Welcome, moobaloo. My DC were HE from birth. I knew from before I was pg that I wanted to HE, so you are not alone. I've just written screeds on the What to do? thread. However, here is a summary of our whole HE journey.
0-13 years: We did nothing that looked like formal education. We picked up things we were interested in and that grew in complexity as the DC matured (DS was word-perfect on Walking with Dinosaurs at 5). I concentrated on practical skills (cookery, music, craft, camping, cycling and hiking) and interesting things (small children are natural scientists). I read vast quantities and they used audio books to be able to access material that was too complex to decode. We used (videos - I am old! - and) DVDs and a variety of software. DD started to read at about 2-3yo and DS at 8-9 (but he started with Harry Potter 1, which he knew from audio). Any writing we did was for a practical purpose (e.g. thank yous, birthday cards, invitations, shopping lists). Many practical skills involve some maths (e.g. cookery, especially baking which also involves the "magic" - science - of turning one set of materials into something entirely different with the bonus of it being good to eat). We went out a lot - theatre, cinema (National Schools Film Week was great), museums, parks, HE groups. The DC also did Pokemon, games, kids' clubs, Saturday music school, and various sports. We also learned Russian (using Rosetta Stone software, from when the DC were about 8) because we hosted Russian-speaking children twice a year through a charity. When DS was 10, we started a very successful HE LEGO robotics club that competed internationally.
14+ years: All the above and some formal things, aiming for adulthood. At this point (unsurprisingly), their routes started to diverge.
DD did a 6-month exchange in Germany and decided to capitalise on it by studying a course on German. She did that with the OU (a route that is now less easy, because of funding changes) and went on to study other courses for interest (sociology, English, maths and the basic arts course). That led to being accepted at Exeter Uni onto a four-year LLB/Magister course. She has just graduated (at 21yo) after 3 years (she decided to drop the Magister part of the course) and is now studying to become a teacher of English as a second or other language. I hope she'll be gainfully employed by the start of 2014.
DS started OU courses about the same time but began with 10-12 week science courses. He went on to do maths, music technology and the basic arts course. At the start of the summer holiday before his 18th birthday, we visited a Cambridge uni open day and asked what qualifications they would want if he were to study engineering. To our disappointment, they took our 5th choice option of A-levels and he went to college to do A-level maths in one year and AS physics. Because he was not doing the whole A-level physics, we knew Cambridge was unlikely to proceed with his application but he received one firm offer and two conditional offers from other universities. He achieved the A grade in maths required for the conditional offer and has just started at a Russell Group university doing Engineering Maths.
My main aim in HE was to raise them to be responsible, self-supporting adults. I was not aiming for university particularly. They can both cook, use the washing machine, etc. and (the best thing IMHO) they believe that they can do anything if they put their mind to it - they are not afraid to learn and they do not delegate the responsibility for their learning. DD showed strong Asperger's traits from an early age and my main focus was on getting her to function as an adult. I started discussing it with her directly at about 15 and she now says that she can see what I did and is grateful for it.
I realise that this may sound a bit breakneck - we didn't do all the things all the time. We took advantage of opportunities as they arose and didn't worry about covering the curriculum or making sure that we did a bit of everything. I had a longer view than the DC and did not bother them with it as children - as they became mid-teens, I shared my best understanding of the need to show a range of learning but if that did not work for them, I did not push it. I did offer a wide range of activities and had some "rules", such as completing a course that we'd paid for or committed to. However, for example, every term when I received the invoice they had the option to drop music school.