Swimming and

water safety in the

national curriculum
Water Safety
Swimming and water safety in the national curriculum – Water Safety

Introducing Water Safety

Water can be fun and enjoyable when care is taken, however drowning is still the third highest cause
of accidental death in children in the UK.

Swimming is the only sport that saves lives, but having the swimming and water safety awareness
to save yourself or others doesn’t come instinctively, it has to be taught. Sadly, many fatal
drownings involve young people who misjudge their own swimming ability, or have little
or no awareness of the dangers of water.

Our four key water safety messages specifically for swimming are:
• Always swim in safe place.
• Always swim with an adult.
• If you fall in, float, breathe, relax.
• If someone else is in trouble call 999/112.

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Swimming and water safety in the national curriculum – Water Safety

Staying safe around water

In many of the drownings that occur around the UK the person involved never intended to be
in the water. The following safety messages should be taught in conjunction with the key water
safety messages and adapted to refer to local and national water hazards:

Stop and Think

Water is always moving.
The water is colder than you think.
Edges can be dangerous.
There may be dangers under water.

Stay Together
Never swim alone – Stay close to a friend or family member.
Find a safe place to go – Only swim where there is a lifeguard.
Plan for your activity – check weather, tide times, get local advice and wear the right clothing.

Float
If you fall in, float until you feel calm.
Signal for help, raising one hand in the air and shouting for help.
If you can, swim to safety or hold on to something that floats.
Keep warm if you can’t swim to safety.

Call 999/112
If you see someone else in trouble in the water call 999 or 112.
Never enter the water to save others.
Look for something you can throw to help them float, a life ring or even a football could help.
Keep watch until help arrives.
Call 999/112.

Outdoor activities
These safety messages should be incorporated into general programmes of study and specifically
applied to the outdoor environment where the risk of drowning is greater. Most drownings occur
in open water such as rivers, canals, lakes, reservoirs and the sea.

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Swimming and water safety in the national curriculum – Water Safety

Water safety and safe self-rescue in the national curriculum

By the time they leave primary school, all pupils should be able to perform safe self-rescue
in different water-based situations.

So what does this mean?

By the time a pupil is ready to leave primary school they should be able to swim a minimum
of 25 metres, know how to get out of trouble if they fall in to water, know the dangers of water
and understand water safety messages.

All water safety and safe self-rescue skills should be performed and assessed without the
use of goggles.

Key Stage 1
If delivering Key Stage 1, water safety and self-rescue should be included in the programme of study
for swimming and in classroom-based activities. If swimming isn’t being delivered at Key Stage 1,
the key safety messaging above can still be introduced in the general programme of study for
related subjects, for example, Geography.

Key Stage 2
If swimming is delivered at Key Stage 2, then these safety messages should be taught, as part
of a comprehensive water safety programme where pupils should practise and understand the
principles and skills of personal survival and self-rescue.

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Swimming and water safety in the national curriculum – Water Safety

Drowning prevention strategies

Water safety education should aim to prevent accidental drowning by teaching pupils
an awareness of the dangers that they may encounter in their home, the swimming pool and at open
water locations. Pupils should know that in open water, even strong swimmers can easily get into
difficulties and should be taught to assess risk and apply the principles of water safety.

A sound knowledge of water safety can avoid triggering this sequence of events, potentially
preventing fatalities.

Survival Chain
To teach water safety effectively, teachers should be familiar with the role of water safety in
preventing accidental drowning. Death by accidental drowning can usually be accounted for through
a sequential linking of factors often referred to as the ‘Survival Chain’.

Although each link in the ‘Survival Chain’ may contribute to a fatality, the major cause of accidental
death by drowning can be attributed to ‘inattention or misjudgement of one’s own ability’.

