AIBU to think teacher should have consulted about this?

Also- classrooms are so busy now , so much movement , active learning and group work your child will still be very much involved .

YANBU.
Some of the responses on here are worrying and depressing.

This isn't a minor thing. This isn't an example of yet another thing or the type of thing that might need doing for any or every child. It's a specific strategy to help a child with ALN. Support for a child with ALN will require communication with parents that wouldn't happen for other children - that's a key factor in additional and specific support. Parent-school communication is often vital to ensure the specific support strategies work effectively.

I would feel the same as you OP. Yes, this may be a great idea but it should have been discussed with you first, at least just to let you know it was happening. It's good it seems to be a successful change but what if it hadn't been and you were left dealing with the fallout at home? Or what if there had been a reason for you to need them to ask them to postpone it or tweak it? Perhaps your input might have made the change even more of a success. What if next time a change doesn't work well? Or the positive impact of this one doesn't last?

When reasonable adjustments are made for adults in the work place they are done as part of a dialogue. No one has the attitude of 'we can discuss every little thing with you as then we'd have to do the same with every employee'. It is recognised that would make no sense at all. Why is it different for children? The only difference should be, for young children, that the dialogue is with parents (and the child). And at primary level isn't communication between school and parents generally meant to be seen as very important, let alone for children with ASD or other ALN?

Hi OP it’s great you’ve taken the feedback on board , I just wanted to add that teachers esp SENCO know what they are doing and whilst your son is the first encounter with SN for you the school will have dealt with many & know good practice. It sounds like the school is really supportive , relax and trust them. Try not to worry too much.

If your son has (or may have) SEN or a disability [he does, he has ASD]

And

May need special educational provision [he does, he is placed on a different table]

He meets the legal test for an EHC needs assessment. Two of my kids have ASD and I’d be livid if they were segregated without any discussion with me. It is discrimination if it is based on his disability. Ask for an EHC needs assessment so he can access his education fairly.

At a school I helped at, there was a child on the spectrum who had his own table but it did not seperate him from his peers. All carpet time etc was done together and foundation subjects would still be grouped in only actually sat on their own for Maths and English on the whole where work was entirely solo and helped them to concentrate. Didn't miss out on conversation etc which technically shouldn't have taken place and helped his work greatly.

You don't seem like an all guns blazing parent OP.

Ultimately the older children get, the less contact over specific things will happen and changes to seating arrangements aren't something that's a discussion in most situations (e.g. i've only consulted a parent when a child has had a risk assessment around them and I wanted to try something different).

It's not about going in meekly at all though. Just ask for a chat with the teacher to see how he's getting on, how has the move worked and helped him in class, what's the impact been on his socialising and so on. As long as you're polite and reasonable, staff have no problem having a chat with parents.

So now I have a whole load of questions and some concerns, all of which may be easily addressed when I go in and ask, but honestly I think it would have been better for them to have just told me properly in the first place

YABVU on this point. No teacher has time to consult a parent every time they move a child.

Nothing wrong with highlighting your desire for him to learn to socialise, even if that means pushing him out of his comfort zone- I think you've been very thoughtful and perceptive about how to do that. Just don't go in with unrealistic expectations.

You may find that now he's less stressed in class all the time, that he finds socialising at breaks and lunchtimes easier and more enjoyable. School can be very relentless with asd.

The teacher’s first responsibility is to make sure the classroom environment allows your son to learn. The teacher has done that.

They don't need to consult and I wouldn't expect them to.

He's got a workstation that suits him and he's happy and learning.

During other times he will be interacting with peers.

Also, once children have the ability to interact , sometimes they are quite happy to have their space. You'd be amazed how many children like your son come to secondary and find there's other kids like them, find their niche and make a small group of friends (and whilst they get on in a big classroom they're quite happy with their space)

You're not unreasonable to have a chat with the teacher though, ask for some updates etc.

But other children still have their own issues that are also unique to them and equally as important to their parents. You have every right to expect a conversation about this as you're concerned and you have questions, I'm not disputing that. I just think it's right that you should approach them rather than the other way round.

Do have a chat with the teacher, but if he is happier, it’s the right call, isn’t it?

Can he work on social skills outside of school as well? At a club or group perhaps?

Your teachers come up with a sensible solution. Your son has come home and told you he loves it. I don’t get what the problem is. It’s less isolating than working in the library on his own?

It might have been better for you if they'd done it that way, but it wouldn't be better for them if they had to jump through hoops to contact every parent that might have questions. There's no reason why it shouldn't be you that's proactive here, it's you that wants to know. They already know your child is ok with it.

He will still socialise in all the non-desk based activities (many), break, assembly etc.
If he is less stressed by general classroom table sharing he might have more leeway for socialising at other times?

But I appreciate you know him best.

Maybe ask for a review or report on how it is going after a few weeks ?

Yabu to expect the teacher to have discussed this with you beforehand making the decision. But if you want to ask if they are still planning the things you were expecting and ask how the desk situation is working in a couple of weeks, then do. The teacher will probably be happy to talk to you about it if you ask.

IME (primary teacher) a workstation like you are describing would be used during sessions such as maths and English when independent work is being carried out. In situations where children are working in pairs or groups, the child is not at the workstation alone (either they move or someone goes to them).
I do think the teacher should’ve discussed it with you first but if your ds is happy then I don’t think you need to go in to see the teacher.

Is he working at the work station all the time? My son has one, but he is also free to work at the regular tables - and is encouraged to do so for group work. But if he is a bit overwhelmed or it's individual work he can go to his workstation to do it. Best of both really.

Once you have found out what the plan is talk to the senco and teacher about when they expect your son to practice social skills and coping skills. Depending on your relationship with the school you may want to put things in writing after a discussion (not start confrontational though)