My 4 year old son having problems at school, help!

[charliebell30]

My son is an August birthday and has had varies issues. He had speech therapy as his pronunciation was poor. I tried through the NHS for over a year but it was hopeless and ended up with a private lady who was amazing. His speech is not perfect but its come on a huge amount. He has also had issues with concentration levels.
His school is now trying to class him as special needs even though he has had assessments done and nothing has come up apart from he is young for his age.
His teacher is now trying to tell me he is unteachable! He is kind natured, other children love him and wants to learn, how can it be. He goes to a small country school, where is class only has 15 in nursery and reception.
I am really at my wits end as the school refuse to listen to anything i have to say and tell me that his age is not a consideration!
My son is bright, he has a mathematical, logical brain and i just want to get him on the right track.
Any ideas or people who have had issues as well, would love to hear off you

Have they said what they mean by 'unteachable'? What exactly is their issue? Can they give you specific examples? Have they got a record of things he has done, strategies they have tried? And what are they hoping to achieve? It could just be that by special needs they mean he needs a bit of extra support (perhaps with his speech) which if they can offer it, is a good thing. Does he have an IEP?
Much of your post sounds like my son a year ago.
He started reception last year and like your son his pronunciation was poor. His NHS therapist was also our school's SALT contact at the time so I thought it was going to be great. The day before he started she met with his new teacher and explained my son's difficulties.
I was greeted on his first morning of school before he'd even walked through the door with 'why did you not send him to a language unit, we will probably do this''!! Now there various reasons why this would have not been right for my son but what annoyed me is that they hadn't even met him and given him a chance. I spoke to the therapist who assured me that she had not suggested this and never would have done before seeing how he responded to therapy. The teacher told me she had never taught a child so bad with speech and tried to make out like he wasn't behaving etc (he'd never had any problems in any other setting he'd been in and it was very unlike his personality) . We'd called a meeting with her to discuss our concerns and feelings and things got better after that.
Anyway we also ended up going private too as NHS therapy was so hit and miss. Within eight months he was discharged from both NHS and private, his speech is brilliant now. He achieving or exceeding in all areas of the curriculum.
Funnily enough though the teacher never once commented on the progress he'd made with his speech - in fact she still only sees the negative (for instance if he Mis -pronounces a new word, as many year one children do, she will make out it's because he has a speech problem even though two experts have deemed his speech to be age appropriate).
It makes me so sad to feel that they had written him off without even giving him a chance.

What does she mean, I wonder?

You say he has concentration issues. Perhaps it's this. If he won't sit down and listen then maybe that's what she means.

If he won't co-operate or obey instructions then that is a problem. Perhaps he has additional needs and should have an assessment to determine this.

Is there a more suitable school he can move to? Sounds like she just wants a small group of easy to teach children lol

You need to find out what they mean.

My ds is bright, even very bright, particularly at maths, but I could have some sympathy with teachers describing him as unteachable. They never did, but reception had several times where he refused point blank to do something, or if he did it, it was so bad that it wasn't really worth it.

I remember the self portait that had 6 eyes and 2 mouths and painted green. 29 pink smiley faces and this... but he'd not wanted to do it, and that was one of his better objections. But if he really really didn't want to do it, he was quite happy to refuse to do anything for a whole day rather than write his name once, or whatever he was meant to do. He was stubborner than they were.
Any attempt to correct his writing, spelling, pencil grip, get him to write at times resulted in him moving his hand down to the very top end of the pencil and writing with it held in full fist. That sort of thing made it very difficult.

After a bit he did get bored of this and worked out the better way was to do it as the teacher wanted as quickly as possible, then he could get back to playing, but while it lasted it was hard for the teachers, and hard for all around-it basically required someone to sit with him and keep his focus of doing it, praising and chivvying him constantly.
I could do that 1-2-1 at home, but it isn't suitable for a school setting.

For him, yes they said "oh he's young for his age" etc. but although he's improved, in year 3, I still look at him and wonder if there's asomething not quite right. He's doing very well now. But, lets say he wasn't.
Then I would be kicking myself for not having looked and pushed for more intervention in year R.

Schools, ime don't suggest IEPs etc easily, so I would go with it. At worst he'll get some extra help he doesn't totally need-but would probably help him, as it would any other child, for a time until they decide he doesn't need it any more. But it may also stop the awful feeling of gradual realisation that he does need more help and it would have been better if it had stared sooner.