Goals & Needs – Why Pupils Approach Roundabouts Too Quickly Roundabouts are one of the biggest stumbling blocks for learner drivers — and for driving instructors preparing for the ADI Part 3 test. If your pupil rushes into roundabouts, it’s tempting to blame nerves or inexperience. But here’s the truth: if the goal isn’t set correctly, the need won’t be fixed. And that’s where “adi part 3 Goals & Needs Roundabouts” comes into play. In this article, we’ll break down the most common reasons learners approach roundabouts too quickly, how to identify the underlying need, and how to set the right goal that not only improves driving performance but also earns higher marks on your Part 3 marking sheet. Understanding “Goals & Needs” in ADI Part 3 Training What Are “Goals & Needs” in Driver Coaching? In the context of ADI Part 3, “Goals & Needs” refers to your ability to: Spot a fault in your pupil’s driving. Identify the underlying reason (the need) behind that fault. Set a clear, measurable goal that directly addresses that need. This structured link between fault, need, and goal is what examiners are looking for. Miss this connection, and your marking sheet will reflect it. Why Examiners Focus on Goals & Needs Roundabouts On test day, examiners don’t just want to see you correct mistakes. They want to see you coach effectively — spotting why the fault happened, diagnosing the need, and creating a lesson that targets the right improvement. If this chain breaks, you lose marks under “Goals & Needs,” regardless of how much effort you put into teaching. Common Faults When Pupils Rush Roundabouts Learners often approach roundabouts too quickly, but the reasons vary. Here are the seven most common faults instructors must be able to identify — and the specific goals that solve them. Fault 1: Not Spotting the Roundabout Early Enough Many learners don’t see the roundabout until the very last moment. They miss signs, ignore road markings, and only react when they’re on top of the junction. Signs and Markings Learners Often Miss Advance warning roundabout signs. Lane arrows painted on the road. White hazard lines leading to the roundabout. Goal: Developing Forward Planning Skills Set a goal like:“By the end of this lesson, you’ll identify roundabout signs and markings earlier so you’re ready to plan your approach.” Without this goal, pupils will keep charging in blind. Fault 2: Misreading Open vs. Closed Junctions Learners often misjudge junction types: At open roundabouts, they assume the road is clear and enter unsafely. At closed roundabouts, they panic because they can’t see what’s coming. Why Learners Struggle with Junction Types Limited experience judging traffic flow. Over-reliance on visual assumptions rather than timed observation. Goal: Building Traffic Flow Judgement “Today we’ll work on reading whether a junction is open or closed and deciding if it’s safe to go.” Get this wrong, and they’ll either stop when it’s clear or go when it isn’t. Fault 3: Wrong Lane on Approach Another classic problem is poor lane discipline. Instead of focusing on speed and planning, pupils are distracted by last-minute lane changes. Lane Discipline and Its Role in Speed Control Being in the wrong lane often forces unsafe weaving, which destroys smooth speed control. Goal: Choosing the Correct Lane Early “Practise choosing the correct lane early, so speed and observation aren’t forgotten.” Correct lane choice = safer, calmer approaches. Fault 4: Approaching Too Fast Speed awareness is a major challenge for learners. On large, open roundabouts (e. g., on a 60mph road), slightly higher speeds are appropriate. On tight, closed roundabouts, they should be in 2nd or even 1st gear. Adapting Speed to Roundabout Size and Visibility Pupils must learn that not all roundabouts are equal. Goal: Building Speed Awareness “Adapt speed based on roundabout size and visibility.” Without this, they’ll either crawl where they should flow or charge where they should creep. Fault 5: Late Routine & Gear Panic One of the biggest reasons pupils rush into roundabouts is late preparation. Instead of being ready before the give way line, they’re still fumbling for gears or going through their routine at the last second. The Importance of Early MSPSL Routine The MSPSL routine (Mirror, Signal, Position, Speed, Look) must be completed well before the junction line. If pupils leave gear changes too late, their eyes are glued to the gearstick instead of scanning for traffic. Goal: Completing Gear Changes Before the Give Way Line Set a goal such as:“Complete gear changes before the give way line, leaving eyes free to observe.” This frees up mental space for traffic awareness instead of