Currently use of manipulatives within primary mathematics is frequent yet the advantages and limitations are not well understood. This research project aimed to examine how manipulatives were used in a primary mathematics setting and intended to investigate benefits of using manipulatives with Key Stage 2 pupils (n=30) in a Year 4 class using observations and questionnaires, and via interviews with teachers (n=2). The results indicated that the use of manipulatives have a positive impact on pupils’ learning in that it enhanced their engagement and motivation to learn. The teachers interviewed acknowledged that there are multiple benefits regarding manipulatives and suggested that they facilitated the teaching of ‘trouble spots’ that arise in topics. Furthermore, teachers outlined the need for adequate training regarding the use of manipulatives in the classroom. The research concludes that manipulatives should be used in the teaching of mathmatics and that this use should be guided by the CRA framework. Future implications resonate around the notion that manipulatives may enhance KS2 teaching and learning. Further research may examine the use of manipulatives across a range of mathematics topics and year groups.