The Survival Chain can be broken down by these seven crucial links:

The availability of
rescuers and rescue
equipment

Possessing personal
An ability to recognise
survival and self rescue
and avoid dangerous
skills, including an
situations
ability to swim

Water safety
Competent supervision education and
information

Denying, or restricting
Providing information
access to hazardous
signs
areas

Effective water safety education including lifesaving, survival and self-rescue skills is the best way
to prevent accidental drowning.

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Swimming and water safety in the national curriculum – Water Safety

Safety in and around swimming pools

Public swimming pools are the safest places to swim. Lifeguards provide supervision and ensure
the pool environment is well managed. Home and private pools however, pose a more significant risk
as they are rarely supervised and may not have alarms to sound in an emergency.

Hazards
Knowing and understanding the hazards around swimming pools can make sure everyone enjoys
themselves whilst staying safe.
• Slippery walkways.
• Diving areas.
• Variable depths.
• Steps.

Pool rules
Always observe the signs around the pool; they give information about the pool environment,
such as “Deep End” and “Shallow End” and pool rules such as:
• No running.
• No ducking.
• No pushing.
• No diving.

Open water
Although many pupils learn to swim the minimum 25 metres set out in the national curriculum
through pool-based school swimming lessons, open water situations have their own set of dangers
and challenges which can’t necessarily be recreated during lessons.

An ability to swim is often not enough to prevent drowning. Swimming in the relatively safe
environment of a swimming pool is very different from being able to do so in open water,
often against strong currents and tides, while clothed.

It is essential pupils are made aware of the dangers of playing near open water.

Around 40 percent of child drownings are classified as “non–intentional immersion” where a child
has entered the water unintentionally.

Conditions at open water can change very suddenly, and a lack of understanding of the hazards
of open water is a contributing factor in the vast majority of drowning cases.

Pupils need to understand the hazards in their local environment, as well as those they may
encounter elsewhere.

Understanding and learning to assess the hazards and risks around open water can increase
enjoyment, both in and out of the water.

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Swimming and water safety in the national curriculum – Water Safety

Safety in and around swimming pools

Hazards
Sea and coastal areas Inland water sites
Cliffs Poor water quality
Wind Water speed and force
Waves Locks
Deep water Banks and freeboards
Tides Debris and pollutants
Cold water Weirs, dams, canals and locks
Sandbars and sand banks Deep and cold water

In addition to the key water safety messages at the beginning of this document, these are extra
checks that can be made at open water sites:
• Always look for warning and guidance signs.
• Swim parallel with the shore line and in standing depth of water.
• Avoid drifting in the currents.
• Get out as soon as you start to feel cold.
• Wash hands and face in fresh clean water and if possible, take a shower after swimming
in open water.

Beaches
When at the beach, children should adhere to the following water safety guidance:
• Only swim at lifeguarded beaches.
• Learn the meaning of different coloured beach flags.
• Read safety signs.
• Check tide times to avoid being cut off by incoming tides.

Beach flags
• The beach flags are displayed by the lifeguards in patrolled areas to provide guidance on the water
and wind conditions. The flags also inform beach users where the swimming and water sports
zones are. When travelling outside of the UK you should check the meaning of flags locally
as there is no international standard.

Black and white

Red and yellow flag chequered flag

Red flag Wind sock

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Swimming and water safety in the national curriculum – Water Safety

Red and yellow flag Swimming zone Lifeguards patrol between these flags.
It is the safest area to swim, body board and
use inflatables.
Black and white Hard craft zone Area for water sports such as surfing only.
chequered flag No swimming.
Red flag No swimming Danger. Never go into the water when the red
flag is flying.
Wind sock Off shore winds Shows the direction and force of the wind.
Very strong winds can be hazardous for
swimmers. Do not take inflatables into the
water in strong wind.

At home
Drowning in the home is rare, however it is possible to drown in only a few centimetres of water
and this does happen. Drowning at home is the most easily preventable.
• Always use self-locking gates around areas of water.
• Securely cover all water storage tanks, drains and water butts.
• Empty paddling pools and buckets as soon as they have been used and turn paddling pools
upside down.
• Always supervise bath times.
• Never leave baths or sinks full of water.

