[quote lanthanum]@IHateCoronavirus
I really liked your post, until the last bit:
"The first question I always want answering when I hear “x can read fluently and knows all of their numbers up to 10,002” is “how are their social, emotional and communicative skills?”"
If you had a very socially/emotionally mature child, your first question wouldn't be "but can they count to 10?" There seems to be a bit of an assumption that a child who is very able academically is likely to be behind in other respects.
Obviously all children have strengths and weaknesses, and it's unlikely that the child will be ahead in very single aspect of their development, but this instinctive reaction seems very unfair. I think there's sometimes also a bit of an assumption that a child who is reading is doing so because someone has pushed them and not allowed them to develop naturally. In DD's case, it was very much child-led.
I am slightly horrified at the number of teacher friends who have actively discouraged their children from reading early (when the child has been showing a real interest), and I think it is because of the negative attitude some of their colleagues hold towards early readers.[/quote]
Absolutely. We (the eyfs collective) would never discourage any child from doing anything. If a child is showing interest in number, reading etc of course we encourage it. We even utilise that passion to encourage other areas of development. 
The reason I mentioned about wanting to know about a child’s social skills etc, is because very often (certainly not in all cases) children arrive to our settings with undiagnosed SEND for example, hyperlexia mentioned above. These children can present as little geniuses but struggle with social interaction, boundaries and routine. The sooner we provide interventions to help them thrive the better.
Once I have observed said child and I have an overview of how spikey or balanced the developmental profile is the sooner I can crack on with the fun stuff.