Hi Ecleo,
I will try and answers your questions. Firstly, don't do guilty. There is no right or wrong answer but what feels right for your DC.
STARTING AGE - Junior vs Senior School
When my DC joined, the term often used was being Bruerned and it takes about a year.
My observations are that the junior school time just gives them the opportunity to catch up, "discover" themselves, realise that having learning difficulty is not unusual and demonstrate their abiities/talents. Once they start the hamster wheel of CE, BA like all prep schools needs to cover the CE curriculm so there is less time, if that makes sense.
Also there is the issue of senior school choices. There is every likelihood that you won't discover your DC abilities until end of their first year and you may start viewing senior schools in the first year of senior's so there is less time. Some senior schools want registration 2 or even 3 years out, I would just caution that their performance in their current school may not be indicative of their true ability. It is my opinion that the educational choices for children with additional needs is not simple and a lot of time and effort needs to be spent to find a suitable choice or choices. Finding BA is a challenge in itself and then what to do after that is a whole saga.
LAPTOP
It was the case when my son started that you had to provide them with a laptop. Every boy has weekly typing lessons throughout the school and some papers of the CE exam are produced by the boys on laptops - RS, history and English I think. This is also the case for intenal exams.
As I touch type, I had my son learn before he started at BA. It is not necessary, but if DS is not starting until next year, I would say it is worth considering. I used a programme called English Type, which I found the most comprehensive. Son now types in excess of 40 words per minute, which is respectable.
SENIOR SCHOOL CLASS SIZE
I think about 8, 9 or 10 but cannot be 100% on that.
LESSONS
My DS does seem more engaged than at previous school though that is not true of every subject. Latin has been introduced and this seems to have gone down well with the boys. It is difficult to comment on the quality of the teaching. I do believe that a child left last year after scoring an average of about 90-95% in each of the 7 CE subjects, so guess they must be doing something right.
MULTI-SENSORY TEACHING
I cannot answer this but would comment that many of teachers hold dyslexia diplomas/qualifications and attend courses at Helen Arkell Dyslexia Centre.
HOMEWORK
They get 40 minutes of homework at the weekends. Single subject, typically maths or English. Prep is timetabled during the school day when they are expected to complete any homework then. As the school day is long, it finishes at 6.15pm for both boarders and day boys, it is not carried over into their own time. So you can have family time over the weekends.
FRIENDSHIPS and FRUSTRATION
I am not trying to minimise the importance of friendships, but as DS gets older and is "left behind" this can open up a whole can of worms and child feels increasingly isolated. My experience is that low self esteem hinders learning no matter how bright they are.
My DS will do CE June 2013 so not long. Knowing my son, he is oblivious to the pressure, just how he is. It will be interesting to see how or if he changes over the next year.
My take on pressure is that it relates to the choice of senior school. If DC is down for very academic, eg Winchester then they may well be aware of what is expected of them. Other schools may not require such high scores. I guess a conditional offer by a senior school will be made following reference from head, so would say that an offer would be made only if all feel child can achieve requirement. Could be wrong, but would not make sense to offer if no possibility of child reachng required score.
Hope that helps, but let me know if you want to know anything else.