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 Pam Bates
  Georgina Thomas

Other Co-opted Governors

Avril Fanner (Primary School Improvement)

Malcolm Cole (Finance and Premises and Achievement Outcomes)

Lesley Broom  (Pupil Premium)

Elaine Johnson (Behaviour and Welfare)

Noa Mitchell


(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

Ella Duggan (Hugh Christie parent)

vacant  (Long Mead Parent)


Staff Governor

Kelly Coleman (Hugh Christie Staff)


Executive Principal Governor 

Jon Barker (Federation Principal)


In attendance

Mark Fenn (Head of School, Hugh Christie)

Lizzie Alexander (Head of School, Long Mead)

Pauline Brookman (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

Governors recognise that meeting attendance is a very important part of their job, if you would like to see Governors' attendance record for 2018-19 please click here .

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


Aspiring to be outstanding.

  • We review, question and check the schools’ self-evaluations to ensure they are robust, challenging and aspirational. 
  • We externally validate the schools’ self-assessment at least once a year, including safeguarding.


Our schools are tolerant and inclusive places where every child and member of staff  has the right to be safe, happy, respected and receive equality of opportunity.

  • We request surveys and meetings with stakeholders.
  • We receive and challenge information from Senior Leaders about any incidents of discrimination.
  • We ensure our schools are both physically and emotionally safe places by challenging Senior Leaders, visiting and speaking to stakeholders.


Every child achieves their best academically and socially.

  • We receive an annual report on external exam results and analysis of current progress which is challenged.
  • We check that teaching is personalised, rigorous, challenging and intellectually engaging.
  • We review the curriculum to ensure it is meeting the needs of learners.
  • We monitor attendance, behaviour incidents and participation to ensure all children are fully engaged.


Disadvantaged children are given the best possible opportunities.

  • We have appointed a Governor with responsibility for disadvantaged children.
  • We require high expectations and aspirations for all disadvantaged children.
  • We scrutinise the annual report on the use and impact of Pupil Premium funding.
  • We challenge data on outcomes, attendance and behaviour for disadvantaged children.
  • We investigate the range of opportunities available to  build social and cultural capital.


Providing the edge.

  • We monitor the unique set of opportunities provided, and curriculum offered,  to prepare every child well for their future.
  • We find out if stakeholders are satisfied with the opportunities available.


Developing leadership, character and British values.

  • We check how students and staff are being supported to develop their leadership.
  • We monitor the provision for Spiritual, Moral, Social and Cultural Education.
  • We investigate how character and strong values are developed.
  • We check to ensure any radicalisation or extremism is effectively tackled.
  • We monitor the appraisal policy to ensure its effectiveness.


Preparing for the future

  • We are building capacity, anticipating challenges, minimising risks and developing personnel.
  • We monitor policies, finance, staff development and appraisal.
  • We attend training to keep ourselves informed of changes and challenges ahead.
  • We ensure all children are well prepared through the information, advice and guidance they receive.

September 2018