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Our Vision

About Hugh Christie School

Hugh Christie opened in 1957 as a co-educational school for children of all needs and abilities. Based in Tonbridge with excellent transport links, the school is housed in brand new buildings on an attractive campus. We have excellent facilities for Sport, Performing Arts, Science and Design and Information Technology. 
It is our aim that every child at Hugh Christie is happy, successful and well prepared for adult life. This website provides you with all the important information about how we try to achieve this.
Our priorities for the school are that;
  • Every student achieves their very best
  • Our students make better progress because every teacher is good and on the journey to outstanding
  • Students are happy, behave well and engage with their learning
  • We make a greater difference to the lives of our students because we aspire to outstanding leadership
  • Our provision meets the academic, economic, social, cultural and emotional needs of all our students and ensures they are well prepared for adult life in modern Britain.
We are very proud of the students and staff at Hugh Christie. We are passionate about providing a unique learning experience for your child that will enable them to achieve well, learning new skills, enjoy learning and have a successful and prosperous future.

Who was Hugh Christie?

Hugh Christie was a pioneer in every way. Born in London and the son of a city merchant, he was a farmer, public servant and educationalist and lived in Quarry Hill, Tonbridge. A founder member of the National Farmers Union and also involved in the formation of the Women‘s Institute, in 1957 during the year in which our school was founded bearing his name, he was awarded the OBE for political and public services in Kent. A man of outstanding character, integrity and courage, he died in 1962.

The Governing Body's 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.
Agreed on 27th September 2017

The Key Leaders

The Executive Principal and The Head of School
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Jon Barker is Executive Principal of the Tonbridge Federation.
This partnership works to further improve the quality of education provided at Hugh Christie and across the other schools involved. He is a National College Local Leader for Education and an Associate for the PIXL Club.
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Mark Fenn is the Head of School and is responsible for the curriculum, behaviour and achievement. He has a Master's Degree in Educational Management and has been at the school since 2002.
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