If you've chosen to keep a highly gifted kid in his or her normal grade, how did you make it work? They will likely bump her to a 2nd grade class for reading, but the principal said he's never heard of them doing that for math at this age. Last year she got different homework from her peers, but still had to sit through the same lessons (ABCs, 123s) that she learned when she was 18 months old. I can't even imagine how deadly boring it is for her to sit through phonics every day now, though she rarely complains. She just says school is too long.
My DS9 is not skipped, though looking at the general experience here one would expect him to be (the year in which he was 6 on this date, he was reading like an adult and finishing the maths syllabus normally done by 16yos). In the first couple of years of school he had enough difficulty with handwriting and certain social/emotional stuff that, though school brought up the issue and we discussed it seriously, we all decided it wasn't in his interests to skip. These days, he easily could; but now he has a solid social position, school is used to meeting his needs, and we're looking towards his next school, which may involve his boarding hundreds of miles away, something we're not at all keen on his doing while younger than his peers. So we're still not doing it.
It is not ideal, even though we are very, very lucky with his school. The (private) school is extremely well resourced with classes around 15, setting in most subjects by this point, and subject-specialist (crucial, I think) teachers with time, skill and willingness to differentiate properly. He has had his own maths work all along and the school does most reading individually anyway; he's always been encouraged to choose books that are appropriate for him and allowed to bring books from home if he chooses. They seem to do a lot of guided discussion in class, which he enjoys, and tasks are differentiated by outcome - it seems to work that each child is encouraged to the next level. Science uses well-equipped laboratories and does plenty of experiments, which makes up for the fact that he normally knows the theory being explored before they start.
He's had a certain amount of teasing from children in years above his, when they've discovered he can do things they can't, and school has dealt with this well. His own year has generally been very accepting. Fortunately he is not always the best at everything (although of course he is in maths, and in the early years his reading was way ahead of the others): there are several very clever children in the year.
Overall, it's working for him. I don't think it could possibly have worked in a traditional primary school setting with one teacher teaching almost all subjects to an unset class, though.
