Many schools articulate ambitious aims for their students. They speak about developing confident learners, ethical decision-makers, effective collaborators and young people prepared for an uncertain future. For those involved in governance – board and advisory board members, proprietors, members of corporate groups – the challenge is not just agreeing with these aspirations, but knowing whether they are being realised in practice. 

As expectations of schools continue to evolve, governors are increasingly being asked to provide assurance not only on academic outcomes, but on the broader educational experience. This requires a shift from intention to evidence. 

When values are stated but not measured 

Most schools are confident in describing the qualities they want their students to develop. These often include communication skills, collaboration, creativity, ethical thinking and agency in learning. Yet in many cases, boards receive far more detailed reporting on examination results than on these wider aims. 

This creates a gap. If qualities and competencies are important enough to sit in a school’s mission or strategic plan, boards should expect some form of evidence that they are being developed consistently and effectively. Without this, there is a risk that important aims remain aspirational rather than operational. 

What schools choose to assess strongly influences what teachers prioritise and what students value. Traditional assessments are effective at measuring subject knowledge, but they capture only part of what schools say they are trying to achieve. Emerging approaches to competency-based assessment aim to address this gap. Rather than relying on one-off tests, they focus on professional judgement, evidence gathered over time and authentic demonstrations of learning. When designed carefully, these approaches can sit alongside existing academic assessment rather than replacing it. 

From a governance perspective, the key question is not the detail of assessment tools, but whether the school’s assessment framework reflects its stated educational purpose. 

Assurance without micromanagement 

Governors do not need to design assessment systems. Their role is to seek assurance that systems are coherent, fair and aligned with strategy. 

This might include asking how the school knows that students are developing the skills it values, how consistency is supported across departments and how staff are trained to make sound professional judgements. It also includes understanding how outcomes are communicated to students, parents and external audiences such as universities. Clear answers to these questions help governance maintain strategic oversight without moving into operational territory. 

Parents are increasingly interested in how schools support their children as individuals, not only in how they perform in examinations. They want to understand how their child is progressing, what they are learning about themselves and how they are being prepared for life beyond school. Where schools can articulate and evidence progress in areas such as collaboration, thinking skills or ethical awareness, they are better placed to build confidence and trust. This credibility also matters for universities and other external partners, particularly as admissions processes evolve. 

Governance has a role in ensuring that what the school communicates externally is grounded in reality and supported by evidence. 

Moving towards broader forms of assessment and reporting requires time, training and careful change management. It also requires trust in teachers as professionals. Governors can support this work by recognising that change in assessment practice is not a quick fix. It involves building shared understanding, supporting staff development and allowing space for refinement. Clear strategic backing from governance helps leaders manage this change with confidence. 

Questions for governance consideration 

If you are involved in governance, you may find it helpful to reflect on the following: 

  • How clearly are the school’s educational aims defined beyond examination success? 
  • What evidence do we receive that these aims are being achieved? 
  • Do assessment and reporting practices align with the school’s stated values? 
  • How confident are staff in making and explaining professional judgements? 
  • How effectively is progress communicated to parents and external audiences? 

In a fast-changing educational landscape, governance can play a vital role in ensuring that schools move beyond good intentions. By seeking clarity, coherence and evidence, governors can help ensure that educational purpose is not only well stated, but well delivered.