Confused by contradictory school feedback during my son's autism assessment

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My 8-year-old son is currently going through an autism assessment, and I'm feeling really confused about the information school has provided.
There are a few things that just don't seem to add up.
Firstly, they've stated that he makes good eye contact. However, whenever the school posts photos of him on Dojo, he's almost always looking away or not making eye contact with anyone. I know photos only capture a moment, but it seems inconsistent.
Secondly, the school has said he has friends. My eldest son, who is at the same school, regularly tells me he sees his younger brother sitting alone in the playground or swinging on a pole by himself. My 8-year-old has also told me several times that he just wants a friend. That doesn't fit with what the school is saying.
What's also confusing is that it was actually his class teacher last year who first raised concerns that he might be autistic. But after speaking with the SENCO, she seemed to completely backtrack on those concerns.
Finally, I regularly receive messages from his current teacher about him not behaving or struggling in class, but then when I ask how he's doing overall, I'm told he's "absolutely fine." It feels like I'm getting two completely different pictures of my child.
I'm genuinely not looking to blame anyone, but I don't understand why there seem to be so many contradictions. Has anyone else experienced this during an autism assessment? Is it possible that schools sometimes minimise concerns? I keep wondering whether they don't want another child on their books with a diagnosis, but I don't know if that's a fair assumption or if there's another explanation.
I'd really appreciate hearing from anyone who's been through something similar.

Has a specialist advisory teacher been to observe as part of the assessment? They know what to look for and will provide an accurate report.
Unless very experienced or knowledgeable there are bound to be things that the class teacher won’t be aware of or notice. In a class of 30 plus it is hard to notice subtle differences or difficulties.
Sometimes eye contact may be unusual e.g. fleeting or using peripheral vision.

The class teacher probably only sees him on the playground once or twice a week for 10 or 15 minutes. The SMSAs might have a better idea about social skills during unstructured time. Swinging on a pole on his own would certainly be noted in a specialist teacher’s report.

The class teacher shouldn’t have used the word autism. Concerns should have been raised with the SENCO and shared with you in terms of any referrals or observations.

School staff would not minimise concerns in order to minimise the chance of diagnosis. Their advice is just part of the overall picture.

Thank you, really useful info, we are going through ‘problem shared’ for the assessment so nobody will be going to school to observe, all assessments are online or telephone.

All so different since Covid! I’m retired now but used to be involved in the diagnostic process as an advisory SEN teacher as part of my role.
Hope it goes smoothly.

While I have know occasions where schools have intentionally given incorrect information, it is far more likely that the school just hasn’t noticed.

Have you raised it with the school?

i only just got the schools report back on Friday, I’m going to have to say something. Just seems so odd!