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Conway Primary School and Greet Primary School formed Create Partnership Trust in September 2016. We were joined in January 2017 by our sponsored school, Hodge Hill Primary School. Create is a multi-academy trust which is committed to achieving the best for all children across the three schools through a close collaborative partnership. The three broad aims of the Trust are: To maintain current strengths and create secure and successful futures for all stakeholders in Create Partnership Trust schools, based on a collaborative culture with shared values and clear moral purpose. To ensure that all schools in Create Partnership Trust become forward-thinking and dynamic centers of learning excellence. To develop strong working partnerships internally and externally, which have a positive impact on children's achievement, safety, and well-being. This academic year we aim to work in partnership with all of our children and their families to ensure they are the best that they can be. We want our children to become highly skilled, confident, and articulate young people who will be able to contribute to the wider British society. We believe in our children. Greet, Conway and Hodge Hill work closely together - developing policies, sharing good practice, and supporting and challenging each other. We want to see every child receive a broad and balanced education, be happy and safe, and well prepared for moving on to their secondary school. We are also very committed to developing our high-quality staff and leaders who work hard individually and in their teams. The Trust supports their skills development and helps them to identify a career path so that they can be even more effective in ensuring that the children make the best progress personally, academically, and socially. We are building Create by focusing on trusting relationships as the root of all our work. We have high expectations of everyone and we are never complacent - constantly striving to improve on our previous best. We are creating futures for everyone - our staff, our families and communities, and, of course, our children. Conway aims to: Promote the highest possible standards of achievement and the development of all pupils’ full potential. Develop as inclusive schools, fostering positive attitudes to learning and behavior and developing pupils’ skills teamwork, and independence. Provide a learning environment in which pupils can build the foundations of lifelong learning and develop into balanced, enterprising, and mature adults. Provide a secure environment where pupils know how to assess risks, are confident to try new things, and know how to keep themselves safe. Support vulnerable pupils and provide the care they need to overcome barriers to their well-being and learning. Involve parents, governors, and the community in the learning process, emphasizing the importance of good attendance, the home school partnership, and the community curriculum. Promote tolerance, respect, and value for all people, their beliefs, and their culture. Support all staff in their personal and professional development for the benefit of the school as a whole. Give pupils and staff opportunities to celebrate and share their cultural backgrounds, with the whole school community. To build self-esteem and the confidence to uphold personal, moral, and spiritual values within a secure and diverse learning environment. Respect and care for the school buildings and grounds and the property of others. Ensure the equality of opportunity for all pupils and staff, taking into account their gender, ethnicity, cultural heritage, religion, and ability. Be a forward-looking federation, making positive contributions and prepared to embrace new ideas, working in partnership with networks of schools and other agencies to promote high standards. Our mission statement of ‘Achievement for All’ is based on our belief that all pupils and staff should achieve to the very best of their ability. Our curriculum enables all pupils to broaden their experiences. We aim to develop the knowledge, understanding, skills, and attitudes they will need to develop well – spiritually, personally, socially, emotionally, and academically. We expect all pupils to learn and achieve well and to have a good understanding of positive citizenship. We follow national and local curriculum guidance in terms of the Early Years Foundation Stage (EYFS) and the National Curriculum which is designed to meet all statutory requirements. We recognize that new curriculum opportunities arise through special events, projects, and experiences and we try to maintain a flexible approach so that the pupils are motivated to contribute and learn. All trust schools are using their expertise of the curriculum developed over time to inform the implementation of the new curriculum from September 2017. We are committed to ensuring that all pupils develop basic skills in literacy, numeracy, science, and ICT, and these form the base of staff training and the core of our curriculum. To enable all pupils to achieve well, they work in flexible, targeted teaching groups (TTGs). Achievement is particularly closely monitored in literacy and numeracy and appropriate interventions are put in place if pupils’ progress does not match our aspirations for every child. View full school

