To not accept this response from teacher and go to the head

[WishfulHope]

Dd year 1 prior to school she was a confident, sociable popular happy girl. Miserable throughout foundation but teacher put some things in place buddy system etc and she perked for the last month before summer hols. Now year 1 and there’s two job share teachers for her class. I’ve not really spoke to them besides hello and goodbye.
But this morning mentioned to teacher that dd is getting upset again about coming to school and is lonely (her word) - teachers response was pure attitude including ‘if there’s a problem I’d tell you there’s a problem’
Pointing at dd and saying ‘she’s happy now look at her’ etc
They will not accept that dd is struggling - shall I go to head?
I’m seriously thinking about other school options

I’ve been a job share teacher and, perhaps controversially, see this as part of the issue. My own DCs are suffering with this at the moment - neither teacher has the capacity or authority to ‘own’ the issues so things just get left or they say they’ll keep an eye rather than actually doing anything to affect change.
Meet the teacher. See what action is agreed. Then to the Head if it’s not effective.

Oh that's good news that there's a meeting this afternoon.

I'd be inclined to agree that 'keep an eye' isn't enough, unless it's for a very short period followed by feedback/discussion to agree actions. These things can take time to sort out, so you really want steps to be taken fairly soon. And you need to know that jobshare teacher is also brought up to speed - that is an interesting insight Petronella!

To be fair these people don’t know your child and their main job is crown control. With a job share, they know your children even less. 6 weeks into a term they have spent roughly 15 days each with your child (and 29 others). You cannot possibly know each of 30 children well in such a limited time. The day is 6 hours and they have an hour for lunch, then playtimes. If your child is well behaved then it will always be assumed they are fine.
My yr 1 child apparently just had a ‘great day’ when he walked out pointing his thumbs down and quietly crying, as he’d a an absolutely terrible day (and it’s still being investigated as was a safeguarding issue and the school were truly negligent) but because he sat in class and did a task with the child he sat next to clearly he was ‘fine’ and had a lovely day.
Always trust your instincts. You are the only person who can speak for them. You know them best.

My daughter has had some issues in year 1 with job sharing teachers. I was given good advice by my friend (a teacher) who said that the best people to speak to are the TA's or the lunchtime / break playground monitors. I have spoken to EVERYONE that has contact with my daughter... either grabbing them as they walked in to school or requesting a meeting.

Our school asked some of the Year 5's to come into the KS1 playground and organise games for the KS1 children. This has worked really well.

We've been really lucky that the her teachers have worked really hard to talk about friendships in class and I finally feel that we are coming out the other side. We used to have tears every day going in to school.

Good luck

I’m all for professional part time working opportunities and flexible working patterns I do think especially with teachers in a primary setting though as said upthread it makes it difficult to really know the pupils. Also the handover between the two seems problematic but that said the TA is there full time so I hope that she’s able to give some continuity.
Hopefully a meeting this afternoon will give us an opportunity to go through what might help dd.

I've had a less adversarial version of this this year with DD2 who is basically a child whose default setting is to appear happy and engaged with everyone (compared to me and her sister who are total grumps by nature!) but who has quite severe speech and language difficulties so takes a while to process what she's trying to tell you into a coherent form to raise things if she IS unhappy. As such - she would breeze into school smiling as she adores her teachers and loves going there, but then you'd get the upset discussion in the car on the way home of how she'd had no one to play with and how that does make her feel sad.

As far as school were seeing - no problem - child no refusing to go into school who looks happy (her nature is very much if she's on her own she'll go find something to do rather than mope visibly) but we were getting it at home and I wasn't going to wait till it reached the stage of not wanting to go into school to raise it as a problem - so after raising it verbally in her SEN review and it being minimised completely with the "oh we've not seen any problems" I just made sure I put it down in writing that she was struggling to verbalise it at school within a busy classroom environment and that she tends to give off the aura of not being bothered but she was expressing distress at the situation at home... and simply doing that to the SENCO and the class teacher was sufficient for school to step it up and just do a little bit of gentle work to start to ease her into friendship groups within the class. School weren't seeing the problem because the problem wasn't manifesting itself for them at school and just needed it spelling out to them for them to act on it.