{"id":352,"date":"2026-06-26T16:06:01","date_gmt":"2026-06-26T16:06:01","guid":{"rendered":"https:\/\/sensorycreativelab.org\/?p=352"},"modified":"2026-06-26T16:49:29","modified_gmt":"2026-06-26T16:49:29","slug":"creative-lab","status":"publish","type":"post","link":"https:\/\/sensorycreativelab.org\/index.php\/2026\/06\/26\/creative-lab\/","title":{"rendered":"Creative Lab\u00a0\u00a0"},"content":{"rendered":"\n

A Creative Lab can transform the school day into something students look forward to: a space where imagination, confidence and connection can grow. Designed around specific cohorts and linked directly to your school improvement or development priorities, our Creative Labs offer a powerful, practical way to enrich your school offer and help students re-engage through creativity. <\/p>\n\n\n\n

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Attendance Intervention Pilot Programme<\/strong> <\/h3>\n\n\n\n

Our pilot project at St. Cuthbert\u2019s Catholic High School in St. Helens focused on students with low attendance, creating a welcoming creative route back into school life. A cohort of Year 9 students were invited to take part in weekly two-hour sessions over 10 weeks, beginning with a taster session for both students and their parents or carers. This first session mattered: students avoid school for many different reasons,but the people around them at home and in school are often the most important constants in their lives. Bringing those people together helped create a shared sense of purpose, encouragement and possibility from the start. <\/p>\n\n\n\n

Each student built their own sketchbook by hand, creating a personal record of the programme from the very first session. Making the book from scratch gave students immediate ownership: this was their space to experiment, reflect and respond in whatever way suited them best, whether through drawings, notes, collage, ideas, observations or moments of self-expression. <\/p>\n\n\n\n

The programme was shaped around the students\u2019 interests, with creative activities adapted in response to what sparked their curiosity and enthusiasm. This pilot group was especially drawn to animation, so the sessions developed into a hands-on journey through character design, storytelling and film-making. Students created plasticine characters, built backdrops, wrote stories and brought their ideas to life through short stop-frame animations using an online animation programme. <\/p>\n\n\n\n

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Key Learning<\/strong> <\/h3>\n\n\n\n

Trust grew gradually over several sessions, showing how valuable time and consistency are when working with students who may feel disconnected from school. A longer course would allow relationships, confidence and creative ambition to develop even further \u2014 a point the students themselves raised during their feedback session. <\/p>\n\n\n\n

Including a visit as part of the programme can be a powerful incentive for attendance and should be built in wherever possible. For many students with low attendance, school trips may have felt out of reach; offering this experience as part of the Creative Lab helps create excitement, motivation and a stronger reason to take part. <\/p>\n\n\n\n

A consistent lead artist is vital for building trust across the programme, while guest artists can add fresh energy, new skills and specialist creative approaches. This balance gives students a varied and inspiring experience, supported by a familiar adult who understands the group and can help them take creative risks with confidence. <\/p>\n\n\n\n

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“I enjoyed the group activities. It allowed me to make new friends and build my confidence.”<\/strong><\/p>\n\n\n\n

Student\u00a0<\/p>\n<\/blockquote>\n\n\n\n

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“I really enjoyed how the books allowed us to show our imagination and creativity.”<\/strong><\/p>\n\n\n\n

Student <\/p>\n<\/blockquote>\n\n\n\n