mechanical panic. Fault 6: Looking Too Early or Too Late Observation timing is a balancing act, and many learners get it wrong. Looking too early: Pupils glance right, see a clear space, then assume it’s safe — even though the view may have been blocked by hedges, walls, or other vehicles. Looking too late: Pupils hesitate at the line, miss their chance, and stop unnecessarily when it was safe to go. The Problem with Poorly Timed Observation Early or late looks create hesitation, unsafe entry, or unnecessary stops. Goal: Teaching Judgement of the Right Moment to Look “Judge the right moment to look, based on whether the junction is open or closed.” Observation should match the visibility of the junction — not just habit. Fault 7: Focusing on Traffic Ahead Only The final fault is copycat driving. Pupils simply follow the car in front without making their own assessment. The Dangers of “Copycat” Driving Learners creep forward automatically when the vehicle ahead moves. They forget to scan the roundabout themselves. They risk pulling into traffic gaps that aren’t really safe. Goal: Balancing Focus Between Vehicle Ahead and Roundabout Encourage independence:“Balance focus between the vehicle ahead and the roundabout itself.” Pupils must learn to drive with awareness, not imitation. Linking Back to Goals & Needs in ADI Part 3 Every rushed approach to a roundabout has a reason. As an instructor, your role isn’t just to spot the surface-level mistake. It’s to dig deeper: Fault: What went wrong? Need: Why did it happen? Goal: What must the pupil achieve to fix it? How to Set Effective Goals That Match the Need A good goal is: Specific: Focused on one clear skill (e. g., lane choice, speed, observation). Measurable: Something you can test during the lesson. Realistic: Challenging but achievable for the pupil’s current level. Relevant: Directly connected to the fault and need identified. Why This Skill Matters for ADI Part 3 Success Examiners aren’t just checking whether pupils improve. They’re asking: Did the instructor set the right goal to bring about that improvement? Miss this link, and your Goals & Needs score will drop — no matter how hard you worked in the lesson. Practical Tips for Instructors Coaching Roundabout Approaches Using Dashcam Reviews for Reflection Record lessons (with pupil consent) and review footage together. This helps learners see where signs were missed or why speed was misjudged. Role-Play Techniques to Reinforce Learning Switch roles — have pupils explain how they’d coach someone else through a roundabout. Teaching reinforces understanding. Building Confidence with Progressive Exposure Start with quiet roundabouts before tackling busy, multi-lane ones. Gradual progression builds confidence and reduces rushed decision-making. FAQs on Goals & Needs in Roundabout Training Q1: Why do pupils rush into roundabouts so often? Because they either fail to spot the roundabout early enough, misjudge traffic flow, or panic about routine and gear changes. Q2: How do I know if I’ve set the right goal in ADI Part 3? If the goal directly addresses the underlying need (not just the fault), you’re on the right track. Q3: What’s the biggest mistake instructors make on “Goals & Needs”? Correcting the surface fault without linking it to the pupil’s deeper need. Q4: How can I help a nervous pupil at roundabouts? Break the skill into smaller parts, use quiet junctions first, and reinforce success before moving to complex roundabouts. Q5: Do examiners want perfect driving in Part 3? No. They want to see effective coaching. Mistakes are expected, but how you set goals to fix them is what matters. Q6: Can I use the MSPSL routine as a teaching framework? Absolutely. MSPSL helps pupils prepare earlier, reducing rushed decisions at roundabouts. Conclusion – Turning Faults into Progress Through Goals & Needs When pupils rush into roundabouts, it’s rarely just a matter of nerves. Each rushed approach has a root cause — from missed signs and poor lane choice to mistimed observation or blind following of traffic ahead. As an instructor, your job is to diagnose the need behind the fault and set a clear, achievable goal that directly addresses it. That’s the heart of “Goals & Needs” in ADI Part 3. Because when examiners look at your marking sheet, they’re not only asking: Did the pupil improve? They’re asking: Did you set the right goal to make that improvement happen? Master this, and you’ll not only help pupils drive safely — you’ll also secure the marks you need to succeed. For more guidance on ADI Part 3, check out resources from the Driver and Vehicle Standards Agency (DVSA) FAQs Product Embed | ADI Part 3 Marking Sheet Explained - Online Course
