Yup. Trying not to be, because three years in, DS7's school have been great so far, and so the rational expectation is that they'll continue to be, but every year is different so every year I'm nervous... He'll be in the "upper school" next year, which gives him a longer school day (till 6pm every day) and more specialist teaching (which I am pretty sure he'll enjoy). He is still slow to get his ideas down on paper (dislikes the physical act of writing, and typing isn't much better) which limits him; I'm still content that he's best off with age-peers, especially as he gets on well socially with them, and as he is small and a bit inept physically. He'll need his own maths of course; we'd be happy to continue organising it, but also, the head has apparently found "a high powered maths lady who is keen to work with" DS so we're waiting to find out more about that. Could be fantastic... we hadn't felt it was time yet for him to really need a maths mentor other than us, but if she's good... and it's lovely that people at the school care enough to be this proactive. I'm a bit concerned about science; until now, it's been wrapped up with "project", but now it'll be separate lessons. On the one hand, DS is excited about using science labs and doing experiments etc., and on the other hand, it may be about to get much more obvious that his theoretical knowledge is way ahead there as well - and if that does become a problem it'll be harder to fix than the maths (because he has practical vs theoretical asynchrony within science, whereas within maths he's reasonably synchronous, just ahead). I'm also anxious about how music practice is going to fit in - he's going to have to take responsibility for practising mostly without supervision in breaks in the long school day, and he's due to take a piano exam next term, so if he fails to get that going it'll have fairly immediate consequences! Breathe, breathe...
