Your child in Our care

We place each pupil in their correct ability class whilst aiming to accommodate them at your preferred time and on the same day as any siblings. We will prioritise placing them in their correct ability group to maximise learning however if you are unable to make this time please contact us.

Learning is a three way process between teacher, parent and child. Our Instructors will communicate feedback to children throughout the lesson and will speak to parents about any specific concerns. At the start of the term it is useful for parents to communicate any factors which may affect the child's learning to the teacher directly. Please feel free to communicate with the Instructors but remember they may have other classes scheduled. 

We concentrate on technique and swimming skills such as floatation, rotation, breathing skills and water safety. We prioritise technique over distance at first and so at times you may feel that your child is swimming less distance than you are used to. However the techniques and tasks we are asking them to do will be challenging them in a different way. It is important for your child to remain motivated and therefore many practices are taught in fun "game" activities, which still meet the learning aims.

  • The Format of the Lesson

    The format of the lesson is crucial when maximising learning and confidence. We have transposed the skills and lesson format we have learnt in school and college teaching environments and applied them to swimming lessons.

    Children learn well from structure and they will expect a similar format and opportunity to learn as they would at school. To support this the lesson will echo that of a school lesson:

    Introduce Aim:

    What is the aim of the lesson?
    This may be a stroke or a particular skill.
    With regard to the FUNDAMENTAL classes it may be introducing the theme of the day.
    It may include looking at a few pictures on the side to show what you expect or getting pupils to do a couple of practices on the land before entering the water.
    This should take no more than 2 minutes, but may be longer with early FUNDAMENTAL classes who require a greater settling in period.

    Question as well as tell: How do we do backstroke arms? Tell me three things we must remember when we do front crawl?
    Allow children time to practice each task fully.
    Individual feedback must be given at least once during each task.
    For stroke classes each lesson should focus on one stroke although breaststroke may be combined with butterfly and for lower abilities Frontcrawl combined with backstroke.
    Effective use of time so that there is no boredom, no distractions and children are not cold and inactive. Encourage children who are waiting to watch the other pupils swimming.
    Build upon previously learnt skills.

    There should be a chance for pupils to show what they have learnt in a lesson.
    What three things have we learnt today?
    Over the next width I want you to show me those three things?
    Let's see who can get three out of three.

    Recap and Prepare for future:
    Praise for the lesson.
    You did well today.
    Today we have learnt.....
    Next time we will be doing.....
    Please practice.....
    You may want to give out a star of the day award. They could choose the lest activity. Tell them what they did well. This prepares children for the future and consolidates learning making future attendance and settling in easier.

    Equal Opportunities

    The swim school will operate an anti discriminatory policy and promote equality of opportunity for all children. The teachers will encourage respect for each individual child's ethnic, culture, language, religion, gender, physical and emotional needs.

  • Each child will be treated as an individual and will be given opportunities to develop his or her potential.
  • Each child will be treated as an individual, but equally according to his or her needs.
  • If a disability restricts the ability to achieve a particular part of the award, the student may do a variation which tests a similar skill. It is then up for the teacher to make a decision as to whether it is in the interest of the child to move up a class.
  • The teachers will ensure equality of opportunity for all children, regardless of ethnic, origin, cultural grouping, gender, disability or family background.
  • There will be no divide between age, sex or race. No girls versus boys.
  • The teachers will respect that every individual has a right to their own way of life.
  • The teachers will maintain confidentiality about information concerning families.
  • They will have ownership of their learning and will be asked their opinion. Did you enjoy today? What would you like to do for the last activity? What do you think we need to practice?

    Special Needs and Disabilities

    Special Needs is often referred to in the contact of people with a physical impairment or learning difficulties. In the wider context, however special needs can also apply to those with exceptional talent.

    Swimming needs to cater for all abilities. The Long Term Athlete Development Model (LTAD) is developed by the ASA and Sport England and provides a framework that facilitates the best possible opportunity for individuals.

    The procedure for the integration of those with special needs is as follows:

  • Consultation between parents, swimming teacher and key worker, where appropriate.
  • Swimming ability / experience
  • A decision will be made as to which class they should attend and whether there needs to be any particular provisions required.
  • Any child with a disability which may mean they are unable to achieve a particular part of the award may do a variation which tests a similar skill. It is then up for the teacher to make a decision as to whether it is in the interest of the child to move up a class.

    Staff will plan the admission and settling in programme for each individual child and liaise closely with, and learn from parents about the particular specific needs.

    As with any other swimmer, children's progress and needs will be monitored by carefully planned methods of observation by all staff and will be shared with parents. Our system of observation and record keeping, which operates in partnership with parents, enables us to monitor children's needs and progress individually.

    Staff will attend relevant training to ensure that they keep up to date with the requirements of all children with special needs and regarding specific conditions and disabilities.

    There may be the need to have an assistant teacher or parent in the water during the swimming lesson.

    Any child with a disability which may mean they are unable to achieve a particular part of the AquaQuack award may do a variation which tests a similar skill. It is then up for the teacher to make a decision as to whether it is in the interest of the child to move up a class.

    There are many national organisations who can provide help and guidance.