The mission of the Conway School is to explore, develop, practice, and teach design of the land that is ecologically and socially sustainable. The intention is to: Provide graduates with the basic knowledge and skills necessary to practice planning, design, and management of the land that respects nature and humanity. Develop ecological awareness, understanding, respect, and accommodation in its students and project clients. Produce projects that fit human use to natural conditions. The school's mission guides decision-making at every level: who is hired, what projects are undertaken, how courses are structured, and what offices and sites are visited on field trips. While the program is thoroughly based on ecological knowledge and practices, Conway's educational focus is on the land design rather than environmental science. Students learn from faculty, from each other, from guest professionals in many fields, and from their explorations of their project sites and the communities where those projects are embedded. The environment is personal, collaborative, and rigorous—learning is driven by motivated students working for real communities to solve real and pressing problems. The Conway program is built around those real projects for real clients. The projects raise issues, questions, and challenges—from technical questions about site engineering to ethical issues about community involvement or wise use of resources, to practical questions about how resilience can be built into systems in the face of uncertain futures—that drive the classes, discussions, and field and studio work that make up the rest of the fully integrated, multidisciplinary program. Class assignments—graphic, technical, and written—support project work. We are small. That means we can change the schedule on a moment's notice–load up the van and go on a field trip to see what happens when a dam collapses, visit a project site during a community street festival, add a class to introduce new software that suddenly became available. We do, though, have a regular weekly schedule of classes. Classes in design theory, graphics, computer skills (such as InDesign and GIS), site engineering, and humanities support and draw from students' experiences. At least once a week, an outside expert in a relevant topic–for example, environmental law, green building design, wildlife habitat, or environmental justice–gives a lecture at the school. They often stay for the group meal that follows, and sometimes spend time in the studio to talk with students about projects. Faculty go from desk to desk on studio days for individual and team consultation. After the faculty go home, students continue to learn in the studio from each other. Students give weekly presentations to faculty and classmates, becoming more and more comfortable articulating their projects' narrative and making compelling arguments for particular design and planning solutions. Near the end of each term, students give formal presentations before a panel of three outside professionals—experienced designers, planners, and ecologists—who offer advice that students can incorporate in the last two weeks of the term. The Conway program teaches students an iterative, ecologically-informed design process while also exposing students to a wide range of sustainability topics. The school's small size and combination of full time and part-time faculty working in the field allow it to integrate new topics into the curriculum. For example, over the past ten years, the school has worked on several food system projects, in response to increasing global concerns about access to food and the impact of industrial agriculture on the land. Conway keeps tuition competitive with other private institutions. Tuition for the 2018-2019 academic year is $35,998. Tuition will not be raised during the academic year. This payment covers costs incurred for the school's operation, including adjunct faculty, visiting lecturers, use of school computer stations, some computer software, printing and drafting supplies, graphic reproduction costs, printed materials, some reading materials, and transportation costs for field trips. Conway does not offer dormitory housing or meal plans. The participation fee covers the multi-day orientation field trip, information technology, and field trips. Conway's third director was Panama-born landscape architect and conservation planner Paul Cawood Hellmund. While dedicated to the school's unique teaching approach and sustainable design, Paul expanded Conway's commitment to urban and international communities. After ten years at the helm, Paul returned to independent practice. In 2014, Conway changed the name of its degree from Master of Arts in Landscape Design to Master of Science in Ecological Design, which reflects Conway's applied curriculum and a fundamental commitment to sustainability. In 2015, Conway opened a second campus in the former mill town of Easthampton, Massachusetts, to better reach the potential students and community partners who would benefit most from an ecological design approach. At the end of 2015, alum and former board member Bruce Stedman stepped in as executive director. They initiated a strategic planning period, which invited extensive participation and feedback from trustees, faculty, staff, students, alumni, and donors. The five-year strategic plan, formally adopted in 2017, will help guide the school during the five years leading up to our fiftieth anniversary in 2022. The plan prioritizes increasing diversity among applicants. We also hope to increase fundraising for project fees to allow our students to work in communities with limited financial resources. Conway is adapting to changing times while continuing to teach a proven design process. Conway embraced a collaborative governance model in early 2017, where three employees share responsibility for the school's primary leadership. Bruce Stedman currently serves as Executive Director, Ken Byrne is Academic Director, and Priscilla Novitt is the Administrative Director. In the school's lively history, some things, such as its outward appearance and personnel, have changed. Other things, mainly its focus on individualized learning, will always remain constant. View full university