Rogiet Primary is a vibrant and ambitious school, where pupils of all ages engage in their learning happily. Leaders and staff work together well to provide a caring and nurturing environment where pupils develop a strong range of learning and life skills. The school’s curriculum is interesting and meaningful. Pupils enjoy the opportunities they have to influence the content of their learning and teachers are skilful at adapting to pupils’ interests and curiosities. This approach helps nearly all pupils to develop impressively positive attitudes towards their learning. The curriculum also helps pupils to develop strong oracy skills. By the time they leave the school, most pupils are particularly articulate, using a rich range of vocabulary to notable effect. The quality of pupils’ oracy skills helps to underpin the valuable progress they make in writing and reading. In mathematics, learning activities do not always provide pupils with appropriate levels of challenge and consequently their progress here is more variable. Throughout the school, teachers and teaching assistants use questioning and feedback successfully to gauge pupils’ understanding and progress. They support pupils well to understand their own strengths and next steps. Opportunities for pupils to make choices in their learning and apply their skills independently are too infrequent The school distributes leadership roles effectively, ensuring that self-evaluation is inclusive, collaborative and impactful on school improvement. All staff benefit from valuable professional learning that helps them to develop their practice to good effect. Governors support the school well and have a strong understanding of the school’s work. They bring valuable expertise and fulfil their role as a critical friend diligently. Pupil groups are numerous and proactive, representing their peers ably and influencing the school’s work positively. Staff work productively with a good range of outside partners. These relationships help to enhance the school’s work, providing added expertise to additional learning needs (ALN) provision, management of attendance and curriculum enrichment. Overall, relationships with parents are good, though the school recognises the need to strengthen communication.