Planning for Safety

Spending time thinking about risk management before taking pupils swimming can make all the difference to the safety, efficiency and enjoyment of the lessons themselves.

Risk Management

Risk management means thinking about what could cause harm. It involves:

• identifying potential causes of injury
• taking steps to reduce the likelihood of such injury.

Teachers are constantly carrying out risk management in the classroom and the playground – it is no different at the swimming pool.

To ensure that you manage risks properly, before a swimming lesson you need to consider how to:

• make the best possible use of teaching and support staff
• organise space effectively
• provide and use the equipment effectively
• make sure that safety rules and regulations are known and understood by all.

The national curriculum requires all pupils to learn about health and safety. In line with this, schools need to teach pupils:

• about hazards, risks and risk control
• to recognise hazards, assess consequent risks and take steps to control the risks to themselves and others
• to use information to assess the immediate and cumulative risks
• to manage their environment to ensure the health and safety of themselves and others
• to explain the steps they take to control risks.

For more advice and guidance on risk management for swimming lessons, ask your local education authority (LEA) or BAALPE.

Checking out the pool environment

Before you take the pupils swimming, it is helpful if you familiarise yourself with the pool environment. In particular, you need to consider whether:

• poolside supervision levels are appropriate (group sizes will vary depending on staff expertise and pupils’ ability and confidence)
• there is enough safety equipment and it is easily accessible
• there is enough teaching equipment and it is easily accessible
• the equipment is in good condition
• staff and pupils know how to use the equipment correctly.

You could make a note of key features of the pool environment, for example:

• variations in the depth of water and how they are marked
• how the diving area is marked off (if there is one)
• areas of the pool affected by glare
• ‘blind spots’ that need to be monitored regularly
• whether the poolside gets slippery when wet
• where there are drains, outlets, gutters and rails, and any concerns about them
• how clear the water is.

Assessing your pupils’ needs

Before taking a class swimming, it is important that you find out about any factors that might affect their safety at the pool and the appropriate action to take. For example, do any pupils:

• have ear problems or grommets?
• have a blocked nose?
• have a skin infection?
• have specific physical conditions?

If pupils are not going to take part in the swimming lesson, consider whether it would be better for them to remain at school to avoid them becoming a distraction on the poolside. You also need to consider how to ensure they have access to the essential learning planned for the lesson.

Organising adult support

When planning adult support for swimming lessons, it is important to consider whether:

• you have enough staff to deal safely with the number of pupils
• the staff have appropriate training and qualifications
• they know what to wear to keep themselves safe and enable them to deal with any emergencies that arise.

You need to consider whether all adults supporting a swimming lesson are clear about:

• their specific roles and responsibilities in relation to:
  • teaching
  • discipline
  • safety
  • emergency action
• the number of pupils in the lesson (they need an accurate list)
• pupils’ abilities and special needs, including medical conditions.

Observation is an important part of support staff’s role. You need to consider how to position them so that they:

• can observe as much of the space and as many pupils as possible
• avoid positions where their observation is hindered by excessive light or reflections off the water.

Make it clear that you expect them to:

• identify any ‘blind spots’ and monitor them frequently
• scan the whole pool regularly
• carry out regular group-by-group head counts.

Planning travel to and from the pool

When planning swimming lessons, you need to consider whether you know and have followed the travel guidance and regulations provided by your LEA, governors, trustees and insurers.

From a practical point of view, it may be helpful to:

• determine the time needed to travel to and from the pool
• identify any hazards you may encounter on the journey (eg busy roads, waterways) and take steps to minimise the risks
• check that supervisory ratios are adequate and appropriate for the hazards
• balance the deployment of staff throughout the group
• provide for any pupils who need extra support, supervision or monitoring
• ensure that embarkation and disembarkation (if you are travelling by coach) can take place in a safe area, both at school and the pool
• consider how to make the best use of travelling time.

Establishing procedures

Before you take the pupils swimming for the first time, it is helpful to check that they and any staff involved know and follow procedures that will keep them safe. For example:

• Do pupils know that they must not enter the water until they have permission to do so?
• Are all staff aware of the emergency procedures?
• Do all pupils know and understand the emergency procedures?
• Do staff know the established safety rules and routines for the journey, changing areas, poolside and in the pool?
• Do pupils and adults know that they should scan the pool regularly?
• Do pupils who are allowed to wear goggles know how to use them correctly?
• Do all staff and pupils know emergency signals (such as a whistle blow or klaxon) and how to respond to these?
• Do all staff and pupils know group work areas?
• Do staff and pupils know how to use equipment correctly?