A growing body of literature recognizes the affordances of video in education, especially in relation to lesson observation and reflection as part of teachers' initial teacher education and continuing professional development. Minimal attention has been paid to the outcomes of video-enhanced observation as a source of multiple modes of data for reflexive school leadership. This article focuses on the data of three participants from a larger set of nine teachers involved in an over-arching study exploring teachers' professional knowledge and practices following a recent curriculum change in England. Data from video-stimulated interviews revealed that recorded video can provide school leaders with a window onto the practices and processes of daily school life, illustrated here through a focus on evidence of policy in practice. It is argued that the leadership perspective provides school leaders and managers with the analytical frameworks and competencies for critical interpretation of the data.