How governors know pupils are learning the curriculum - secondary
This recording provides governors with a detailed and practical understanding of how to evaluate whether pupils are genuinely learning the curriculum. Catherine Priggs is joined by Josh Vallance, Vice Principal, who draws on his leadership experience to explore how governors can move beyond surface-level indicators of progress.
The discussion challenges common misconceptions about data, particularly the over-reliance on published outcomes and internal assessment figures. It highlights how data can be misleading without context and emphasises that it should be used alongside a wider range of evidence to understand pupils’ learning.
A strong focus is placed on the importance of governors being present in school. Practical strategies are shared, including speaking regularly with pupils, reviewing their work over time, and even tracking a small group of students to build a richer picture of their experience. The session also explores how governors can compare what leaders intend pupils to learn with what pupils can actually demonstrate.
The recording provides examples of effective questions governors can ask, such as what pupils should know by the end of a key stage, which groups are achieving well and why, and how leaders know that learning is secure rather than short-term performance. It also highlights the importance of interrogating internal data carefully, using examples such as reading and EAL (English as an Additional Language) to show how headline figures can mask significant variation within groups.
When visiting schools, governors are encouraged to look beyond simple proxies like calm classrooms or good behaviour. Instead, Josh emphasises the thinking and participation ratio, which focuses on how many pupils are actively engaged in learning and provides a more meaningful indicator of classroom quality.
Overall, the recording supports governors in developing a more nuanced, context-driven, and evidence-rich understanding of pupil progress. It reinforces the importance of combining data with first-hand evidence, asking probing questions, and maintaining a strong connection with the day-to-day life of the school in order to provide effective support and challenge.
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