How to get good at ADI Part 3 Fault Identification

When you get consistently good at fault identification, everything else falls into place: your feedback is clearer, your risk management improves, and the examiner sees that you genuinely understand what’s happening on the road.

Here’s a practical, no-nonsense way to build that skill.

Know what actually counts as a “fault”

On Part 3, a fault is anything that:

• increases risk, or
• shows weak knowledge, judgement, observation, or control.

Think of faults in three layers:

Driving behaviour

Examples: late observations, poor mirrors, hesitation, harsh braking, wrong road position.

Cause (why it happened)

Lack of knowledge?
Over-confidence?
Misjudgment?
Distraction?

Consequence (what could have happened)

Risk to them, you, other drivers, pedestrians, etc.

If you can state behaviour + cause + consequence, the examiner will see control and awareness.

“You didn’t check your right mirror before moving out (behaviour). I think you were focused on the car ahead (cause). If someone had been overtaking, you could have collided (consequence).”

That’s textbook ADI Part 3 fault identification.

Train your eyes to see patterns — not random mistakes

Most learner faults repeat. Get good at spotting the pattern, not the individual moment.

Typical patterns to look for:

• Mirrors only when braking — not when changing direction
• Looking but not seeing (late observation, no decision change)
• Position drifting left near parked cars
• Speed too fast for junction approach
• Over-steering on bends
• Slow reactions to hazards

Once you see the pattern, you’ll never “miss” the fault again.

Separate what the pupil did from what you wish they’d done

Many trainees jump straight into coaching like this:

“Next time, make sure you slow down earlier.”

That’s advice — but you skipped identification.

Instead, do this sequence:

Identify – “You approached the junction too fast.”
Explain risk – “You didn’t have time to assess properly.”
Correct – “Let’s plan our braking earlier next time.”

The examiner wants to see you notice first, not rush ahead.

Use the simple “MSPSGL Fault Filter”

Run every developing situation through this checklist:

Mirrors
Signal
Position
Speed
Gear
Look

Where did it break down?
That’s your fault.

Example at a roundabout:

• Mirrors ✔
• Signal ✔
• Position ❌ (too far right)
• Speed ❌ (too fast)
• Gear ✔
• Look ❌ (late observation)

You’ve now got three clear teaching points — instead of vaguely thinking, “That roundabout was messy.”

Don’t wait — catch faults while risk is rising

Good instructors identify faults before they become dangerous:

“Hold on — you’re creeping too far forward here. Pause and re-check to the right.”

Early intervention proves to the examiner that you understand risk and are protecting everyone in the car.

Practice deliberately (this is where you truly improve)

Next time you observe a lesson — yours or someone else’s — do this exercise:

• Write down the fault
• Write the likely cause
• Write the possible consequence
• Write how you would address it

You’ll build automatic fault recognition quicker than you think.

Remember: the DVSA values calm, steady observation

You don’t need to be dramatic, clever, or over-technical.
What they want is the solid, dependable approach good instructors have always used:

• Notice the error
• Understand why it happened
• Keep everyone safe
• Help the pupil improve

Simple. Consistent. Professional.