Reinforce eye movement patterns — quick, efficient glances without over-focusing.
  • Encourage early planning so there’s time for mirror–signal coordination rather than rushed actions.
  • Use progressive routes: start on quiet roads to build confidence, then introduce higher-speed or multi-lane roads to test observation discipline.
  • Conduct mock tests with feedback on observation timing to build long-term awareness.

No 2 in the DVSA Top 10 Reasons For Failing Test – Not using mirrors correctly when changing direction

What you must be able to do

You must always:

  • make full and effective use of all the mirrors
  • check the mirrors carefully before signalling, changing direction or changing speed
  • use the ‘mirror – signal – manoeuvre’ routine effectively

 

 

Not using mirrors when exiting a roundabout

You need to take the right-hand exit on a large multi-lane roundabout. When you move from the right-hand lane to the left-hand lane to exit the roundabout, you make no rear or passenger-side observations or mirror checks.

Causing a vehicle to slow when changing lanes on a dual carriageway

When you’re on a dual carriageway, you check your mirrors when changing lanes, but there’s a vehicle approaching in the lane you want to move into. You start to change lanes anyway, causing the approaching vehicle to slow down.

Trying to change lane on a roundabout when a vehicle is directly alongside

When you’re driving on a roundabout, you try to change lanes when there’s a vehicle directly alongside you. The driving examiner has to take control of the steering wheel to stop a collision.

Exiting a roundabout without checking mirrors

When you exit a roundabout, you do not check your mirrors and cut across the path of a closely following vehicle to the left-hand side of the car.

Use of Mirrors (Well Before Stopping)

  • Not using exterior mirrors when essential
  • Using mirrors but not reacting to information
  • Not using mirrors at all
  • Pulling up with no mirror checks
  • Increasing speed with no mirror checks
  • Late use of mirrors

How to Spot it

  • Changes lane, speed, or position without observation.
  • Learner surprised by other vehicles or pedestrians.
  • Pulls up incorrectly or too close/far from kerb.

What Causes It

  • Poor mirror habit or lack of awareness of blind spots.
  • Over-focusing on steering or accelerator rather than observation.
  • Anxiety or distraction.

How to Fix It

  • Reinforce routine scanning: mirrors before every manoeuvre.
  • Practise MSM / MSPSL / MSPSG routine with commentary.
  • Stage exercises for observing before signalling, stopping, or turning.

How to Prevent it

  • Build habit of mirror checks early and often.
  • Praise smooth, timely observation and reaction to traffic information.
  • Integrate into all manoeuvres for automatic safe behaviour.

 

The Mirrors Section

The below table shows all of the fault descriptions taken from the DVSA’s ‘A guide to the location of driving faults’

Use of Mirrors (Well Before Signalling )

  • Not using exterior mirrors when essential
  • Using mirrors but not reacting to information
  • Not using mirrors at all
  • Pulling up with no mirror checks
  • Increasing speed with no mirror checks
  • Late use of mirrors
    • Where necessary 
      • omitting to re-apply when it self-cancels
      • omitting to give a signal where necessary

 

 Use of Mirrors (Well Before Changing Direction)

  • Not using exterior mirrors when essential
  • Not using mirrors before changing direction
  • Using mirrors but not reacting to the information
  • Not using mirrors at all
  • Pulling up with no mirror checks
  • Increasing speed with no mirror checks
  • Late use of mirrors
    • Correctly 
      • signalling unnecessarily
      • wrong arm signals
      • omitting to cancel after use
      • incorrect (i.e. Left for right, right for left)
      • flashing the headlights at another driver to proceed or turn
      • having the hazard lights on whilst on the move
      • unnecessary use of the horn
      • beckoning pedestrians

 

 Use of Mirrors (Well Before Stopping)

  • Not using exterior mirrors when essential
  • Using mirrors but not reacting to information
  • Not using mirrors at all
  • Pulling up with no mirror checks
  • Increasing speed with no mirror checks
  • Late use of mirrors

 

 

 

Signals – Where Necessary

  • Omitting to re-apply when it self-cancels
  • Omitting to give a signal where necessary

How to Spot it

  • The pupil turns, changes lanes, or pulls over without signalling, leaving following drivers uncertain.
  • Other road users react late or unexpectedly (e.g., braking or hesitating) due to lack of indication.
  • Self-cancelling indicators not re-applied during long turns or lane positioning.
  • You notice hesitation or horn use from other drivers caused by unclear intentions.

What Causes it

  • Over-reliance on assumption (“other drivers will know what I’m doing”).
  • Lack of awareness of indicator self-cancellation.
  • Poor mirror–signal coordination or rushed decision-making.
  • Failure to anticipate who needs the information — misunderstanding of “signal only if necessary.”
  • Inattention or distraction when focusing on road position or junction approach.

How to Fix it

  • Revisit the purpose of signalling — to inform, not just to comply.
  • Use role-play and commentary driving to identify when signals are and aren’t needed.
  • Demonstrate self-cancellation behaviour of indicators — have the pupil practise reapplying during longer turns.
  • Reinforce the “Who needs to know?” coaching question before every signal.
  • Encourage scanning for following and oncoming traffic before deciding whether a signal adds value.

How to Prevent it

  • Embed the MSM MSPSL / MSPSG routines with conscious signal decision-making.
  • Practise varied scenarios (quiet roads vs. busy junctions) to refine when signalling is appropriate.
  • Reinforce that not signalling when someone could benefit is a serious fault.
  • Encourage the pupil to self-check indicators after every manoeuvre until it becomes automatic.
  • Include discussions in reflective logs or lesson recaps: “When was it right to signal? When wasn’t it?”

 

Signals – Correctly

  • Signalling unnecessarily
  • Wrong arm signals
  • Omitting to cancel after use
  • Incorrect signal (e.g., left for right, right for left)
  • Flashing headlights to proceed or turn
  • Hazard lights on while moving
  • Unnecessary horn use
  • Beckoning pedestrians

How to Spot it

  • Signal use does not match the manoeuvre or confuses other road users.
  • Indicators remain on after the turn or lane change.
  • Use of headlights or horn replaces proper signalling.
  • Pedestrians or drivers misinterpret intentions (e.g., beckoned across or waved on).
  • Overuse of hazard lights or signals without clear benefit.

What Causes it

  • Lack of understanding of the Highway Code signal meanings.
  • Anxiety or over-helpfulness leading to over-signalling or beckoning.
  • Inadequate observation or planning — signals applied as an afterthought.
  • Not monitoring indicator cancellation after steering correction.
  • Misuse of controls (e.g., wrong stalk direction).

How to Fix it

  • Review Highway Code rules on signalling and courtesy.
  • Explain how misleading or unnecessary signals can create danger or confusion.
  • Use in-car video (if available) to show the effect of incorrect signals on others.
  • Coach signal discipline: signal only when another road user will clearly benefit.
  • Practise “signal–mirror–cancel” drills after each manoeuvre to build consistency.
  • Discourage beckoning or flashing — instead, teach to wait and assess pedestrian intent safely.

How to Prevent it

  • Build routine MSM / MSPSL / MSPSG habits so signals are planned, not reactive.
  • Encourage awareness of surroundings to judge when a signal will be helpful or misleading.
  • Reinforce post-manoeuvre checks to ensure indicators are cancelled.
  • Discuss the difference between courtesy and confusion — signalling should never invite risk.
  • Revisit signalling expectations in mock test conditions to test judgement under pressure.

 

Signals – Properly Timed

  • Late exit signals at roundabouts
  • Signalling after arriving at a junction
  • Signalling after starting a manoeuvre
  • Signalling far too early or too late
  • Misleading signal before intended left or right turn

How to Spot it

  • Signals are applied just before or during a manoeuvre, giving no time for others to react.
  • Early signals cause confusion (e.g., signalling left when passing a side road before the intended turn).
  • Other drivers hesitate or brake unnecessarily due to misleading signal timing.
  • The pupil appears unaware of how long it takes other road users to interpret a signal.

What Causes it

  • Lack of understanding of signal timing and relevance to road layout.
  • Poor forward planning or late decision-making.
  • Over-anxiety in junction approaches — signalling before assessing the road.
  • Failure to link signal timing to speed — signalling too early when travelling slowly, or too late at higher speeds.
  • Confusion between prepare and commit phases of manoeuvre.

