In our maths lessons in Upper Primary, you might hear your child talk about using counters, base-ten blocks, fraction tiles, number lines, bar models or other physical resources — often called manipulatives. These are not just used for KS1 lessons as they are an important part of helping pupils build deep understanding, which is encouraged by maths experts and curriculum guidance in England.
What the National Curriculum Says
According to the official National Curriculum in England: Mathematics Programme of Study (DfE), pupils must develop fluency, reasoning and problem-solving skills. This includes making rich connections across representations of mathematical ideas — not just performing procedures.
The guidance stresses that pupils should be able to move confidently between:
•tangible objects they can touch and move,
•pictorial representations like diagrams, pictures or bar models, and
•symbols and notation in written maths.
This progression — known as the Concrete → Pictorial → Abstract (CPA) approach — is central to ensuring broad, lasting mathematical understanding across KS1 and KS2.
What Leading Maths Experts Recommend
The National Centre for Excellence in the Teaching of Mathematics (NCETM) resources support using manipulatives and representations as part of teaching for mastery at all primary ages, not just in the early years. These materials and guides show how concrete materials help pupils see the structure of maths before moving to more formal written methods.
External research — including guidance summarised by the Education Endowment Foundation — highlights that manipulatives make abstract ideas visible, help pupils articulate their thinking, and support deep understanding when used with clear teaching intentions.
How This Helps Your Child
Using manipulatives supports pupils to:
•truly understand number and structure,
•reason and explain their thinking,
•see how problems connect across topics,
•and build fluency that isn’t just memorised procedures
Manipulatives are a bridge — not a crutch. As children gain confidence and fluency, they rely less on concrete resources and more on thinking with images or symbols in their minds.
By Emily Kingett
Upper Primary Leader, Year 5 Walruses Class Teacher
