We’re passing the mic to Sioned Rees! Originally from Wales, Sioned and her husband ventured to New Zealand, where she taught for four years before returning home. Along the way, she gained experience of two different education systems and a shared passion for helping learners build confidence and fluency in maths.
Teaching has taken me on quite a journey. I began my teaching career in Wales and spent seven years in the classroom before moving to New Zealand. During our four years there, I experienced a different education system, one that placed a strong emphasis on number sense, fluency, and building learners’ confidence in mathematics. Having recently returned home to Wales, it’s been refreshing to see so many of those same principles reflected in the Curriculum for Wales.
Interestingly, I hadn’t come across Times Tables Rock Stars (TTRS) or NumBots during my time teaching in Wales. It wasn’t until I was in New Zealand that I was first introduced to the programmes when Bruno Reddy visited our school to deliver a workshop. Following that, our school adopted both platforms, and they quickly became a valued part of our approach to supporting number fluency.
When I returned home to Wales, I was pleased to see that a number of schools were already using the programmes. Across both education systems, one challenge has remained the same: helping learners become confident and fluent with number facts without maths feeling repetitive, stressful or overwhelming. TTRS and NumBots provided an engaging way to support this, helping learners build confidence while developing automatic recall of key number facts.
Interestingly, I hadn’t come across Times Tables Rock Stars (TTRS) or NumBots during my time teaching in Wales. It wasn’t until I was in New Zealand that I was first introduced to the programmes when Bruno Reddy visited our school to deliver a workshop. Following that, our school adopted both platforms, and they quickly became a valued part of our approach to supporting number fluency.
When I returned home to Wales, I was pleased to see that a number of schools were already using the programmes. Across both education systems, one challenge has remained the same: helping learners become confident and fluent with number facts without maths feeling repetitive, stressful or overwhelming. TTRS and NumBots provided an engaging way to support this, helping learners build confidence while developing automatic recall of key number facts.
Why fluency matters (but isn't the whole story)
Throughout my teaching career, I’ve seen how secure number knowledge underpins so much of mathematics. When learners are still having to work out basic number facts, it can make everything else feel harder. Confidence drops, cognitive load increases, and concepts such as fractions, ratio and algebra can quickly become overwhelming.
For me, knowing number facts has never been about speed for the sake of speed. It’s about giving learners the freedom to focus on the mathematics in front of them. When those facts become automatic, learners are better able to spot patterns, explain their thinking, and tackle more complex problems with confidence. This aligns closely with one of the Statements of What Matters within the Curriculum for Wales:
“The number system is used to represent and compare relationships between numbers and quantities.”
TTRS and NumBots don’t replace quality classroom teaching, but they support it in a purposeful and engaging way.
For me, knowing number facts has never been about speed for the sake of speed. It’s about giving learners the freedom to focus on the mathematics in front of them. When those facts become automatic, learners are better able to spot patterns, explain their thinking, and tackle more complex problems with confidence. This aligns closely with one of the Statements of What Matters within the Curriculum for Wales:
“The number system is used to represent and compare relationships between numbers and quantities.”
TTRS and NumBots don’t replace quality classroom teaching, but they support it in a purposeful and engaging way.
My experience using Times Tables Rock Stars in Wales
I’ve had the opportunity to see TT Rock Stars being used in several schools while working in supply roles, and through my involvement with the Welsh-language translation project.
The platform is extremely straightforward for teachers to use. Learners are guided towards the facts they need to practise, while the reporting tools provide a clear overview of progress and areas that may require additional support.
The platform is extremely straightforward for teachers to use. Learners are guided towards the facts they need to practise, while the reporting tools provide a clear overview of progress and areas that may require additional support.
"I've observed learners engaging enthusiastically with the platform and developing greater confidence with multiplication facts over time. Teachers have shared how easy it is to incorporate into the school day, whether through daily retrieval practice, maths rotations or independent learning activities."
Sioned Rees
Welsh teacher
I’ve had the opportunity to see TT Rock Stars being used in several schools while working in supply roles, and through my involvement with the Welsh-language translation project.
The platform is extremely straightforward for teachers to use. Learners are guided towards the facts they need to practise, while the reporting tools provide a clear overview of progress and areas that may require additional support.
In the classrooms I’ve visited, learners are willing to practise more frequently when the experience feels enjoyable and purposeful. Rather than relying on repetitive worksheets, they are motivated to return to the platform and challenge themselves, helping to build fluency in a way that feels positive and engaging.