How to Fix it

  • Teach the 3-step signal timing principle: signal when it will clearly benefit others but not mislead.
  • Use diagrams or model cars to demonstrate correct timing at roundabouts, junctions, and lane changes.
  • Practise “commentary driving” — pupil verbalises when and why they will signal.
  • Gradually increase approach complexity (minor roads → multilane roundabouts) to reinforce planning and timing.
  • Reinforce with video playback or debrief diagrams showing the consequences of early/late signals.

 

How to Prevent it

  • Develop strong planning and hazard anticipation skills — look well ahead and link decisions to mirrors and signals.
  • Encourage consistent mirror–signal discipline: mirrors first, then decide when to signal.
  • Practise different road types to build intuitive signal timing.
  • Debrief after every junction or roundabout: “Did your signal help or mislead anyone?”
  • Reinforce that signals are a communication tool, not a reflex — use only when the message is clear and timely.

 

The Signals Section

The below table shows all of the fault descriptions taken from the DVSA’s ‘A guide to the location of driving faults’

 

Signals – Where Necessary

  • Omitting to re-apply when it self-cancels
  • Omitting to give a signal where necessary

 

 

Signals – Correctly

  • Signalling unnecessarily
  • Wrong arm signals
  • Omitting to cancel after use
  • Incorrect signal (e.g., left for right, right for left)
  • Flashing headlights to proceed or turn
  • Hazard lights on while moving
  • Unnecessary horn use
  • Beckoning pedestrians

 

Signals – Properly Timed

  • Late exit signals at roundabouts
  • Signalling after arriving at a junction
  • Signalling after starting a manoeuvre
  • Signalling far too early or too late
  • Misleading signal before intended left or right turn

 

 

 

 

Junctions – Approach Speed

  • Approaching too fast
  • Approaching too slow

How to Spot it

  • The pupil brakes harshly or late when nearing the junction.
  • Vehicle “dives” or nose dips due to sudden braking.
  • Approach feels hesitant, with unnecessary early braking and crawling pace.
  • Other drivers are forced to slow or overtake because of poor progress.
  • Lack of gear–speed coordination approaching the hazard.

What Causes it

  • Poor hazard perception or late recognition of the junction.
  • Weak link between observation and planning — not looking far enough ahead.
  • Inadequate understanding of limit points and braking distances.
  • Over-cautious mindset or test nerves causing under-speed.
  • Confusion between planning speed (for observation) and commitment speed (for entry).

How to Fix it

  • Revisit the MSPSL / MSPSG routines (Mirrors–Signal–Position–Speed–Look) step by step.
  • Practise “use of brakes vs. gears” to achieve smooth deceleration.
  • Use commentary driving to improve forward planning (“I can see a junction sign ahead, easing off early”).
  • Introduce progressive braking exercises — ease on early, off late — to control approach more smoothly.
  • Practise “open” vs. “closed” junctions so speed matches visibility.

How to Prevent it

  • Encourage scanning for clues early — signs, side roads, and traffic behaviour.
  • Reinforce “Plan early, act smoothly” — look, think, then brake gently.
  • Practise varying speeds and approaches to develop flexible control.
  • Use reflective questions: “When should you start reducing speed here? Why?”
  • Reinforce balance between control and flow — safe yet progressive.

 

Junctions – Observation

  • Not taking effective observation before emerging
  • Looking both ways but still emerging and affecting others

How to Spot it

  • Emerging into or across a road causing another driver to slow, stop, or swerve.
  • Pupil “looks” but fails to assess closing speed or distance of approaching vehicles.
  • Rushed glances rather than meaningful, scanning observation.
  • Poor head movement or no pause at give-way lines.
  • Crossing the give way point and emerging into the new road without any observations

What Causes it

  • Weak judgement of approaching traffic speed or distance.
  • Poor understanding of priority rules.
  • Habitual or robotic “look left–right–left” without processing information.
  • Over-focus on one direction due to fear or distraction.
  • Pressure to move off quickly (“don’t hold people up”).

How to Fix it

  • Teach the difference between looking and seeing — emphasis on reading speed and intention.
  • Practise creep and peep technique at closed junctions.
  • Use coaching commentary: “What can you see? What’s it doing? Can you go?”
  • Conduct off-road visualisation exercises with diagrams to judge gaps.
  • Reinforce pause, scan, decide rhythm for emerging.

How to Prevent it

  • Build scanning habits: near, far, left, right, mirrors — not fixed gaze.
  • Practise open vs. closed junctions, quiet vs. busy.
  • Rehearse correct timing and judgement at various approach speeds.
  • Reinforce patience — safety before progress.
  • Praise good observations and decision-making, not just smooth movement.

No 1 in the DVSA Top 10 Reasons For Failing – Not making effective observations at junctions

What you must be able to do

You must always:

  • make effective observations before moving into a new road
  • make sure it is safe before proceeding

 

 

Failing to judge the speed of an approaching vehicle

When you turn either left or right from a minor road, you make observations but fail to judge the speed of the approaching vehicle. You move off, forcing the vehicle to slow significantly.

Entering a roundabout with a vehicle approaching from the right

When you approach a roundabout, there’s a vehicle approaching from the right. You still enter the roundabout, causing the vehicle approaching to slow down.

Making no effective observations at all

When you emerge from a junction, you make no effective observations at all. This causes:

  • a vehicle approaching from either the left or right to do an emergency stop to avoid hitting you
  • the driving examiner to use the dual controls to brake

Making no observations when joining a dual carriageway from a slip road

When you’re on a slip road to join a dual carriageway, you enter the dual carriageway without making any observations, or you do not give way to the traffic on the main carriageway.

Going straight ahead at a crossroads

When you approach a crossroads, you do not recognise that it’s a junction. You emerge and cross the crossroads without making any observations to the right or left.

Looking too late

When you emerge from a junction, you look too late (either left or right) for the observations to be effective, as you’re already partly into the next road.

Repeatedly not looking left when turning left

Throughout the test, when you turn left from a minor road into a busier road, you do not make any effective observations to the left. This means you’re unaware of any parked vehicles, obstructions or other possible hazards.

 

Junctions – Turning Right

  • Positioning too far to the left
  • Positioning too far to the right
  • On major-to-minor, stopping short of the turning point
  • Incorrect position before turning right

How to Spot it

  • Vehicle wanders left of centre when waiting to turn.
  • Over-steering or cutting the corner when entering the new road.
  • Hesitation or poor alignment blocking following traffic.
  • Stopping prematurely before the correct turning point.
  • Rear wheels cross centre line when straightening.

What Causes it

  • Unclear understanding of lane discipline or road positioning.
  • Poor anticipation of the turning point or shape of the junction.
  • Anxiety about oncoming traffic leading to under-commitment.
  • Lack of reference points or spatial awareness.
  • Failure to apply “follow the centre line” principle.

How to Fix it

  • Demonstrate correct position using diagrams or physical road examples.
  • Use reference points — e.g., “align front of car with centre line before turning.”
  • Practise slow approach with firm steering for precision.
  • Emphasise “turning point identification” — when kerbs meet in the windscreen.
  • Build confidence with right turns on progressively busier roads.

How to Prevent it

  • Reinforce scanning and anticipation before turns.
  • Practise mirrors–signal–position–speed–look until habitual.
  • Encourage verbal reasoning: “Where should I be before I turn right?”
  • Use commentary driving to link positioning to visibility and safety.
  • Develop routine use of centre line and road markings as guides.

 

No 4 in the DVSA Top 10 Reasons For Failing The Test Incorrect positioning when turning right at junctions

What you must be able to do

You must be able to position the car as close to the centre of the road as is safe.

 

 

Positioning in the left-hand lane when turning right at a roundabout

When you need to turn right at a roundabout, you use the left-hand lane when it’s not appropriate, and continue around the roundabout in that lane. This causes confusion to several following vehicles.

Obstructing traffic when you wait to turn right

When you want to turn right into a minor road, you position your car too far to the left while you wait for oncoming traffic to clear. This causes severe delays to the following traffic on a road where it was wide enough for the traffic to pass you on the left.

When you want to turn right at the end of the road, you incorrectly position to the left

When you reach the end of a wide road with no road markings, you position in the left of your lane when you’re actually turning right.

 

Junctions – Turning Left

  • Positioning too far right or too close to the kerb
  • Swinging out prior to reaching the corner
  • Incorrect lane position for turning left

How to Spot it

  • Vehicle drifts wide or swings out into another lane before turning.
  • Rear wheels mount kerb or cut too sharply.
  • Incorrect lane choice at multi-lane junctions.
  • Unsteady steering input or uncertain speed control.

