This recording provides governors with a clear overview of how to know whether pupils are learning the curriculum in a primary setting. Catherine Priggs is joined by Ben Erskine, Executive Principal, who shares practical insights drawn from his leadership experience.

The discussion explores common misconceptions about pupil progress, particularly the difference between data and learning, and the limitations of relying solely on published or short-term data. It emphasises the importance of looking beyond data to understand what pupils know, remember, and can apply.

Key guidance is provided on what governors should look for when visiting schools, including reviewing pupils’ work over time, speaking with pupils, and understanding curriculum sequencing. The session also highlights effective questions governors can ask school leaders to gain deeper insight into learning, as well as indicators of strong progress, such as pupils’ ability to think deeply, articulate their learning, and build knowledge over time.

Overall, the recording supports governors in developing a more informed, balanced, and evidence-rich understanding of pupil progress beyond headline data.