Building lifelong experiences: Abbeywood School’s journey with Fishing for Schools

Each school that takes part in Fishing for Schools brings a different story—and a different group of pupils who benefit in their own way. In this Q&A, we speak with Abbeywood Community School in Stoke Gifford, Bristol. They share why they wanted to get involved, what the experience has meant for their pupils, and how outdoor learning continues to make a difference back in the classroom.

Hear directly from Ashley Bowe on how Fishing for Schools makes a difference.

TELL US A LITTLE BIT ABOUT YOUR SCHOOL

We are a traditional, comprehensive school that serves a very diverse outer-city community, ranging from affluent families to those facing significant financial and social challenges. Approximately 20% of our students are eligible for Pupil Premium. We also host a specialist resource base supporting students with Speech, Language and Communication Needs (SLCN) and autism spectrum disorder (ASD).

WHAT BROUGHT YOU INTO THIS PARTICULAR AREA OF EDUCATION AND WHY IS IT SO IMPORTANT? 

I’ve always had a deep appreciation for the countryside and the outdoors—it’s been a way for me to reconnect with the world around me. When I learned about this programme, I saw it as a valuable opportunity to offer that same experience to some of our most vulnerable students. Connecting young people, particularly those from outer-city schools to the natural world is vital. Many of them grow up isolated within their local communities, which can lead to a narrow perspective and contribute to some of the well-documented socio-economic challenges faced by disadvantaged and marginalised areas. By engaging with the countryside, we hope to broaden their horizons and support their personal growth.

WHAT IMPACT HAS FISHING FOR SCHOOLS HAD ON YOUR STUDENTS?

We’ve seen a significant improvement in school engagement among the majority of students who have taken part in the programme. Many have grown in confidence and now view school and learning more positively. Their relationships with both peers and adults have improved, and they’ve developed valuable skills in teamwork as well as independent working.

In addition, many students have discovered a genuine passion for fishing and being outdoors. They’ve learned to slow down, appreciate nature, and take a break from their online lives. Some have even gone on to purchase their own equipment and now fish regularly in their own time. The conversations they have with me about their new interest are a powerful reminder of the programme’s impact.

I only wish we could offer this experience to more students and for a longer duration—the difference it has made is truly remarkable.

In addition, the help and support from Lee and Julie has been immeasurable, they have been the best mentors for our students, they are two of the most patient and caring people that I have ever met; our students have benefited from their expertise and care, and I am certain that Lee and Julie have also benefited from the students too!

WHAT ARE THE FIVE KEY BENEFITS YOUR STUDENTS HAVE GAINED FROM F4S?

• Increased student attendance
• More positive attitudes toward school
• Greater engagement in learning and school activities
• Strengthened relationships with both peers and adults
• Broadened students’ perspectives—helping them see beyond their immediate communities and recognise the wider world around them

CAN YOU SHARE ANY SPECIFIC SUCCESS STORIES OR MEMORABLE MOMENTS FROM YOUR STUDENTS' EXPERIENCES IN FISHING FOR SCHOOLS?  

One particularly vulnerable student initially struggled to communicate with peers and was unable to confidently engage with adults. Since joining the Fishing for Schools programme, I’ve taken on the role of his in-school mentor. His confidence has grown significantly, and he has developed stronger, more positive relationships with adults across the school.

Another student, also highly vulnerable, receives very little support at home, has limited exposure to enrichment activities, and had never ventured beyond his local community—not even for a day trip. After taking part in the programme, he said, “This is the best experience I have ever had, and the best school trip I’ve ever been on.”

From this year’s cohort alone, three students have discovered a genuine passion for angling. They’ve since been fishing together outside of school, forming new friendships—something they had previously found very challenging.

HOW DO YOU FEEL OUR PROGRAMME ADDRESSES THE NEEDS OR CHALLENGES FACED BY YOUR STUDENTS?

• Builds Confidence and Self-Esteem: Many students who struggle in school find success and pride in learning practical, hands-on skills. Catching a fish gives them a real sense of achievement.
• Supports Mental Health and Wellbeing: The calming, outdoor environment of fishing provides a therapeutic break from the pressures of school life. It encourages mindfulness, reduces anxiety, and helps students feel more relaxed and focused.
• Encourages Positive Behaviour and Engagement: For students who find it difficult to engage in lessons, the unique and practical nature of the programme sparks interest and motivation. It fosters patience, discipline, and respect for others and the environment.

IF FISHING FOR SCHOOLS COULD OFFER ADDITIONAL SUPPORT, WHAT WOULD BE MOST VALUABLE FOR YOUR STUDENTS OR SCHOOL?

It would be fantastic to offer the programme year-round and to involve a greater number of students. While I understand the current limitations around funding and reliance on volunteers, expanding access would only increase the positive impact we’ve already seen.

It would also be incredible if Fishing for Schools could expand its offer to include experiences such as fly-fishing or sea-fishing, providing even more variety and challenge for the students.

Finally, the development of a residential programme would be a powerful next step—giving students the chance to fully immerse themselves in nature and truly escape the city environment, even if just for a short time.

THREE WORDS WHICH DESCRIBES YOUR STUDENTS’ EXPERIENCES WITH FISHING FOR SCHOOLS 

• Included
• Engaged
• Therapeutic