Highfield Infant and Junior School’s recent initiative to open up school facilities for community swimming lessons has had a significant impact on students – none more so than 10-year-old Raheem, whose story is a powerful testament to the transformative power of inclusive, play-based aquatic education.
As part of the school’s wider goal to boost water safety and swimming proficiency among local children, swimming lessons were held in temporary swimming pool on-site. The goal was simple yet ambitious: to equip students with essential swimming skills, build water confidence, and ensure children learn in a safe, fun, and supportive environment.
Raheem’s journey began with apprehension. His only previous experience with structured swimming lessons was during Year Five, where he was still classified as a non-swimmer and had minimal water confidence. Like many children, Raheem had not visited local pools or beaches and had little practical experience with open water. He expressed feelings of nervousness and uncertainty, driven by his fear of slipping and drowning in the water. These challenges were apparent from day one of the six-week program.
The school’s programme, however, was designed with students like Raheem in mind. Using a play-based learning model, instructors engaged children in games and fun activities that doubled as skill-building exercises. This approach not only demystified water safety but also helped reduce fear and create a sense of excitement around learning to swim.
Week by week, Raheem made good progress. His early reluctance gave way to enjoyment, as his skills and confidence steadily grew. By the conclusion of the programme, Raheem was able to swim the length of the pool using a survival stroke and had started to master key self-rescue techniques—both vital milestones in ensuring safety and independence in the water.
The transformation was clear not only in his abilities but in his attitude. He described the after-school swimming club as the best he’d ever attended. This personal milestone represented more than just swimming skills—it marked a turning point in his relationship with water and physical activity.
As part of the celebration assembly, Raheem’s parents were invited to witness his progress. During this event, details about local swimming lessons at Stechford Leisure Centre were provided. Encouraged by his positive experience, Raheem registered for additional swimming lessons at the leisure centre, continuing his aquatic journey beyond the initial programme. This step ensured that Raheem would not only retain but also further develop the skills and confidence gained during the school lessons.
Raheem’s experience has become a shining example of what community-based school programmes can achieve. By making swimming more accessible, Highfield School has increased participation opportunities for students.
Looking ahead, the school is exploring ways to build on this success. Recommendations include replicating the temporary pool provision in future years, extending the programme’s duration to allow more comprehensive learning, introducing more advanced swimming techniques, and offering supervised open water experiences. Partnerships with local swimming clubs and leisure centres are also being considered to help students continue developing their skills beyond the initial programme.
Raheem’s story reflects the heart of Highfield’s mission: creating inclusive, meaningful opportunities for every child to thrive. As the school continues to grow its swimming initiative, it remains committed to nurturing confident and capable swimmers for life.
Sport Birmingham worked with local stakeholders to identify those communities and people that would most benefit from increased access to facilities, to help them be more physically active. Sport Birmingham helped local schools access Opening School Facilities investment.