The leadership team has maintained the good quality of education in the school since the last inspection. Since your promotion to the post of headteacher, in September 2016, you have worked effectively with the staff team to sustain and build on the school’s strengths. Standards remain high and staff and governors are fully supportive of your leadership. Pupils are proud to attend Rosegrove Infant School. They work hard in lessons and rarely miss a day at school. They are polite, well behaved and develop into confident and competent learners. The pupils I spoke to told me how friendly everybody is, and that they always feel safe in school. They were keen to tell me about their learning and how they enjoy the school’s grounds, which have many interesting features such as a trim trail and an outside learning area, known as ‘The Grove’. Older pupils enjoy acting as play leaders at dinner times and can participate in a wide range of competitive sports with local schools. Parents are overwhelmingly positive about the school. They told me how much they enjoy the regular opportunities to visit the school and find out about what pupils are learning. For example, they have regular opportunities to attend workshops on different aspects of pupils’ learning and are invited into school each week to choose a library book with their children. On the day of this inspection many parents were in school to watch a Year 2 family assembly, which was followed by drinks and a cake sale. One parent wrote on Parent View, ‘All staff are extremely approachable, friendly and caring. I think this is what makes Rosegrove Infants a great school.’ At the previous inspection, you were asked to improve the progress that disadvantaged pupils make, so that the gaps between their achievement and that of other pupils continue to close. You have an excellent understanding of the barriers to learning that disadvantaged pupils face in your school. You carefully allocate pupil premium funding to agreed priorities and regularly analyse the impact of any additional support that is provided. A balance of strong pastoral support and good teaching ensures that disadvantaged pupils do well at Rosegrove. Over the past two years, these pupils have generally made good progress and attained well at the end of Year 2. You were also asked, at the previous inspection, to improve standards in writing, particularly for boys, whose attainment was generally much lower than that of girls. I saw evidence of pupils making good progress in all classes, and the provisional key stage 1 results for 2018 show a significant increase in the proportion of pupils achieving the expected level. Children get off to a good start in the early years and, by the time they start in Year 1, most can write simple sentences and use their knowledge of phonics to spell common words accurately. In Year 1 and Year 2 pupils have regular opportunities to write for different purposes and to build their writing stamina. They make good progress and the proportion of pupils who were working at greater depth in writing, in 2017, was almost twice the national average. The school’s focus on boys’ writing has also been successful. Over the past two years they have made strong progress, and a higher proportion of boys than girls have been working at greater depth at the end of Year 2. Safeguarding is effective. There is a strong culture of safeguarding at Rosegrove. All members of staff are trained to an appropriate level and understand how to respond if they have a concern about a pupil’s well-being. Staff are reminded about safeguarding issues and informed about any updates or changes to the school’s policies or procedures, through regular ‘7-minute briefings’ during staff meetings. The records that the school keeps are detailed and of high quality. You ensure that appropriate checks are made, and recorded, on all adults who work with pupils at the school. You and your team also monitor pupils’ safety and welfare closely. This helps leaders to build up an accurate picture of pupils’ well-being over time. The school works well with a range of external agencies, where necessary, to support vulnerable pupils. Parents and staff say that the school is a safe and caring place, and that pupils are well looked after. The pupils I spoke to told me that they feel safe in school. These pupils showed a good understanding of bullying and said that it hadn’t happened to them or any of their friends. Pupils also told me that they are taught about how to keep safe when using the internet, and the importance of sharing any concerns they might have with staff or parents.