My DC go to a nurturing, non-selective school, which gets fabulous results when the girls leave at Y6. Loads I like about it, especially for DD1 in year 4. Prep department has fully subject specialist teaching, setting etc... Boys stay just for pre-prep, which is a more homely environment.
However, DS1, an August birthday in y2, is very able, particularly with maths, and has been complaining; "I love maths, but not booooring school maths, like doubling and halving AGAIN". Last years teacher has been there a long time, has a lot of autonomy, and did the y2 curriculum with him instead of y1. Plus, his maths went from a bit ahead at just 5, to a lot ahead at just 6, we've observed.
At parents evening in Nov, new teacher (whose reputation is of being inflexible) confirmed that he's very bright, and particularly "gifted" (her word, not mine; I'm not sure if that's the case) in maths. He's in the top of 2 Sets, though these are very fluid and cover the same work. He's on a "challenge" table in that set, who get problem-solving activities based on the same topics as rest of the Set. His teacher disagreed with us, though, that even this was too easy for DS1; said he didn't always get it all right (though it looked in his books like he did), and said that he hadn't told her he is bored in maths, or "exhibited boredom through being naughty" 
We decided to continue to encourage DS's maths at home, to drop it as an issue with current school, and to focus on applying to academically selective prep schools for him (rather than going to the also non-selective "brother-school" of this one as most of his friends will). He enjoyed his 7+ tests over past few weeks, and we're waiting on results.
All of a sudden 2 weeks ago, teacher called me and DS1 in to say "it is now clear that DS1 isn't being challenged by the challenge table, and needs something further, so we're moving him to top-set of year 3 for maths lessons as of next week." DS1 was thrilled about this, though DH and I felt some reservations.
Next thing to happen was; nothing. The promised move to y3 maths hasn't happened, the teacher keeps telling me its "logistics" and they now prefer option of him doing y3 work in the corner of the y2 classroom. But no decision. He comes home sullen and moody about this every day (though also happy and chatty about sports, class play they're rehearsing, other lessons etc..)
Partly, we think we owe it to DS to nag and make this thing happen, now that he's been promised it. Partly we can't be arsed, as he only has a term and a half left, and we're not sure being marked out as so different to his peers is in his best interests anyway...
...Then, I heard from a friend who works for the school that the inspector-team are in the area, and this school thinks it will be next for inspection. (Last one 2004; change of head in 2006). Apparently 3 weeks ago Head informed the staff to please "dot every i and cross every t", especially with regards to anything that parents might complain about to the inspectors.
This has really pissed me off. I think the teacher is trying to fob me off with the promise of stretching DS1, but no real intention of fulfilling it, to stop us giving bad feedback to inspectors. This is, in essence, lying to a child. Or am I unduly cynical?
I would love advice on how, in a group of 16 children, a child whose maths is between 1 and 3 school years ahead depending on the area, should ideally be catered for? (So I can push for that to happen.) Or should I just talk DS1 out of expecting much, and continue as we were?
Not sure if primary education or g&t is best place for this; will try primary education first I think.
TIA - sorry so long!