Tonbridge Federation Governing Body

The role of governors is far reaching with wide ranging responsibilities. In common with all schools the governing body is comprised of representatives from parents, LEA, local people and staff. The present governing body consists of:

Chair (Co-opted Governor)

Sue Mason (SEND and Safeguarding)

Vice-Chairs Dave Hitchcock (Partnership Governor)
  Isabel Handyside (Co-otpted Governor -Secondary School Improvement)
Other Partnership Governors Terri Daters  
  Nicolas Heslop 

Other Co-opted Governors

Malcolm Cole (Finance and Premises)

Lesley Broom (Pupil Premium)

Elaine Johnson (Behaviour and Welfare)


(staff to provide experience of other school not represented by the staff governor)


Local Authority Governor

Peter Brierley (Leadership and Management and Assessment)

Parent Governors

Rose Simonetti  (Long Mead Parent)


Staff Governor

Claire Hickmott (Hugh Christie)

Noa Mitchell (Long Mead)           

Executive Principal Governor 

Jon Barker (Federation Principal)


In attendance

Mark Fenn (Head of School, Hugh Christie)

Lizzie Alexander (Head of School, Long Mead)

Sarah Stewart (Federation Business Manager)


Clerk to the Governors

Julia Souter


Governors are asked to declare annually conflicts of business interest  - to see the current register please click here and also details of appointments. 

Governors recognise that meeting attendance is a very important part of their job, if you would like to see Governors' attendance record for 2020-21 please click here .

For more detailed information about the structure, roles and responsibilities of the governing body click here     

To view the Tonbridge Federation Governance Plan click here

The governors may be contacted via the clerk to governors at Hugh Christie School 01732 353544 or by email to who will then advise you on the best person to speak with.

Tonbridge Federation Governing Body Vision and Values

  • Securing good and moving to outstanding in leadership and management, outcomes, teaching and assessment, personal development, welfare and attendance, leadership and management, safeguarding and outcomes . We will monitor this by reviewing,  questioning and checking the schools’ own self-evaluation forms.  We will expect to see external validation of the schools’ own assessment at least once a year including safeguarding.
  • Working to ensure that every child achieves their very best. We will monitor this through an annual report of the schools’ external exam results and through regular reports (three times a year) and on-going monitoring of the schools’ own analysis of current progress. We will review the schools’ curriculum on an annual basis to ensure it is meeting the needs of learners.
  • Narrowing the gaps between disadvantaged children and others. We will monitor this by scrutinising the annual report on the use and impact of Pupil Premium funding. We will look annually at external examination outcomes and the schools own data on narrowing gaps in outcomes across all age groups (three times a year).  We will monitor how the schools are providing a rich wealth of opportunities to  build social and cultural capital once a year. We will also monitor the attendance of disadvantaged students three times a year to make sure they are attending well and taking full advantage of the opportunities offered.
  • Providing the edge. We will monitor on an annual basis the unique set of opportunities provided and curriculum offered by each school that prepares the children well for their future. We will seek the views of stakeholders as to their satisfaction of the provision and opportunities in both schools at least once a year.
  • Developing Leadership and British Values. We will monitor how both schools are encouraging their students and staff to develop their leadership skills. We will monitor how the schools’ are promoting British Values and ensuring issues relating to radicalisation and extremism are tackled effectively. We will do this through speaking to staff and students and by monitoring of the schools’ appraisal systems.
  • Building for the future. We will work to ensure both schools are well prepared for the future by building capacity, anticipating and responding to challenges, minimising risks and developing personnel. We will do this through effective monitoring of policies, finance, staff development and appraisal. We will also attend training to keep us informed of changes and challenges ahead.
Please click on the link below for further information regarding the schools financial benchmarking service.