What Causes it

  • Misjudgement of vehicle size or turning circle.
  • Over-compensation to avoid kerb contact.
  • Poor steering coordination or lack of clutch control.
  • Confusion about lane markings or arrows.
  • Rushing the approach due to following traffic pressure.

How to Fix it

  • Revisit slow–look–assess–decide–act routine on approach.
  • Practise left turns from wide to narrow and narrow to wide to improve judgement.
  • Coach use of reference points for kerb alignment.
  • Practise clutch control and speed management for smooth turns.
  • Use mirrors–signal–position emphasis to secure correct approach line.

How to Prevent it

  • Encourage slower, well-planned approaches for controlled steering.
  • Reinforce consistent left-mirror and blind-spot checks.
  • Develop a rule: “No swing out before a left turn.”
  • Encourage awareness of road markings and lane arrows.
  • Practise on a range of junction layouts to generalise good habits.

 

Junctions – Cutting Corners

  • Cutting corners from major to minor roads

How to Spot it

  • Vehicle crosses into the opposite lane of the minor road when turning.
  • Oncoming vehicles are forced to adjust course or speed.
  • Steering input is late or excessive.
  • Steering input is early
  • The pupil “short-cuts” the bend rather than
  • following the correct path.

What Causes it

  • Poor steering coordination or misjudgement of the bend radius.
  • Over-speed on approach leading to wide or shallow turning line.
  • Misunderstanding of positioning and reference points.
  • Over-focus on the new road rather than vehicle alignment.

How to Fix it

  • Demonstrate correct turning line using diagrams or cones.
  • Practise slow, tight turns with controlled steering.
  • Reinforce importance of lane discipline and oncoming traffic awareness.
  • Encourage looking into the new road early, not at the kerb.
  • Use commentary: “Follow the centre line round, not across.”

How to Prevent it

  • Build muscle memory for correct turning arcs through repetition.
  • Reinforce the “wide to tight” turning method — not cutting in.
  • Practise at different speeds to learn control vs. momentum.
  • Encourage early planning — lower speed, correct position, steady steering.
  • Reinforce the principle: “Always stay in your lane — no cutting corners.”

The Junctions Section

The below table shows all of the fault descriptions taken from the DVSA’s ‘A guide to the location of driving faults’

 

Junctions – Approach Speed

  • Approaching too fast
  • Approaching too slow

 

 

Junctions – Observation

  • Not taking effective observation before emerging
  • Looking both ways but still emerging and affecting others

 

 

Junctions – Turning Right

  • Positioning too far to the left
  • Positioning too far to the right
  • On major-to-minor, stopping short of the turning point
  • Incorrect position before turning right

 

 

Junctions – Turning Left

  • Positioning too far right or too close to the kerb
  • Swinging out prior to reaching the corner
  • Incorrect lane position for turning left

Junctions – Cutting Corners

  • Cutting corners from major to minor roads

 

 

 

 

Judgement – Overtaking

  • Cutting in after overtaking
  • Attempting to overtake in a hazardous place
  • Unsafe overtaking

How to Spot it

  • Overtake started without sufficient space or visibility.
  • Vehicle moves back in too early, causing the overtaken vehicle to brake or adjust.
  • Overtaking on approach to junctions, bends, or solid white line areas.
  • Overtaking with poor acceleration planning — spending too long alongside the other vehicle.
  • Hesitant or aborted overtakes due to poor judgement of oncoming traffic.
  • Failure to use – Is it Safe/Legal/Necessary

What Causes it

  • Weak understanding of safe overtaking rules (visibility, speed, distance).
  • Overconfidence or impatience with slower vehicles.
  • Poor anticipation of approaching hazards.
  • Misjudgement of relative speeds or road width.
  • Pressure from following traffic leading to rushed decisions.

How to Fix it

  • Revisit Overtaking Essentials: “Is it legal, safe, and necessary?”
  • Use diagrams or video analysis to demonstrate safe overtaking distances and decision points.
  • Practise planned overtaking in safe, low-risk environments (e.g. slow-moving tractors on rural roads).
  • Use commentary driving to reinforce observation sequence — mirrors, signal, position, speed, look.
  • Develop hazard recognition and planning skills before reintroducing higher-risk overtakes.

How to Prevent it

  • Reinforce “If in doubt – hold back.”
  • Practise judging closing speed of oncoming vehicles from distance.
  • Build confidence in following safely until the opportunity is clearly available.
  • Encourage pupils to verbalise decisions before committing (“Do I have time? Is it clear?”).
  • Reinforce that overtaking faults are often serious or dangerous due to risk level.

 

Judgement – Meeting Traffic

  • Failure to show proper judgement when meeting approaching traffic

How to Spot it

  • Pupil continues when there’s insufficient space, forcing oncoming vehicles to slow or swerve.
  • Hesitation when it is clearly their priority to go.
  • Stopping in an unsafe or obstructive position.
  • Poor use of passing places or gaps in parked cars.
  • Inconsistent or confusing communication with oncoming drivers.
  • Speed on approach to ‘Meet’ situation – Not recognising hazard

What Causes it

  • Poor understanding of who has priority on narrow roads.
  • Weak spatial judgement or lack of confidence in vehicle width.
  • Over-anxiety leading to excessive waiting.
  • Overconfidence leading to confrontation.
  • Inexperience managing the dynamic of shared space with oncoming traffic.

How to Fix it

  • Teach priority principles: who has the clearer path, who is closer to obstruction, who stopped first.
  • Practise meeting exercises on quiet narrow streets, focusing on positioning and eye contact.
  • Use commentary driving to improve anticipation of oncoming vehicles.
  • Coach “early decision-making” — plan where to meet before reaching the obstruction.
  • Reinforce mirror checks before and after moving out or stopping.

How to Prevent it

  • Encourage pupils to constantly scan for approaching traffic and plan escape routes.
  • Develop patience and awareness — “always have a plan B.”
  • Reinforce that courtesy aids flow, but safety overrides priority.
  • Practise on progressively narrower roads to build confidence.
  • Praise clear, decisive, and considerate judgement during debriefs.

 

Judgement – Crossing Traffic

  • Turning right across the path of oncoming road users

How to Spot it

  • Turning across an oncoming vehicle’s path causing them to brake or swerve.
  • Misjudging the speed or distance of approaching traffic.
  • Hesitant movement followed by rushed turn.
  • Over-focus on the gap rather than checking mirrors and surroundings.

What Causes it

  • Weak speed–distance judgement when assessing oncoming traffic.
  • Poor anticipation of vehicle approach rates (especially motorcycles).
  • Impatience or feeling “pressured to go.”
  • Anxiety or tunnel vision during busy junctions.
  • Misunderstanding of “give way to oncoming” principle.

How to Fix it

  • Revisit timing and judgement drills: using distant reference points to judge safe gaps.
  • Use diagrams or video examples to discuss safe vs. unsafe gap decisions.
  • Practise creep and wait technique at crossroads to build patience and confidence.
  • Encourage commentary like: “Oncoming car still too close — I’ll wait.”
  • Reassure pupils that waiting for a safe gap is a sign of good judgement, not hesitation.

How to Prevent it

  • Reinforce observation before commitment — never rely solely on a perceived gap.
  • Build awareness of different vehicle speeds (motorbikes vs. cars).
  • Encourage pupils to develop time-based gap assessment (“Would I clear the junction safely before they arrive?”).
  • Practise turning right across busy main roads in stages, building confidence gradually.
  • Praise correct decisions to wait — focus on safety, not speed of decision-making.

 

The Judgement Section

The below table shows all of the fault descriptions taken from the DVSA’s ‘A guide to the location of driving faults’

 

 

Judgement – Overtaking

  • Cutting in after overtaking
  • Attempting to overtake in a hazardous place
  • Unsafe overtaking

 

 

Judgement – Meeting Traffic

  • Failure to show proper judgement when meeting approaching traffic

 

 

Judgement – Crossing Traffic

  • Turning right across the path of oncoming road users

 

 

 

 

 Positioning – Normal Driving

  • Too close to the kerb
  • Too far from the kerb
  • Not using bus or cycle lanes when times allow
  • Driving in the right-hand lane unnecessarily on dual carriageways
  • Cutting across the normal road position when going ahead at roundabouts

How to Spot it

  • Vehicle consistently drifts toward or away from the kerb.
  • Erratic lane positioning, particularly on bends or wider roads.
  • Fails to return to the left lane after overtaking.
  • Avoids using permitted bus/cycle lanes despite clear signage.
  • Incorrect approach position when going ahead at roundabouts.

