For technical subjects, "top" Universities will cover a lot more ground.
For example Further Maths at A or A* is almost obligatory for economics Cambridge, Warwick, UCL, LSE or Imperial which means that students get off to a flying start. (Those without need to be both very talented and to work very hard in their first year.) DS, who went to LSE, had various final stage interviews for summer internships. University blind recruitment so we was alongside people from Oxford Brookes and U of Westminster. Final stage involved a competency test. An easy hurdle for him, but not for others. He went on to help the guy from Oxford Brookes with applications for Masters degrees. The guy was bright but simply did not know enough to be considered for more demanding courses.
I would use the CUG table by subject but selectively. Entry standards give you an idea of how academic your peers are. Obviously points can be gained from things like music, but then top level music on top of good grades suggests a hard working and focussed student. You probably want to study with peers of similar ability/achievement.
Student satisfaction is an odd one. My observation is that Bournemouth U bobs up and down the Guardian table depending on how sunny the previous summer was. LSE always used to be at the absolute bottom. It had become a matter of pride amongst students that they went to the toughest University, so were not included to be fulsome, even though many of them would have made the same choice if starting again. That said, poor student satisfaction can be a red flag suggesting something is wrong with the course.
Employment too. Employment after graduation and after 10 years are quite different things. Universities with large medical schools benefit from the fact that all medical graduates go straight on to Foundation training, so 100%. Two years later it is a different picture. This year over 50% of UK medical school graduates finishing Foundation faced unemployment. That is no job in Australia, no short term contract, no job in another profession, nor training/permanent employment with the NHS in the UK. Truly shocking. As far as I know prospective medical students cannot find post-Foundation stats by medical school, yet these are the ones that matter.
The emphasis given to research standards and teaching quality can also be subjective. The ultra keen, subject-obsessed high flyer might enjoy the occasional opportunity to sit at the feet of a Nobel-prize winner and not really notice that a lot of their learning is self driven or learning with peers. For others, teaching quality will be all important.
In short it is about fit. CUG will give you clues about the strengths and weaknesses of each course but the prospective student needs to think about what they want from a course (and University Town). FWIW DS suggested that when he and his school friends met up at Christmas after their first term some were having a great time and others were unhappy, either with their course or socially. There was no obvious pattern: Oxbridge, London, red-brick. Some had settled, some not. In time some of these grew to love their University whilst one or two switched.