Cold water immersion and shock

Most children’s experience of immersion in water comes through baths, showers, play pools and
swimming pools, where the water is relatively warm.

Immersion in cold water is a major factor in most drownings in British waters. This applies throughout
the year as water temperatures rarely rise above 15 degrees, and in winter can fall to five degrees
or below. In very cold water (around five degrees) even strong swimmers can struggle to keep afloat
for more than a few minutes.

This is because sudden immersion in cold water will cause a cold shock response from the body.

The body’s first reaction will be a gasp reflex, a sharp intake of breath, followed by rapid uncontrolled
breathing. At the same time the heart rate and blood pressure will increase. These responses
coupled with the panic of being in the water may lead to taking in water through the mouth or nose,
resulting in drowning. It is important to be aware that this response will begin to pass in 60 to 90
seconds. Once calm they should exit the water – or if that isn’t possible shout for help and do their
best to float and stay warm until rescue arrives.

The longer a person is in the water for the more the muscles in the arms and legs will start to cool,
this results in a loss of power and coordination making it difficult to move the arms, legs, fingers and
toes, making it more difficult to swim. This often ends in swim failure and drowning.

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Swimming and water safety in the national curriculum – Water Safety

Safety advice for cold water immersion/shock

• Keep calm. Cold water shock may start to affect breathing and coordination, but it is possible that
you will be able to regain control after a short time.
• Float on your back and try to regain control of your breathing.
• When you are calm, float, scull or tread water and signal for help, raising one hand in the air and
shouting for help.
• If possible, swim to safety or something that floats.
• Holding the floating object, adopt the Heat Escape Lessening Position (H.E.L.P.) which will slow the
loss of body heat.
• If there is more than one of you, adopt the Huddle position to retain body heat communally.
• Hold onto support and float facing away from any waves to prevent the water splashing
on your face.
• Try and stay out of the water as much as possible, for example – on a floating object.
• Try and keep your head above water – intermittent submersion of the head will increase heat loss.
• To conserve body heat do not move more than is absolutely necessary.
• Do not attempt to exercise to keep warm.
• Do not remove clothing, except items that interfere with flotation. For example a heavy coat
or boots. Lightweight everyday clothing can substantially reduce heat loss by preventing the
continuous movement of cold water around the body.

Survival and safe self-rescue skills

If a child finds themselves unexpectedly falling into the water, they must try and protect their body
from the impact. Only teach in depth of 1.5 metres or deeper.

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Swimming and water safety in the national curriculum – Water Safety

Fall in entry

Skill Description Teaching Points Pupils should be able to:

Fall in Entry Curling the body into a • Tuck your body into • Tuck into a ball
ball to protect the head a ball. and hold.
and body by drawing in • Tuck the chin into • Protect their head
the arms and legs. Once your chest. with the hands and
downward movement • Tuck your knees into forearms.
stops pupils should self- the body. • Use arms and legs
right and swim to surface, • Place your arms over to self-right once
stay calm and float. the head to protect it. downward movement
• Tuck the elbows against stops.
the knees. • Swim to surface.
• Use arms and legs to • Stay calm and float.
swim to surface.

Floatation
If a child unintentionally falls into the water or finds themselves in difficulty in the water,
they should float on their back.

Floating uses the natural buoyancy of the body to hold a stationary position, whilst maintaining a
clear airway and minimising energy loss. Floating positions can be used by pupils of all abilities as a
self-rescue skill. Pupils should take up a floating position on their back if they find themselves in an
emergency situation, whilst calling and signalling for help. Pupils should be taught to seek out and
use buoyant objects as a preference to unsupported floating in a survival situation.