What Causes it

  • Poor spatial awareness or lack of visual reference points.
  • Over-concentration on the far road ahead, neglecting lateral position.
  • Lack of understanding of road markings and lane usage regulations.
  • Nervousness about kerb proximity or other traffic.
  • Poor anticipation of road layout or limited use of mirrors for guidance.

How to Fix it

  • Teach reference points for correct positioning (e.g., kerb alignment with dashboard markers).
  • Use commentary driving to verbalise position choices and lane discipline.
  • Practise lane tracking exercises on wide and narrow roads.
  • Reinforce “keep left unless overtaking” rule for multi-lane roads.
  • Include route planning exercises involving bus/cycle lanes and signage interpretation.

How to Prevent it

  • Encourage continuous mirror use to self-monitor position.
  • Practise maintaining consistent clearance from the kerb at various speeds.
  • Build confidence by gradually reducing the “comfort gap” from the kerb.
  • Teach pupils to plan positioning early for upcoming turns or roundabouts.
  • Use visual scanning routines: near distance (kerb/line) → far distance (horizon) for stability.

 

No 9 in the DVSA Top 10 Reasons For Failing The Test – Poor positioning on the road during normal driving

What you must be able to do

You must be able to:

  • position the car correctly for your intended route
  • position the car in the middle of marked lanes
  • only change lanes when necessary

 

 

Repeatedly driving too close to the kerb or centre of the road
Throughout the test, you repeatedly drive too close to either:

  • the kerb, putting pedestrians at risk
  • the centre of road, putting oncoming drivers at risk

Unnecessarily driving in the right-hand lane of a dual carriageway
When you drive on a dual carriageway, you unnecessarily drive in the right-hand lane for a considerable length of time.

Cutting across the normal road position when you go ahead at a roundabout with no lane markings
When you go ahead at a roundabout with no lane markings, you ‘straight-line’ the roundabout with no consideration for following vehicles. ‘Straight-lining’ means you drive in a straight line in the road, rather than following the bend of the roundabout.

 

Positioning – Lane Discipline

  • Straddling marked lanes when going ahead
  • Straddling a bus lane

How to Spot it

  • Vehicle drifts between lanes or sits on lane markings.
  • Late or incorrect lane choice at junctions or roundabouts.
  • Crossing into bus lanes or cycle lanes unnecessarily.
  • Failing to maintain a straight course through junctions or bends.
  • Repeated steering corrections to maintain lane stability.

What Causes it

  • Poor observation or late decision-making regarding lane selection.
  • Over-focusing on mirrors or hazards ahead instead of lane lines.
  • Weak steering control or lack of reference points.
  • Anxiety about other vehicles leading to over-compensation.
  • Unfamiliarity with road markings or complex junction layouts.

How to Fix it

  • Revisit lane discipline principles: plan early, position early, hold steady.
  • Use road markings diagrams and in-car commentary to identify correct lanes.
  • Practise lane-holding drills using quiet dual carriageways or roundabouts.
  • Encourage steady steering and early positioning — avoid late lane changes.
  • Use mirrors–signal–position sequences well in advance of manoeuvres.

How to Prevent it

  • Reinforce “think ahead, plan ahead” — know your lane before you arrive.
  • Encourage pupils to look far ahead down the lane, not directly at the lines.
  • Practise navigating multi-lane roundabouts and dual carriageways.
  • Use progressive route complexity to strengthen forward planning.
  • Reinforce smooth, confident lane discipline as a marker of safe, experienced driving.

 

The Position Section

The below table shows all of the fault descriptions taken from the DVSA’s ‘A guide to the location of driving faults’

Positioning – Normal Driving

  • Too close to the kerb
  • Too far from the kerb
  • Not using bus or cycle lanes when times allow
  • Driving in the right-hand lane unnecessarily on dual carriageways
  • Cutting across the normal road position when going ahead at roundabouts

 

Positioning – Lane Discipline

  • Straddling marked lanes when going ahead
  • Straddling a bus lane

 

 

Pedestrian Crossings

  • Failing to recognise or react appropriately to pedestrians waiting to cross
  • Stopping unnecessarily when pedestrians are not intending to cross
  • Entering a crossing while pedestrians are still on it
  • Hesitating excessively after pedestrians have cleared the crossing

How to Spot it

  • Approaches crossings too fast to stop safely if needed.
  • Fails to slow when pedestrians are waiting clearly to cross.
  • Drives through crossings while pedestrians remain on or near the carriageway.
  • Hesitates or creeps forward when pedestrians are uncertain.
  • Stops abruptly, causing following traffic to react.
  • Not moving off when Pelican crossing amber lights are flashing and pedestrian is off the crossing

What Causes it

  • Poor scanning — not identifying crossings early or missing waiting pedestrians.
  • Unclear understanding of priority rules at different crossing types (zebra, pelican, puffin, toucan).
  • Over-focusing on traffic rather than pedestrians.
  • Anxiety or uncertainty in busy high-street environments.
  • Poor speed management approaching hazards.

How to Fix it

  • Revisit crossing types and rules using diagrams or visual aids.
  • Practise approach speed control — mirror check, early easing off, prepare to stop.
  • Use commentary like: “Pedestrian waiting — easing off now, covering brake.”
  • Demonstrate the importance of eye contact and awareness of body language.
  • Encourage reflective feedback: “Who had priority there?”

How to Prevent it

  • Teach ‘expect the unexpected’ — assume pedestrians might step out.
  • Build awareness of pedestrian intent (body language, direction of gaze).
  • Reinforce smooth, early speed reduction to maintain control options.
  • Encourage use of mirrors before and after crossing areas.
  • Practise in various environments — schools, town centres, rural crossings.

 

Position/Normal Stops

  • Failing to pull in close and parallel to the kerb
  • Stopping too far from or too close to driveways or junctions
  • Failing to check mirrors before pulling in
  • Blocking driveways, dropped kerbs, or crossings
  • Inconvenient or unsafe stopping position

How to Spot it

  • Vehicle finishes at an angle to the kerb.
  • Gaps to kerb vary (too close or too far).
  • Stops too near to junctions, bends, or crossings.
  • Stops abruptly without mirror checks or signals.
  • Poor all-round observation before moving off again.
  • Stopping opposite a parked vehicle reducing width of the road available.
  • Taking far too long to identify a safe place to stop (Panicking & not identifying where to stop leads to missing mirrors / control etc)

What Causes it

  • Weak understanding of safe and legal stopping positions.
  • Inconsistent reference points for kerb alignment.
  • Over-anxiety about kerb strikes or passing traffic.
  • Lack of forward planning when selecting safe stop areas.
  • Forgetting to check mirrors before decelerating or signalling.
  • Not understanding that there is a safe place within view – practice until comfortable & confident.

How to Fix it

  • Teach clear reference points for kerb distance and alignment.
  • Use step-by-step practice: mirror → signal → position → stop → handbrake → neutral.
  • Emphasise planning ahead for suitable stopping zones.
  • Use commentary to reinforce scanning and decision-making.
  • Practise repeated stops in varied environments (urban, residential, rural).

How to Prevent it

  • Reinforce consistent routine for every stop: Mirrors → Signal → Manoeuvre.
  • Encourage early planning — always identify safe places to stop before needed.
  • Build kerb confidence using gradual approach exercises.
  • Reinforce awareness of legal restrictions (junction distance, yellow lines, dropped kerbs).
  • Praise smooth, safe, and considerate stops that show awareness of other road users.

 

Awareness and Planning

  • Failing to anticipate or plan for developing hazards
  • Not responding appropriately to other road users’ actions
  • Reacting late to potential risks (e.g. parked cars, merging traffic, pedestrians)
  • Not giving way to pedestrians waiting to cross a junction you are turning into
  • Missing cues from traffic flow, signage, or road layout

How to Spot it

  • Learner reacts late to changing situations, often braking sharply or swerving.
  • Appears surprised by predictable hazards (e.g. parked cars, narrowing lanes, emerging vehicles).
  • Drives with inconsistent speed or spacing in busy environments.
  • Frequently checks mirrors too late — after a hazard develops.
  • Misses opportunities to proceed safely due to hesitation or uncertainty.
  • Has difficulty explaining what other road users are likely to do next when asked.
  • Often marked when a pedestrian/s are involved for any reason

What Causes it

  • Insufficient forward scanning and hazard perception skills.
  • Over-focusing on the immediate vehicle ahead rather than the wider scene.
  • Weak situational awareness — failing to process multiple cues.
  • Anxiety, tunnel vision, or cognitive overload in complex traffic.
  • Limited experience in varied traffic conditions.
  • Lack of understanding of defensive driving principles (what if / what next thinking).

