Intro
A recent research article from Swim England claims that 70% of children are withdrawn from their swimming lessons before they have mastered key survival skills. One of Swim Generation's core goals is to make all our swimmers ‘water competent’ and help keep them safe in the water. During the discovery stages, our coaches regularly hear from parents who assume their child is water-competent because the child jumps in without hesitation and can swim short distances. With nearly 15 years of teaching swimming at a swim school and teaching thousands weekly, this article aims to help parents understand what water competence actually is and why it is a vital life skill.
What Actually Is Water Competence?
There is no single definition or measurement of water competence. It is best understood as a broad concept encompassing aquatic skills, knowledge, attitudes, judgement and behaviours. Organisations such as Swim England provide useful minimum competency benchmarks, but meeting these does not make a child ‘drowning-proof’ or safe in every aquatic environment.
The four minimum water competency standards from Swim England
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Ability to perform a 60-second star float.
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Be able to tread water for 30 seconds.
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Ability to swim while fully clothed.
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Swim 100 metres continuously.
Swim England and National Curriculum: Differing Standards
This observation has been raised many times during the enrolment process, and it is understandable that parents are confused by the fact that the government and Swim England have different standards. Below is a comparison table:
| Aspect | National Curriculum – end of KS2 (schools expected to deliver) | Swim England – minimum water competency standards |
| Swimming distance | At least 25m | At least 100m without stopping |
| Swimming strokes | Perform a range of strokes | Beyond strokes |
| Floating | Includes, but no explicit time provided | 60-second star float |
| Treading water | Includes, but no explicit time provided | 30 seconds |
| Swimming in clothing | Not in curriculum | Experience swimming in clothing |
| Self-rescue | Self-rescue in different water-based situations | Not listed in the four competencies |
| Purpose | Minimum curriculum outcomes |
Additional minimum competencies Swim England recommends children achieve before stopping swimming lessons |
The two differ clearly: the national curriculum targets schools and specifies what should be achieved within a specific time period. The key difference is that a national curriculum must be implemented across all schools, which have differing levels of pool access, facilities, and resources.
Swim England acknowledges that its minimum proficiency goes beyond the curriculum and that children should progress beyond it. At Swim Generation, our structured 10-stage programme continues to develop swimmers beyond basic distance swimming, with progression based on a broader range of swimming, water-confidence, and safety skills.
Swim England Competencies Mapped To Swim Generation
Below are 3 of Swim England's competencies and their placement in the Swim Generation child swim programme.
| Competency | Swim Generation Stage | Importance |
| Star float for 60 seconds | Non-Swimmers (Stage 1) | Develops ability to maintain a stable position and recover |
| Tread water for 30 seconds | Beginners 3 (Stage 5) | Builds ability to maintain position without forward swimming |
| Swim 100m continuously | Improver 2 (Stage 7) | Develops sustained swimming ability and endurance |
‘Water competence is far more than being able to swim a set distance. That is why our programme continues well beyond the basic curriculum targets and focuses on developing the full range of competencies every child needs.’ Christopher Whitworth (With 19 years of coaching and swim management experience), Founder and Managing Director, Swim Generation.
Is Water Confidence and Water Competence the Same?
At Swim Generation, we don't see water confidence and water competence as the same; however, we do believe water confidence is required and helps lay the foundation for achieving competence. Below, Tara Rahilly, Operations Director with 15+ years of teaching babies, children, and adults, outlines what she believes are the main differences and why water confidence and water competence are closely related but not the same thing.
| Water Confident | Water Competent |
| Comfortable when in the water, free of fear and happy | Comfortable in deep water and whilst performing challenging skills |
| Willing to submerge in water, including the face and head | Completely submerge, controlled breathing and quick surface recovery |
| Confidently float in water | Can float using techniques such as star float for considerable periods |
| Happy and willing to try new water skills | Able to quickly grasp and perform new skills |
‘Confidence can sometimes mask a lack of competence. A child may be happy to jump into a pool and swim to the side, but that doesn’t necessarily mean they can tread water or recover if they become distressed. This is where developing water competence becomes so important.’ Tara Rahilly, Operations Director, Swim Generation.
Why Our Coaches Stress the Importance of Floating
Floating is an important skill our coaches assess in new swimmers, including their ability to float on their front and back. It is also a key water safety skill (endorsed by The Royal Life Saving Society UK (RLSS UK)). For beginners, mastering floating boosts confidence and can improve body positioning while swimming. This is why floating is included in stage one of our swimming programme.
"Learning to float is an important foundation for learning to swim. It helps children build confidence in the water, learn to relax and trust the water to support them, and develop good body position. Most importantly, floating is an essential water-safety skill, as it can help a child stay on the surface if they unexpectedly enter the water. Once a child is comfortable floating, they can begin to develop effective swimming movements and techniques." – Sara Deidda, Head Coach at Swim Generation
Swimming In Clothes?
The National Drowning Prevention Alliance (NDPA) states that 70% of toddler and child drownings occur when they are not expected to be swimming. This means they are often wearing clothes. A research study by the University of Auckland found that wearing clothes whilst swimming reduces swimming speed by roughly 33% and endurance by 28% due to drag and the added weight of wet garments. This is why practising floating and swimming whilst wearing clothes forms part of the Swim Generation programme. During practice sessions, swimmers are often surprised by how much harder it is to swim in clothes and how it affects their body position and movement.
Summary
Water competence does not mean a child is safe in every pool or open-water environment, can swim unsupervised, or is equipped to handle emergencies. At Swim Generation, our structured 10-stage programme goes beyond the National Curriculum’s 25-metre target and develops the key Swim England competencies.
We recommend children continue lessons until they have achieved these broader skills rather than stopping at basic milestones. Contact Swim Generation today to book a free assessment and discover how we can help your child build lasting water competence and confidence.
FAQS
Isn’t being able to swim 25 metres enough?
While 25m is a curriculum target, you need additional skills to build true water competency. Such as mastering floating, treading water and swimming longer distances with ease.
Why does practising swimming in clothing matter?
Wet clothing increases drag and adds weight; practising helps prepare for accidental immersions, which are common.
What if my child is confident in the pool but nervous in open water?
Open water introduces many additional factors, such as currents, temperature, visibility, and waves. Building confidence in open water is a life-safety skill all children should develop.
Is it ever too late to become water competent?
No, it is never too late. At Swim Generation, we have helped children of all ages become water-competent through our structured swimming programme.