Do not assume that a family member’s insurance automatically covers a learner.

For practice in England, Scotland or Wales, the supervisor must be at least 21, qualified to drive that type of vehicle and have held a full licence for at least three years. They must not be banned from driving. The car needs L plates on the front and back, or D plates in Wales. Check the current GOV.UK supervision rules before relying on this summary.

Confirm:

  • the learner has a valid provisional licence;
  • the supervising driver meets the legal requirements;
  • the vehicle is roadworthy, taxed and has a current MOT where required;
  • the learner is correctly insured for that car and use; and
  • L plates are displayed correctly.

The supervising driver must also remain within the drink-drive limits and must not use a hand-held mobile phone while supervising. Read the current GOV.UK supervision guidance before the first session, and use Layna’s learner insurance checker as a preparation prompt.

If either person is unsure about the insurance, contact the provider before driving.

The 60-second check before moving off

Both people should be able to answer yes to each line:

  • The supervisor, learner, car and insurance meet the current rules.
  • The plates are fitted correctly and visibility, tyres, lights and fuel are suitable.
  • The route avoids motorways; learners can only use a motorway with an approved driving instructor in a dual-control car.
  • The weather, traffic and road type match the learner’s present ability.
  • The learner knows the purpose of this session and the first direction.

This check is deliberately short. If one answer is uncertain, resolve it before the session rather than while the learner is driving.

Second: choose the purpose of the drive

“Let’s go for a drive” is too vague. Choose one main purpose:

  • smoother moving off and stopping;
  • meeting traffic on familiar roads;
  • junction observation;
  • following a planned route;
  • independent driving; or
  • repeating something already taught by the instructor.

Private practice should consolidate taught skills, not introduce a completely new technique that conflicts with the instructor’s method.

Keep the first sessions short and familiar. More difficult roads can be added when the learner is consistently managing the current level without rescue.

Third: agree how instructions will sound

A learner needs enough notice to process an instruction safely. Agree simple language before the drive.

For example:

  • “At the next roundabout, take the second exit.”
  • “When it is safe, pull up on the left.”
  • “Tell me what you can see changing ahead.”

Avoid rapid commentary about every small movement. Too much talking competes with the learner’s observation and planning.

Also agree what words mean “act now”. A calm but clear phrase such as “slow down now” should be different from a coaching question such as “what is the safe speed here?”

Fourth: decide when feedback will be given

Not every mistake needs a discussion while the car is moving.

Use three levels:

  1. Immediate safety instruction: needed to prevent danger.
  2. Short prompt: useful while the learner can still correct the situation.
  3. Parked feedback: anything that can wait until the car is secure.

The supervising driver can note non-urgent points and discuss them after the route. This keeps the learner focused and makes the feedback easier to hear.

Describe the event rather than the person. “The mirror check happened after the lane change started” is more useful than “you never check your mirrors.”

Fifth: set a stopping rule

Either person should be able to end the session without an argument.

Stop somewhere safe if:

  • the learner feels overloaded;
  • the supervisor is becoming angry or frightened;
  • visibility or weather becomes unsuitable for the learner’s level;
  • the vehicle develops a problem; or
  • several safety-critical prompts are needed close together.

Ending early is not failure. Continuing while communication is breaking down makes learning less effective and the drive less safe.

Finish with two questions

Once parked, ask:

  1. What did you handle independently?
  2. What should the instructor or next practice session repeat?

Keep the summary short. Private practice works best when it adds calm exposure and clear evidence, not another source of pressure.

Use the 10-minute driving lesson review when you need a fuller record to share with the instructor. It separates what the learner knew from what they could apply consistently on the road.