How to Fix it

  • Introduce commentary driving: verbalising what the learner sees, what might happen, and how they’ll respond.
  • Practise “what can I see, what can’t I see, what might happen next?” routine.
  • Conduct slow, coached drives focusing purely on planning and scanning rather than vehicle control.
  • Use interactive hazard perception clips or dashcam footage to discuss real examples.
  • Reinforce MSPSL / MSPSG (Mirrors – Signal – Position – Speed – Look/Gear) timing with real-world scenarios.
  • Encourage reflection after each drive: “What hazards did you anticipate early? Which surprised you?”

How to Prevent it

  • Embed the habit of scanning 12–15 seconds ahead, checking mirrors every 8–10 seconds.
  • Reinforce anticipation zones: approaching junctions, pedestrian areas, bus stops, or parked cars.
  • Encourage learners to plan early positioning and speed adjustments.
  • Vary lesson routes — mix town, rural, and dual carriageway driving to build adaptability.
  • Develop calm, proactive thinking — praise early recognition and smooth planning.
  • Revisit hazard videos regularly to reinforce visual awareness patterns.

 

Clearance to Obstructions

  • Driving too close to stationary vehicles or obstructions.
  • Forcing oncoming traffic to slow or stop unnecessarily.
  • Not adjusting road position when passing cyclists, roadworks, or parked vehicles.
  • Passing too close to pedestrians walking along the carriageway.
  • Moving into gaps that are too narrow for safe clearance.

How to Spot it

  • Learner passes parked cars or cyclists with minimal lateral space.
  • Causes oncoming traffic to brake, slow, or move aside.
  • Vehicle mirrors pass very close to obstructions (within 0.5 m or less).
  • Maintains same speed through tight spaces instead of easing off.
  • Shows lack of anticipation — doesn’t plan early for narrowing gaps.
  • Fails to move out early enough or hesitates too late when meeting oncoming traffic.

What Causes it

  • Poor spatial awareness and judgment of vehicle width.
  • Lack of understanding of safe clearance rules (e.g. 1 m for parked vehicles, 1.5 m for cyclists).
  • Overconfidence in narrow spaces or pressure from following traffic.
  • Focusing too narrowly ahead rather than scanning the full road width.
  • Failure to plan early for oncoming traffic or pinch points.
  • Anxiety about moving too far out and “blocking” the road.

How to Fix it

  • Demonstrate safe passing distances and reference points from the passenger seat or diagrams.
  • Use “door width” or “half the car’s width” as a visual guide when passing obstructions.
  • Practise at lower speeds through residential or narrow streets, with instructor commentary.
  • Emphasise the “pause and plan” technique — stop and wait if the gap is questionable.
  • Use mirrors and anticipation: “Mirror – signal – move out early – check clearance – return.”
  • Encourage use of speed control (covering brake, clutch control if appropriate).

How to Prevent it

  • Build habits of early observation and anticipation of parked cars, cyclists, and hazards ahead.
  • Practise meeting situations where compromise and negotiation are required.
  • Reinforce that safety outweighs inconvenience — waiting is often the best option.
  • Encourage proactive mirror and position checks before and after passing.
  • Praise learners for maintaining smooth, considerate clearance that doesn’t cause reaction from others.
  • Integrate “hazard zone scanning” into every drive: always identify potential pinch points early.

 

Following Distance

  • Getting too close to moving vehicles ahead.
  • Pulling up too close at traffic lights or junctions.
  • Tailgating in stop–start traffic or on open roads.
  • Inconsistent spacing depending on speed or road conditions.

How to Spot it

  • Vehicle brakes suddenly because the driver is too close to the vehicle in front.
  • Other drivers must brake sharply to avoid collision.
  • Learner fails to adjust spacing for weather, road conditions, or speed.
  • Stopping too close to junctions, crossings, or parked vehicles.
  • Little or no change in spacing when speed increases.

What Causes it

  • Poor understanding of two-second rule or distance-per-speed principle.
  • Over-reliance on front brakes rather than planning ahead.
  • Anxiety about “holding up traffic,” causing too-close following.
  • Lack of hazard anticipation and forward observation.
  • Failure to factor road conditions (wet, icy, poor visibility) into spacing.

How to Fix it

  • Teach the two-second rule and how to apply it in different conditions.
  • Practise maintaining safe spacing at different speeds, using roadside reference points.
  • Reinforce observation and planning — check mirrors frequently to anticipate traffic ahead.
  • Use commentary driving: “Vehicle ahead, I’ll stay two seconds back and cover brake.”
  • Simulate stop–start traffic to show safe gap maintenance.
  • Correct behaviour immediately if pupil closes in too closely.

How to Prevent it

  • Encourage early mirror checks to anticipate slowing or stopping vehicles.
  • Reinforce spacing adjustments for road, traffic, and weather conditions.
  • Build habitual checking of the rear-view mirror to maintain awareness of following traffic.
  • Use progressive exercises: quiet roads → busy roads → dual carriageways.
  • Praise smooth, consistent spacing as part of safe, defensive driving habits.

 

Use of Speed

  • Driving too fast for prevailing road, traffic, or weather conditions
  • Exceeding the posted speed limit

How to Spot it

  • Vehicle approaches bends, junctions, or hazards too quickly.
  • Braking is sudden or harsh to correct speed.
  • Learner struggles to maintain control on wet, icy, or uneven surfaces.
  • Other road users are forced to adjust speed or position due to learner’s pace.
  • Over-speeding is obvious relative to traffic flow or signage.

What Causes it

  • Poor hazard anticipation and planning.
  • Overconfidence or pressure to “keep up with traffic.”
  • Weak understanding of safe speed in varying conditions.
  • Poor gear–speed coordination or clutch/brake control.
  • Misjudging stopping distances or reaction times.

How to Fix it

  • Revisit speed management principles — legal limit vs. safe limit.
  • Practise progressive speed adjustment before curves, junctions, and hazards.
  • Use commentary driving: “Approaching bend, easing speed to maintain control.”
  • Reinforce the link between observation, planning, and speed choice.
  • Use controlled exercises in different conditions (wet, narrow, or winding roads).

How to Prevent it

  • Build the habit of assessing speed early in the approach to any hazard.
  • Encourage pupils to always think: “What could happen if I travel at this speed?”
  • Practise adaptive speed choices across different traffic, road, and weather conditions.
  • Praise smooth, safe, and controlled speed selection.
  • Include reflective discussions after drives: “Why was this speed appropriate?”

 

No 10 in the DVSA Top 10 Reasons For Failing The Test Not driving at a safe and reasonable speed

 

What you must be able to do

You must be able to show you can drive at a safe and reasonable speed when appropriate.

You must:

  • take into consideration the conditions of the road, the amount of traffic, road signs and signals, and the speed limit
  • drive at a speed where you can stop safely, well within the distance you can see to be clear

 

 

Driving over the speed limit

Example 1
When driving along a road with a speed limit of 40mph which then drops to 30mph, you drive at more than 30mph for an unnecessary amount of time after the limit has dropped.

Example 2
When driving on a road with a temporary speed limit because of roadworks, you drive faster than the temporary speed limit.

Not adjusting your speed to the road conditions

Example 1
When driving down a busy high street, you do not lower your speed accordingly.

Example 2
When driving in a bad weather (such as heavy rain or fog), you do not lower your speed accordingly.

Example 3
When driving on a country road where the national speed limit applies, you approach a sharp bend too fast and try to drive around it. This results in the loss of control of the car.

 

Progress – Appropriate Speed

  • Not driving at an appropriate speed for the road or traffic conditions
  • Holding up following traffic unnecessarily

How to Spot it

  • Learner drives too slowly, causing other drivers to overtake or become frustrated.
  • Drives far too slowly when approaching or exiting junctions / roundabouts
  • Excessive hesitation at junctions, bends, or traffic lights.
  • Speed is inconsistent with road flow, leading to stop-start driving.
  • Learner fails to use higher gears or accelerate appropriately on open roads.

