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Year 5 writing: The empty swimming pool

Build atmosphere through connected observations.

Your writing task

Describe an indoor swimming pool after everyone has left. Use details to create an atmosphere. Keep the reader in the same place rather than turning the task into an adventure.

Plan before you write

  1. Which movement is still visible?
  2. How does an empty pool sound different from a busy one?
  3. Will the room feel calm, lonely or unfamiliar?

Write on paper or in your own document. Try a first draft before reading the model responses.

An opening you can try

The water kept moving after the last swimmer had gone.

Use this opening or write your own. A useful opening gives your reader something to follow.

A small word bank

dim
Describing light that is weak and makes things hard to see.
flicker
To burn or shine unsteadily, going bright and dark very quickly.
peculiar
Describing something strange or odd, unlike what you would usually expect.
Explore the full vocabulary word list

Choose a word only when its meaning fits. You do not need to use every word in the bank.

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Compare three model responses

These are three ways to develop the same task. They are teaching examples, with notes linked to the English national curriculum. They are not exam grades or a prediction of a mark.

A starting point

The pool was empty, but the water was not still. Small waves touched the blue tiles. Wet footprints crossed the floor towards the changing rooms. No one was speaking now.

A light buzzed above the deep end. From somewhere behind the wall came the sound of a pump. The benches stood in a straight line, with one forgotten swimming cap lying beneath the nearest seat.

Teaching notes

  • Choose useful details and words

    one forgotten swimming cap

    The object suggests that people have only recently left.

  • Organise related ideas

    From somewhere behind the wall

    The description shifts from visible details to a sound while staying in the pool room.

Try next: Choose which atmosphere the forgotten cap should help create.

A more developed response

The water kept moving after the last swimmer had gone. Ripples broke the straight reflection of the roof beams, then smoothed it again. Along the edge, a trail of wet footprints grew fainter as the tiles dried.

Without voices, the room sounded larger. The pump hummed steadily, and a single drop fell from the diving board with a sharp tap. A red swimming cap lay under a bench, turned inside out.

At the far end, the lights reflected in pale squares. Nothing hurried here now. Even the water seemed to be settling into the quiet, one small wave at a time.

Teaching notes

  • Choose useful details and words

    the room sounded larger

    The comparison shows how the change in sound affects the observer.

  • Organise related ideas

    one small wave at a time

    The ending returns to the opening ripples, holding the description together.

Try next: Make one sentence shorter where you want the reader to pause.

A further developed response

The water kept moving after the last swimmer had gone. Reflections of the roof beams bent and straightened beneath the dim lights. A faint flicker travelled across the ceiling as the ripples reached the tiles.

The room had lost its usual layers of sound. No splashing, no shouted names, no squeak of wet feet. In their place, the pump hummed behind the wall. A drop gathered beneath the diving board, stretched, and fell. Its small tap carried all the way to the doors.

Under a bench lay a red swimming cap. It looked peculiar without its owner, like a bright scrap left in a room that had turned grey. The final footprints were almost dry.

Slowly, the broken reflections joined. The pool held the roof again, beam by beam, as though the building were taking a quiet breath.

Teaching notes

  • Choose useful details and words

    stretched, and fell

    The close observation slows the pace and makes a small sound noticeable.

  • Organise related ideas

    The pool held the roof again

    The final reflection links to the opening roof beams instead of introducing an unrelated image.

Try next: Check that each comparison supports the quiet atmosphere.

Read back and improve

  • Does each detail support the atmosphere you chose?
  • Have you kept the viewpoint in one room?
  • Check that pronouns such as it have a clear meaning.

Where the teaching notes come from

Our notes apply the published writing guidance for Years 3 and 4 and Years 5 and 6. The prompts and model responses were written originally for Trace Learn. Reviewed 2026-10-01.

Read the Department for Education English curriculum

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Questions parents ask

What should I plan before I write?

Which movement is still visible? How does an empty pool sound different from a busy one? Will the room feel calm, lonely or unfamiliar?

How can I improve my first draft?

Does each detail support the atmosphere you chose? Have you kept the viewpoint in one room? Check that pronouns such as it have a clear meaning.

Will this page mark or save my writing?

No. Write on paper or in your own document. The models and notes are teaching examples. This page does not collect your writing, save it to a profile or award a score.

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