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Swimming and water safety in the national curriculum – Water Safety

Skill Description Teaching Points Pupils should be able to:

Horizontal Floating on the back with • Most visible float for • Lie on their backs.
Float face out of water and the a rescuer to see from, • Push stomach towards
whole body at the water’s land or air. the surface.
surface. • Legs can be held • Hold their arms out to
together to increase the side of the body.
heat retention. • Keep a controlled
• Adopt a star shape for breathing pattern.
the float to be effective. • Regularly check, call
and signal for help.
Angled Float Floating on back with • Lie on back. • Float on their back.
legs slightly angled down • Hold legs in a relaxed • Explain why their legs
towards floor, face out V shape. may sink (head lifting,
of water. Less buoyant • Position arms out body composition etc.).
casualties will find this to side.
float easier to maintain. • Control breathing in a
regular pattern.
Floating Floating on the back, • Keep sculling arm under • Use a sculling action
whilst sculling with one arm, water. to stabilize the float.
signalling for whilst holding one arm out • Raise their arm above • Raise one arm in the
help of the water and shouting the head to signal air – do not wave.
for help. for help. • Control their breathing.
• Regularly check, call
and signal for help.

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Swimming and water safety in the national curriculum – Water Safety

Treading water
Treading water is used in both survival and self-rescue situations. It is adopted to maintain a clear
airway, stay at the surface of the water (particularly when conditions do not support floating), keep
the head clear of the water to reduce heat loss and aid communication. Treading water enables the
individual to assess the situation and check their surroundings.

Skill Description Teaching Points Pupils should be able to:

Treading The body position is • Keep body in an • Rotate and assess the
Water vertical with the chin on upright position. situation - Can they
the surface of the water. • Scull with the hands see a rescue boat? Can
The head should be kept in front of the body, they swim to safety or
clear of the water. The leg no wider that shoulder a floating object?
kick should be relaxed and width. • Identify the different
use a flutter kick, cycling/ • Keep their head clear types of kicking
running-type action, of the water. actions.
breaststroke kick or egg • Breaststroke kick/ • Understand which
beater kick. Arms are kept eggbeater kick: kick leg kick works best
under the water, just in down to the floor with for them.
front of the body, and use one leg then the other. • Remain upright and on
a sculling action. • Flutter kick: point toes the spot.
to the floor, keeping the
feet relaxed.
• Cycling/running-type
action: kick with one
leg, then the other as
if riding a bicycle or
running.

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Swimming and water safety in the national curriculum – Water Safety

Signalling for help

If a person is in trouble in the water, once they have calmed down and assessed the situation they
should consider signalling for help. To do this they should raise one hand in the air while treading
water and shout “HELP!” It is important only one hand is raised in the air as it uses a large amount
of energy to do so especially if clothed. In wavy conditions, care should be taken not to inhale water
while shouting. The arm should be lowered if it makes it difficult to maintain an airway, and priority
given to remaining at the surface of the water.

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Swimming and water safety in the national curriculum – Water Safety

Personal survival stroke

Personal survival stroke is an important skill in order to preserve energy and body heat while moving
efficiently either to safety or a buoyant object. It is important the arms remain underneath the water,
especially if clothed, as an over the water recovery will use an increased amount of energy.

Skill Description Teaching Points Pupils should be able to:

Survival Arms should stretch out • Keep arms under • Perform this stroke with
stroke in front of the body in an the water. head out of the water.
alternating action, at full • Stretch arms out in • Look and spot for
stretch catch the water front of the body. dangers or assistance.
and pull underneath the • No splashing when • Maintain body heat.
chest. Leg kick should be kicking.
alternating, but without • Keep head and face
splashing and the head out of the water.
should be up and looking • Look forwards.
forwards.

Heat Escape Lessening Position (HELP)

If a person is unable to exit the water and decides to wait for help, the heat escape lessening position
(HELP) reduces heat loss in very cold water.

Holding a buoyant object such as a float or plastic bottle firmly, pupils should draw the knees up to
the chest, keeping the legs pressed together to retain body heat. The head should stay clear of the
water and arms should be held close to the upper body, retaining body heat. Pupils should keep their
body straight and lean slightly backwards.