Having returned to Wales, I wanted to explore how TTRS and NumBots could better support Welsh-language provision. So I reached out to Bruno and his team to discuss the Welsh language. As someone who has taught in both Welsh and English-medium settings, it matters to me that digital tools reflect the linguistic diversity of our schools and help make mathematics accessible and engaging for all learners. It is fantastic to see a platform that recognises and supports the linguistic needs of schools across Wales in this way.
The platform is extremely straightforward for teachers to use. Learners are guided towards the facts they need to practise, while the reporting tools provide a clear overview of progress and areas that may require additional support.
In the classrooms I’ve visited, learners are willing to practise more frequently when the experience feels enjoyable and purposeful. Rather than relying on repetitive worksheets, they are motivated to return to the platform and challenge themselves, helping to build fluency in a way that feels positive and engaging.
Having returned to Wales, I wanted to explore how TTRS and NumBots could better support Welsh-language provision. So I reached out to Bruno and his team to discuss the Welsh language. As someone who has taught in both Welsh and English-medium settings, it matters to me that digital tools reflect the linguistic diversity of our schools and help make mathematics accessible and engaging for all learners. It is fantastic to see a platform that recognises and supports the linguistic needs of schools across Wales in this way.
For younger learners, NumBots plays a similar role in developing early number sense. Whether I was teaching in Wales or New Zealand, I often worked with learners who could count confidently but still weren’t secure with basic addition and subtraction facts.
Those learners often understood the concepts but needed regular opportunities to practise and strengthen recall. NumBots helps to bridge that gap by:
- Strengthening understanding of number relationships
- Providing regular, low-pressure practice
- Building confidence through clear and structured progression
Yes, 100%. But like any classroom resource, they’re most effective when they’re part of a wider approach to teaching and learning.
My experience across both Wales and New Zealand has shown me that when engagement and purposeful practice come together, learners benefit. TTRS and NumBots provide structured opportunities to build fluency while giving teachers useful insights into learner progress and areas for support.
For me, the biggest benefit isn’t simply that learners become quicker at recalling facts. It’s the confidence that comes with that fluency. When learners aren’t using all their energy working out basic calculations, they’re able to engage more fully in reasoning, problem-solving and mathematical discussion.
For schools in Wales looking to support number fluency within the Curriculum for Wales, and for teachers wanting tools that complement rather than dictate classroom practice, both platforms have become valuable parts of my teaching toolkit.
Teaching in both Wales and New Zealand has shown me that while curricula may differ, the needs of learners are often remarkably similar. Children thrive when they feel confident, experience success and are given opportunities to build secure foundations in mathematics.
TTRS and NumBots aren’t magic solutions, nor are they designed to replace great teaching. What they do offer is an engaging way for learners to practise key number facts, helping to build confidence and fluency alongside the rich mathematical experiences that happen every day in the classroom. Although teaching took me to the other side of the world for a few years, returning home has reminded me that the principles of good mathematics teaching remain the same wherever you are. With thoughtful teaching, strong relationships and the right support, learners can achieve far more than they sometimes believe possible.
My experience across both Wales and New Zealand has shown me that when engagement and purposeful practice come together, learners benefit. TTRS and NumBots provide structured opportunities to build fluency while giving teachers useful insights into learner progress and areas for support.
For me, the biggest benefit isn’t simply that learners become quicker at recalling facts. It’s the confidence that comes with that fluency. When learners aren’t using all their energy working out basic calculations, they’re able to engage more fully in reasoning, problem-solving and mathematical discussion.
For schools in Wales looking to support number fluency within the Curriculum for Wales, and for teachers wanting tools that complement rather than dictate classroom practice, both platforms have become valuable parts of my teaching toolkit.
Teaching in both Wales and New Zealand has shown me that while curricula may differ, the needs of learners are often remarkably similar. Children thrive when they feel confident, experience success and are given opportunities to build secure foundations in mathematics.
TTRS and NumBots aren’t magic solutions, nor are they designed to replace great teaching. What they do offer is an engaging way for learners to practise key number facts, helping to build confidence and fluency alongside the rich mathematical experiences that happen every day in the classroom. Although teaching took me to the other side of the world for a few years, returning home has reminded me that the principles of good mathematics teaching remain the same wherever you are. With thoughtful teaching, strong relationships and the right support, learners can achieve far more than they sometimes believe possible.
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