Daisy, finally back to the tea room! Hectic day in RL and forced to eat such a huge piece of walnut cake that I feel a bit .
Anyway, school. Much as I hate to disagree with MadBad (I feel a bit like Dobby the House Elf having to now go and hit myself on the head with a wooden spoon), I don't think that there is such a huge gap and that 'catching up' is an issue. Children tend to change their reletive placing in the class frequently at the beginning, leading to peeved parents of precious y2 children saying 'but she was exceptional in reception.' Well, maybe she was.
Yippee, I have found a use for the biscuit!!
The friendship issue could be a problem; the teacher should see that coming and intervene. Many children move schools perfectly successfully and I have some in my class who have been there for half a term and you would never know they have not been there from the start and others who have been there from the start and still can't make friends and fit into classroom life.
I am of the 'they-don't-start-till-six-in-Germany-and-can-still-read-perfectly-well-at-eight' camp myself.
I would be concerned about a boy (boys tend to find it even harder than girls) having a bad experience by starting too early and finding school tiring, irrelevant and frustrating. Not a good way to begin a sentence career of at least 11 years.
Others have said that reception is a cosy place. If it is, then that is half the battle. It is not in my school, where we frequently witnessed the reception teacher shouting at children who didn't know their number bonds/phonics. They shouldn't even be doing phonic IMO. (CMOTiddler of course excepted.)
Does your school really insist on full time from the beginning? Do you mean that they do 5 whole days a week? Or 3 whole days? Or 5 half days?
The answer is, I think, to move down here, come to the school where Wriggle will go at some point and do anything that suits DaisyBoy from 2 half days to 3 full days.
Off to look at TeaNiece (Milkshake for Two?)