I think it really depends on your daughter and what she wants to do. At 7, I expect she'll have an opinion, if you discuss your concerns, and that's what I'd do. I don't think there's any harm in "drilling" if she's willing, but I also don't think it's essential, if she's making conceptual progress.
FWIW, maths facts weren't fashionable when I was at school and I never learned them. I have as much maths as you like (PhD etc.) but I noticed when DS's school was wanting him to learn maths facts that for many of them I didn't, actually, retrieve them from memory exactly. What I did was to work them out at lightening speed (I could answer as quickly as someone who'd memorised them and didn't have any sensation of cognitive load), along tracks so well-worn that you might say I'd memorised the fastest way to work out the fact! I think I had just gone through a process of working out the same small sum over and over again, as part of larger problems etc., until I could do it that fast. I had and have never found this to be a problem.
DS, otoh, goes to a school that does value maths facts. It set practising "the story of 12" etc. as homework, and we did it (e.g. played ping pong on the bus - with the child, you speak alternate words and it goes, e.g., Ping Pong 7 5 6 6 10 2... - you give a number and the child has to give the number that adds to it to make the target number - phrased that way, not as subtraction! The aim is to keep a fast rhythm like ping pong. (And then you swap, of course :-) ) ) because he enjoyed it, but it wasn't something I felt particularly committed to. He did learn his tables early, using Timez Attack. I had explained when I installed it that I thought it would be a good idea for him to learn his tables because school would find it easier to believe that it was OK to give him harder maths if he knew them well. That he learned them so fast and well was because he liked TA though!