Teaching hacks!
• Hold something that floats against their
chest (for example a ball, plastic container or
float) and keep as still as possible.
• Keep their head out of the water.

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Swimming and water safety in the national curriculum – Water Safety

Huddle Position
If a group of people are in the water together, they can huddle together to conserve body heat, offer
moral support and provide a larger target for rescuers. Using noodles or other flotation equipment,
four or more swimmers should link together and hold-on firmly to each other’s float to make a tight
circle. Heads must be clear of the water and one swimmer should raise their arm and shout for help.

Teacher hacks!
Working in groups, teach your pupils to:
• Hold an item that will support their
combined body weight, such as a life
ring, and huddle as close together
as possible.
• Keep their heads clear of the water.
• Keep their legs straight and pressed
together to retain body heat.
• Keep as close to each other as they can.
• Keep hold of flotation equipment.

Ask your pupils:

• Why would this position prevent heat loss?
• How long can you hold this position?
• What might you do to keep your spirits
up if you are in the water for a long time?

Your pupils should be able to:

• Explain why the huddle position is a
good self-rescue skill to use when there
is more than one person in the water.
• Explain when the huddle position might
be useful.
• Hold the huddle position for a sustained
period, keeping heat loss to a minimum.

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Swimming and water safety in the national curriculum – Water Safety

Exiting the water

During lessons, pupils should be encouraged to climb out of the pool without using steps
or a ladder. Competent swimmers should practice climbing out from deep water.

Skill Description Teaching Points Pupils should be able to:

Climbing out A method of self-rescue • Call for help. • Lock their arms
at a river bank side • Place both hands on simultaneously.
(open water). the ‘bank’, shoulder • Keep their balance
width apart. as they come out of
• Push down with your the water.
arms and kick your legs. • Use their knee to make
• Lift yourself up and themselves stable on
lean forward. the side of the pool.
• Put a knee or foot on • Crawl away from
the edge and use it to the side.
climb out, or put your
stomach/chest on the
side and wiggle out.
• Stay low and crawl
away from the edge to
avoid falling back in.

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Swimming and water safety in the national curriculum – Water Safety

Rescues

WE‛LL GO
FOR HELP!

WHAT CAN
WE DO? HELP!

Rescuing a drowning person by entering the water should not be encouraged. Pupils should learn
that they should do everything possible to avoid getting into a dangerous situation in the first place,
and should seek the assistance of an adult where possible.

Pupils should be taught to think of their own safety first and never put themselves in danger. If the
rescue is too dangerous they should wait until the emergency services arrive and never enter the
water themselves.

Get help
The first action for any emergency situation is to get help. Shout out, send someone to find an adult,
or ring 999/112. If it is a coastal emergency ask for the coastguard.

Shout and signal

The shout and signal rescue relies on the use of voice and hand signals to instruct and encourage
the casualty to make their way to safety:
• Attract the attention of the casualty by shouting and signalling.
• Give clear instruction e.g. ‘kick your legs’ ‘swim towards me’.
• Use hand signals and your voice to instruct the casualty to the side.
• Instruct and assist the casualty to a position of safety.

However, if the casualty is near to the edge and floatation equipment is available then this can
be thrown to the casualty to help their survival chances.

Self-rescue skills
Many of the skills pupils acquire in swimming lessons are transferable to an emergency situation.

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Swimming and water safety in the national curriculum – Water Safety

Further information:
There are a number of dedicated water safety organisations, charities and national campaigns
for water safety awareness. They also provide useful resources and information for schools.
Find out more details from the websites below.

Swim Safe
swim.safe.org.uk

The National Water Safety Forum

nationalwatersafety.org.uk

The Royal Life Saving Society UK

lifesavers.org.uk

The Royal National Lifeboat Institution

rnli.org.uk

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