Ignoring the ‘PG’ bit, you are in the right place to discuss your concerns about your ‘able’ DC starting school. Most of us that frequent the G&T board will have had similar concerns at that time.
I remember DD’s keyworker at her private nursery telling me she was quite exceptional with her literacy, and getting very excited about contacting DD’s new school once she’d got a place, and then telling me how concerned she was because the school wasn’t interested in hearing about this wonder child! I remember worrying whether we’d made the right choice (we sent her to the school up the road, rather than the bigger school with a brighter intake which would have been a daily logistical nightmare).
After DD’s keyworker’s experience I was determined to keep quiet about DD and see what happened. It was the longest three weeks of my life, but eventually I was called in for a meeting. I was ridiculously excited!
DD is now in Y2 and I still worry whether she’s being stretched, and hang on every word from the teacher at parents’ evenings, and listen with great excitement when DD tells me she was singled out in some way. I’m sure I will continue to be deeply excited by everything she achieves, and frustrated with the school for not sharing her achievements with me at every stage (while understanding why they are downplaying it and keeping things ‘normal’ for her). I know I am somewhat over-invested in my child! However, I do my best to keep it from her, and try so hard to encourage and praise effort.
Honestly, I remember those feelings you’re having like it was yesterday. I can, however, promise you that when other people say that there is more to childhood than academic achievements, they speak wisely, from experience. It is hard to anticipate the impact on a child of an unhealthy friendship, for example. The moment your child is unhappy at school, academic concerns pale into insignificance. An unhappy child won’t learn, won’t thrive. A child who struggles to engage with their peers socially may be unhappy, regardless of the fact that they are astonishingly gifted in maths.
Of course, if your child is really exceptionally gifted (my DD isn’t that special and was always going to be a good ‘fit’ for school), you’re wise to consider how best to support them. The risk with homeschooling an exceptional child is that they may be exposed to less of the normal interactions with children, and plenty of previous posters have described the problems that cause caused by social isolation. (Of course, there are wonderful activities these days for homeschoolers, so this needn’t be a problem).
In your position I’d be inclined to try school, and to supplement your child’s learning at home in whatever directions they want. Look on school as a social opportunity, with a bit of learning thrown in. Encourage your child to behave well, make friends, do their best in class and ask politely for more/harder work without being a show-off or too much of a nuisance. Encourage them to take up a hobby at which they do not naturally excel, and work at it.
If you drop the ‘PG’ label on this forum, and simply assume that everyone else’s children are also somewhat ‘able’ just like yours, you’ll find a wealth of support and solidarity on here.