What Causes it

  • Over-cautious approach or lack of confidence in vehicle control.
  • Weak observation and planning — slow reactions reduce progress.
  • Poor judgement of road conditions relative to speed.
  • Anxiety about traffic, road layout, or other road users.
  • Lack of understanding of traffic flow principles.

How to Fix it

  • Revisit progressive speed control: slow where necessary, maintain flow where safe.
  • Use of mirrors can help pupil identify vehicles behind are either too close or traffic is building up due to too slow a speed.
  • Practise flowing through non-hazardous areas while observing and planning ahead.
  • Encourage commentary driving to verbalise speed choice: “Clear ahead, I can maintain safe speed.”
  • Use exercises on dual carriageways or urban main roads to build confidence in smooth progress.
  • Coach on gear choice and acceleration control to match safe, efficient speed.

How to Prevent it

  • Build habit of forward observation and assessment: traffic, hazards, road layout.
  • Reinforce safe but confident progress as part of defensive driving.
  • Encourage smooth, consistent speed to avoid holding up traffic unnecessarily.
  • Praise correct judgement in speed selection to reinforce good habits.

 

Progress – Avoiding Undue Hesitation

  • Stopping unnecessarily at junctions (except traffic light controlled)
  • Not proceeding when safe to do so at junctions or hazards

How to Spot it

  • Learner pauses or hesitates when traffic is clear and it is safe to move.
  • Causes unnecessary delay or confusion for other road users.
  • Appears uncertain at T-junctions, roundabouts, or minor crossroads.
  • Reacts slowly even when hazards are minimal.

What Causes it

  • Anxiety or lack of confidence in decision-making.
  • Weak forward observation — unsure of when it is safe to go.
  • Over-reliance on mirrors or hesitation to judge gaps.
  • Poor understanding of junction priorities.
  • Limited experience in assessing safe movement opportunities.

How to Fix it

  • Practise decision-making exercises: identify safe gaps and proceed confidently.
  • Use commentary driving: “Gap is clear — moving off smoothly.”
  • Gradually increase complexity of junctions and traffic conditions.
  • Reinforce MSPSL routine: plan, observe, commit.
  • Discuss consequences of hesitation for traffic flow and road safety.

How to Prevent it

  • Build habitual early scanning and anticipation of gaps.
  • Encourage calm, confident decision-making rather than rushing.
  • Reinforce awareness of junction rules and priorities.
  • Practise in varying traffic densities to build adaptability.
  • Praise correct, timely movement as part of efficient, safe progress.

 

Response to Signs and Signals – Traffic Signs

  • Going to the wrong side of a keep-left sign
  • Non-compliance with a stop sign
  • Non-compliance with a No Entry sign
  • Driving in a bus lane when prohibited by times on the sign
  • Not complying with mandatory signs e.g. Going through a change of speed well above the new speed

How to Spot it

  • Vehicle enters restricted areas (bus lanes, one-way streets) incorrectly.
  • Fails to stop fully at a stop sign or proceeds when unsafe.
  • Turns against a No Entry sign.
  • Hesitation or confusion at junctions with mandatory signage.
  • Signals or positioning inconsistent with signage instructions.
  • Speed change (Lower) doesn’t start to reduce speed

What Causes it

  • Poor observation or scanning for signage.
  • Lack of knowledge of meaning of specific signs.
  • Confusion under pressure or during route navigation.
  • Over-reliance on memory instead of visual verification.
  • Failing to read signs at correct distance for action.

How to Fix it

  • Practise sign recognition drills using diagrams or real road examples.
  • Reinforce look, interpret, act principle: see the sign, understand it, respond correctly.
  • Use commentary driving: “Stop sign ahead — preparing to stop fully.”
  • Coach pre-planning: know what manoeuvre or lane selection is required well in advance.
  • Include sign reading and observation in mock test routes.

How to Prevent it

  • Build habit of scanning both sides of the road for signs.
  • Encourage early observation — “see and plan” rather than last-minute reaction.
  • Reinforce legal consequences and safety reasons for compliance.
  • Practise with varied signs and timings (e.g., variable bus lane hours).
  • Praise correct, confident response to signs as part of defensive driving.

 

No 8 in the DVSA Top 10 Reasons For Failing The Test – Not responding correctly to traffic signs 

What you must be able to do

You must be able to understand and react correctly to all traffic signs.

 

 

Going to the wrong side of a ‘keep left’ sign
You go to the wrong side of a ‘keep left’ sign in the road.

Ignoring a ‘stop’ or ‘no entry’ sign
You ignore either:

  • a ‘stop’ sign by crossing the line on the road and not making sure the way ahead is clear
  • a ‘no entry’ sign (these are usually at the end of a one-way road, where all traffic would be heading towards you)

Driving in a bus lane
You drive in a bus lane when a sign shows that you cannot use it at that time.

Choosing the wrong lane at a roundabout with clear signage
When you approach a roundabout, you get into the wrong lane when a sign clearly shows which lane you should go in. You then go around the roundabout in the wrong lane.

Acting late or not at all to speed limit changes
You either act far too late or not at all when a clearly visible sign shows a change of speed limit.

 

Response to Signs and Signals – Road Markings

  • Unnecessarily crossing solid white centre lines
  • Not conforming to directional arrows
  • Stopping in a yellow box junction when the exit is not clear
  • Not entering a yellow box when it safe & correct to do so

How to Spot it

  • Vehicle crosses solid centre lines or markings inappropriately.
  • Incorrect lane usage when arrows indicate direction.
  • Stopping in box junctions despite exit not being clear.
  • Waiting at start of yellow box when turning right instead of entering and waiting in the box
  • Hesitation or last-minute lane changes in response to road markings.

What Causes it

  • Poor scanning and anticipation of markings ahead.
  • Confusion or misunderstanding of road rules.
  • Over-reliance on traffic flow rather than rules.
  • Weak spatial awareness or poor lane positioning.

How to Fix it

  • Teach interpretation of road markings using diagrams and road-based practice.
  • Practise anticipation and positioning in advance of markings.
  • Use commentary driving to verbalise correct path: “Lane arrows indicate ahead — holding lane.”
  • Reinforce legal and safety implications of crossing solid lines or box junctions.

How to Prevent it

  • Habitually scan for markings and plan lane or path changes early.
  • Practise on multi-lane and complex junctions.
  • Reinforce adherence to markings as part of defensive, safe driving.
  • Praise correct observation and adherence during lessons.

 

No 7 in the DVSA Top 10 Reasons For Failings Not responding correctly to road markings 

What you must be able to do

You must be able to understand and react correctly to all road markings.

 

 

Not following direction arrows on the road
When you’re driving in a lane that is clearly marked to only be used to turn left, you turn to the right.

There are 3 lanes ahead of you. The left lane has an arrow pointing left to the city. The centre lane has an arrow pointing straight ahead for the A3. The right lane has an arrow pointing right to York Street.

You are being asked to follow directions to the city, but you drive into the centre lane, and still attempt to turn left.

Straddling lanes on a roundabout
When you approach a roundabout, there are clear road markings showing the different lanes. You drive the car so that it’s straddling 2 different lanes.

Crossing double white lines where the line nearer to you is solid
When driving on a road with double white lines marking the centre, and the line nearer to you is solid, you unnecessarily cross it.

Ignoring a box junction
When you approach a box junction (these have criss-cross yellow lines painted on the road), you enter it either partially or fully when the exit is not clear.

Not following road markings at mini-roundabouts
When you’re approaching and driving around a mini-roundabout, you do not steer correctly because you do not follow the road markings.

Response to Signs and Signals – Traffic Lights

  • Waiting at a green filter light when safe to proceed
  • Waiting to turn right with red repeater light on opposite side despite safety
  • Not conforming to a red light
  • Late reaction to amber traffic lights
  • Remaining at the stop line when safe to move forward
  • Stopping beyond the solid white line in an area designated for cyclists

How to Spot it

  • Learner hesitates unnecessarily at green or filter lights.
  • Enters junction on red or amber inappropriately.
  • Stops beyond stop line or in cycle area.
  • Reacts late or inconsistently to lights, causing hesitation or confusion for other road users.

What Causes it

  • Poor observation of light position or type.
  • Lack of understanding of traffic light rules (filter, repeater, pedestrian-controlled lights).
  • Anxiety or over-caution at junctions.
  • Weak forward observation of gaps and conflicting traffic.

