At Cunningham Hill, we use the Abacus programme of study for progression, supplemented with opportunities for deeper reasoning through investigations and open ended tasks. We implement a concrete-pictorial-abstract approach to learning Maths, which gives the children a deeper understanding of the various concepts taught. Assessment For Learning is used at the start of each lesson to ensure that the children begin their learning from the appropriate point, with self-start tasks available for those who already have a good grasp of the age-related standard. Children are encouraged to self-assess and progress their own learning, through the use of a medal progression system and ’Check-it’ stations to self-mark and correct misconceptions. ‘Mastery Checkpoints’ and other problem solving tasks are built into our planning to develop children’s conceptual understanding enabling them to apply their skills to different problems. At the end of each unit of work, ‘Buffer Zones’ are used to allow time for further input for those who have not quite grasped the concepts being caught, while allowing others to broaden their learning through problem solving tasks. We practice mental arithmetic regularly and explicitly teach strategies for calculation with a focus on mental methods, jottings and formal written methods. Regular short fluency sessions are held to enable the children to become flexible, efficient and accurate in all areas of the Maths curriculum.