My research aims to further our understanding of learning systems, specifically in maths in young children. It will explore the relationship between working memory and maths achievement, within a longitudinal design, and how this link might be moderated by attitudes towards numeracy and the use of hands-on tools. There is evidence that the first years of schooling are important for young children’s attitude towards maths as they begin to observe their own achievement in comparison to others. This can lead to forming emotional responses and can affect the relationship between performance and attitudes towards maths in these early years. There is also evidence in the use of hands-on tools, with children in Key Stage 2, that indicates an improvement in performance and possibly therefore influence a more positive experience, through supporting working memory and encouraging creative and self-driven strategies. With little research in younger age groups this research aims to provide insight into how young children learn numeracy skills and how we may better encourage positive attitudes towards maths as well as the potential role for supporting working memory.