How to Fix it

  • Practise traffic light approaches with commentary: “Green filter clear — moving off smoothly.”
  • Review rules for filter, repeater, and pedestrian-controlled lights.
  • Conduct simulation exercises at low-risk junctions to build confidence.
  • Reinforce early observation and scanning to anticipate light changes.

How to Prevent it

  • Encourage early scanning for lights and anticipating their effect.
  • Reinforce rules and correct timing for moving at green or filter lights.
  • Build confidence in safe, proactive movement through junctions.
  • Praise correct responses — timely, legal, and safe.

 

No 5 in the DVSA Top 10 Reasons For Failing The Test – Not responding appropriately to traffic lights 

What you must be able to do

You must act correctly at traffic lights, checking that the road is clear before you proceed when the green light shows.

Failing to react to red traffic light
When a red light is clearly showing, you attempt to proceed through the junction.

Stopping after the first white line when there are advanced stop lines for cyclists
At a signal-controlled junction with an advanced stop line to allow cyclists to be positioned ahead of other traffic, you stop beyond the first white line in the area for cyclists.

Not progressing when you’re waiting to turn right at a junction and it’s safe to proceed
When you need to turn right at a junction, you continue to wait in the middle of the junction when the repeater light has turned red and the oncoming traffic has stopped. This causes you to completely block the junction controlled by traffic lights.

Not going ahead when a green light is showing and the junction ahead is clear
When a green light or a green filter light is clearly visible, you continue to wait at a clear junction. You make no attempt to proceed.

Going ahead when a green light is showing but the junction is not clear
When the traffic lights are green, you go ahead, even though the junction is not clear. This then means you’re then blocking the junction when the traffic lights change.

 

Response to Signs and Signals – Traffic Controller

  • Failing to comply with directions given by:
    • Police officers
    • Traffic wardens
    • School crossing patrols
    • Other persons directing traffic

How to Spot it

  • Learner hesitates or ignores signals from a traffic controller.
  • Moves in a way that conflicts with the controller’s instructions.
  • Stops too late or too early, causing disruption to traffic flow.
  • Misreads hand signals or gestures and proceeds incorrectly.

What Causes it

  • Poor understanding of hand signals and body language of traffic controllers.
  • Over-reliance on traffic lights instead of observing the person directing traffic.
  • Anxiety or distraction when facing multiple signals (lights, signs, and a person).
  • Hesitation due to uncertainty about legal priority in these situations.

How to Fix it

  • Teach traffic controller signals explicitly: hand, arm, and baton movements.
  • Practise following the controller’s directions in quiet areas first.
  • Use commentary driving: “Traffic controller pointing — stopping here until directed.”
  • Reinforce that instructions from a person override lights or signs.
  • Include scenario-based learning: “What would you do if conflicting signals occur?”

How to Prevent it

  • Encourage active scanning for traffic controllers at key locations (schools, roadworks, police checkpoints).
  • Reinforce that priority is given to the person directing traffic over other signals.
  • Build confidence through repetition in low-traffic environments.
  • Praise correct, timely, and smooth compliance with instructions.

 

Response to Signs and Signals – Other Road Users

  • Not reacting appropriately to signals given by other road users (e.g., hand signals, indicators, horn warnings).

How to Spot it

  • Fails to yield or adjust speed when another driver signals intent.
  • Cuts in front or ignores courtesy signals from cyclists or pedestrians.
  • Hesitates or misjudges the intentions of other road users, causing confusion.
  • Poor mirror use when responding to overtaking or merging traffic.

What Causes it

  • Weak observation skills — failing to monitor surrounding vehicles.
  • Misjudgement of intention due to unclear or delayed signals.
  • Anxiety or distraction in traffic.
  • Lack of understanding of courtesy and defensive driving principles.

How to Fix it

  • Practise anticipation exercises: predict the actions of nearby vehicles.
  • Use commentary driving to verbalise other road users’ intentions: “Car indicating left, I’ll adjust speed and position.”
  • Discuss real-life scenarios to build understanding of predictable behaviour.
  • Reinforce mirror and blind spot checks before reacting.

How to Prevent it

  • Develop constant 360-degree awareness — check mirrors, blind spots, and surrounding traffic.
  • Encourage early recognition and planning for other users’ actions.
  • Praise correct and timely responses, reinforcing safe, defensive driving habits.
  • Practise in varied traffic conditions to build adaptability and confidence.

Manoeuvres

Reverse Right (Pull Up on the Right) – Control

  • Poor co-ordination of controls
  • Scrubbing/brushing the kerb
  • Mounting the pavement
  • Stalling
  • Reversing out into the road

How to Spot it

  • Vehicle jerks, lurches, or hesitates during reverse.
  • Wheels rub the kerb or vehicle mounts the pavement.
  • Engine stalls during slow manoeuvre.
  • Learner reverses into traffic or leaves the kerb unexpectedly.
  • Incorrect clutch/accelerator use causes uneven movement.

What Causes it

  • Weak clutch and brake control.
  • Lack of familiarity with steering reference points.
  • Anxiety or over-focusing on mirrors rather than vehicle controls.
  • Poor spatial awareness and vehicle positioning.
  • Not enough practice to complete the manoeuvre with confidence

How to Fix it

  • Practise slow clutch control and braking off-road or in low-risk areas.
  • Use reference points for kerb distance and wheel alignment.
  • Break the manoeuvre into steps: control → observation → steering → correction.
  • Reinforce calm, smooth movements rather than rushing.
  • Allow pupils to practice the manoeuvre more to build confidence

How to Prevent it

  • Build routine and confidence in clutch, brake, and steering coordination.
  • Encourage rehearsal in quiet streets before attempting more challenging roads.
  • Praise smooth, accurate control, reinforcing positive muscle memory.

Manoeuvres

Reverse Right – Observations

  • No blind spot checks
  • Relying too much on mirrors / camera
  • Misjudging speed and distance of oncoming vehicles
  • Misjudging speed and distance of vehicles passing from behind
  • No or late indication of intentions
  • Waiting unnecessarily for other road users

How to Spot it

  • Learner does not turn head to check blind spots.
  • Mirrors-only observation leads to unsafe manoeuvre or collision.
  • Hesitates excessively or moves too early into traffic.
  • Signals incorrectly or forgets altogether.

What Causes it

  • Lack of understanding of blind spot importance.
  • Overconfidence in mirrors.
  • Anxiety about traffic from behind or ahead.
  • Poor anticipation and planning.

How to Fix it

  • Teach MSM (Mirror–Signal–Manoeuvre) routine consistently.
  • Practise blind spot checks and head movement in controlled environments.
  • Encourage early signalling and planning of the manoeuvre.
  • Use commentary driving to verbalise observations before acting.

How to Prevent it

  • Build habit of mirror → signal → blind spot → move.
  • Practise manoeuvres in varied traffic situations to strengthen judgement.
  • Reinforce that safe observations outweigh speed of completion.
  • Praise confident, safe observation routines.

Manoeuvres

Reverse Park – Control

  • Poor co-ordination of controls
  • Scrubbing/brushing kerb
  • Unnecessary shunting back and forth
  • Getting too close to object vehicle
  • Mounting the pavement
  • Turning steering the wrong way
  • Parking too far from kerb
  • Stalling
  • Not completing within two car lengths
  • Finishing at an acute angle to kerb

How to Spot it

  • Vehicle jerks or shunts repeatedly.
  • Wheels rub kerb or mount pavement.
  • Final position is too far or angled incorrectly.
  • Manoeuvre takes excessive time or is abandoned mid-way.

What Causes it

  • Weak clutch, brake, and steering coordination.
  • Anxiety or over-focus on mirrors instead of controls.
  • Lack of familiarity with reference points for kerb and other vehicles.
  • Poor planning or anticipation.
  • Not enough practice to complete the manoeuvre with confidence

How to Fix it

  • Break manoeuvre into step-by-step routine: observe → position → reverse → adjust → stop.
  • Practise slow, controlled clutch control.
  • Use reference points for wheel and kerb alignment.
  • Reinforce calm, continuous observation and minimal shunting.
  • Practice more

How to Prevent it

  • Encourage routine, methodical approach every time.
  • Practise in quiet car parks before moving to tighter spaces.
  • Praise smooth, accurate, and efficient completion of reverse park.
  • Build muscle memory for steering, clutch, and brake coordination.

Manoeuvres

Reverse Park – Observation

  • No blind spot checks
  • Relying too much on mirrors / camera
  • Ineffective observation
  • Looking but not reacting to vehicles/pedestrians
  • Waiting too long for other road users

How to Spot it

  • Learner reverses without checking over shoulder.
  • Hesitates unnecessarily.
  • Collides with pedestrians or objects due to poor observation.
  • Over-dependence on mirrors leads to late reactions.

What Causes it

  • Anxiety, over-caution, or inexperience.
  • Weak understanding of blind spot importance.
  • Poor anticipation of other road users’ movements.

How to Fix it

  • Practise full 360° observation, including blind spots.
  • Encourage commentary driving: “Pedestrian moving — waiting before reversing.”
  • Use staged car park exercises to practise safe reactions.
  • Reinforce mirror + head checks every time.

How to Prevent it

  • Build habit of observe → plan → manoeuvre.
  • Practise in increasingly complex scenarios (other cars, pedestrians).
  • Praise safe, confident observation and timely reactions.

Manoeuvres

Forward Park – Control

  • Poor co-ordination of controls
  • Ending up straddling two bays
  • Unnecessary shunting forwards/backwards
  • Turning steering the wrong way
  • Stalling

How to Spot it

  • Vehicle overshoots bay or ends up angled.
  • Multiple corrections required to position correctly.
  • Straddles bay lines or encroaches on adjacent spaces.
  • Hesitation or jerky clutch/brake use.

What Causes it

  • Weak clutch/steering coordination.
  • Over-focus on mirrors rather than path and reference points.
  • Poor planning of approach angle and speed.
  • Not enough practice to complete the manoeuvre with confidence

How to Fix it

  • Practise approach and positioning drills in quiet bays.
  • Use reference points for alignment with bay lines.
  • Reinforce slow, smooth clutch and steering control.
  • Encourage step-by-step planning: observe → position → enter → adjust → stop.
  • Practice more to build confidence

How to Prevent it

  • Encourage consistent routine and reference point use.
  • Build confidence with repeated practice in low-risk environments.
  • Praise smooth, accurate parking without unnecessary corrections.

Manoeuvres

Forward Park – Observation

  • No blind spot checks
  • Relying too much on mirrors
  • Ineffective observation
  • Looking but not reacting to vehicles/pedestrians
  • Waiting too long for other road users

How to Spot it

  • Learner fails to check over shoulder for pedestrians or moving vehicles.
  • Hesitates excessively due to uncertainty.
  • Vehicle reacts late to other users, causing awkward positioning.

What Causes it

  • Anxiety or over-reliance on mirrors.
  • Poor anticipation of other road users’ movement.
  • Lack of experience in busy car park scenarios.

How to Fix it

  • Practise 360° observation, with head checks and mirror use.
  • Encourage commentary: verbalise hazards and plan actions.
  • Stage exercises with other vehicles and pedestrians for realistic practice.

How to Prevent it

  • Develop routine of observe → plan → execute for every park.
  • Reinforce habit of combining mirror + blind spot checks.
  • Praise confident, timely reactions and safe positioning.

Reverse Bay Park – Control

  • Poor co-ordination of controls
  • Ending up straddling two bays
  • Unnecessary shunting forwards/backwards
  • Turning steering the wrong way
  • Stalling

How to Spot it

  • Vehicle overshoots bay or ends up angled.
  • Multiple corrections required to position correctly.
  • Straddles bay lines or encroaches on adjacent spaces.
  • Hesitation or jerky clutch/brake use.

What Causes it

  • Weak clutch/steering coordination.
  • Over-focus on mirrors rather than path and reference points.
  • Poor planning of approach angle and speed.
  • Not enough practice to complete the manoeuvre with confidence

How to Fix it

  • Practise approach and positioning drills in quiet bays.
  • Use reference points for alignment with bay lines.
  • Reinforce slow, smooth clutch and steering control.
  • Encourage step-by-step planning: observe → position → enter → adjust → stop.
  • Practice more to build confidence

How to Prevent it

  • Encourage consistent routine and reference point use.
  • Build confidence with repeated practice in low-risk environments.
  • Praise smooth, accurate parking without unnecessary corrections.

Reverse Bay Park – Observation

  • No blind spot checks
  • Relying too much on mirrors / camera
  • Ineffective observation
  • Looking but not reacting to vehicles/pedestrians
  • Waiting too long for other road users

How to Spot it

  • Learner fails to check over shoulder for pedestrians or moving vehicles.
  • Hesitates excessively due to uncertainty.
  • Vehicle reacts late to other users, causing awkward positioning.

What Causes it

  • Anxiety or over-reliance on mirrors.
  • Poor anticipation of other road users’ movement.
  • Lack of experience in busy car park scenarios.

How to Fix it

  • Practise 360° observation, with head checks and mirror use.
  • Encourage commentary: verbalise hazards and plan actions.
  • Stage exercises with other vehicles and pedestrians for realistic practice.

How to Prevent it

  • Develop routine of observe → plan → execute for every park.
  • Reinforce habit of combining mirror + blind spot checks.
  • Praise confident, timely reactions and safe positioning.

Vehicle Checks (‘Show Me / Tell Me’)

  • One or two questions answered incorrectly = 1 driving fault
  • Loss of control when demonstrating the on-road ‘show me’ question

How to Spot it

  • Learner gives an incorrect answer to a “Tell Me” question.
  • During “Show Me,” learner struggles to operate the control safely while driving.
  • Vehicle control is compromised (stalling, jerky movement) when performing on-road demonstration.
  • Hesitation or lack of confidence during demonstration.

What Causes it

  • Lack of knowledge of vehicle controls and operation.
  • Anxiety when combining control with on-road driving.
  • Poor preparation or lack of prior practice.
  • Confusion about which actions are expected for each question.

How to Fix it

  • Review all ‘Show Me / Tell Me’ questions and demonstrate correct operation.
  • Practise ‘Show Me’ questions off-road first to build muscle memory.
  • Teach step-by-step routines for on-road demonstration: plan, operate, return to normal driving.
  • Reinforce calm, smooth control during practical demonstration.

How to Prevent it

  • Encourage regular revision of vehicle checks before lessons.
  • Build habitual confidence through repeated practice in low-risk situations.
  • Reinforce the importance of smooth, controlled execution rather than rushing.
  • Praise correct, confident, and safe responses to questions.

Controlled Stop

Fault examples:

  • Late or slow reaction to the examiner’s signal
  • Applying the handbrake before the vehicle has stopped
  • Skidding out of control
  • Missing the footbrake pedal
  • Letting go of the steering wheel

How to Spot it

  • Vehicle stops with a jerk or over a longer distance than necessary.
  • Learner releases clutch too late or misapplies brakes.
  • Steering wheel is released unnecessarily, causing loss of control.
  • Vehicle swerves or moves unpredictably while stopping.

What Causes it

  • Weak clutch and brake co-ordination.
  • Poor anticipation of examiner’s signal.
  • Anxiety or over-concentration on stopping point rather than smooth control.
  • Lack of experience with controlled braking from speed.

How to Fix it

  • Practise approach, brake, clutch, and steering coordination off-road or in quiet areas.
  • Use step-by-step routine: mirrors → signal (if required) → brake → clutch → stop → handbrake → neutral → release controls.
  • Reinforce smooth, progressive braking rather than abrupt action.
  • Include multiple controlled stop exercises at varying speeds to build consistency.

How to Prevent it

  • Build habitual early mirror observation and signal preparation.
  • Encourage calm, controlled braking with steady clutch use.
  • Praise smooth, accurate stops as part of safe, confident driving.
  • Practise in varied conditions (slopes, wet roads) to reinforce safe stopping techniques.
  • Practice more to build confidence

Ancillary Controls

  • Failure to use ancillary controls when necessary
  • Unable to operate controls
  • Not able to locate or operate essential ancillary controls
  • Loss of control whilst operating ancillary controls

How to Spot it

  • Wipers, lights, or other controls not used when required.
  • Learner fumbles with controls or takes eyes off road excessively.
  • Vehicle control compromised while operating ancillary devices.

What Causes It

  • Lack of familiarity with vehicle layout.
  • Anxiety or distraction during simultaneous control tasks.
  • Poor planning or anticipation.

How to Fix It

  • Practise locating and using controls off-road or stationary.
  • Integrate ancillary control operation with observation and steering exercises.
  • Reinforce one-handed control where safe.

How to Prevent it

  • Encourage regular pre-drive familiarisation with all controls.
  • Build habit of scanning and anticipating control use in advance.
  • Praise smooth and confident operation of all controls.
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