No need to apologize. First off, if you do not already have an interpretive meeting scheduled, to review the results in additional detail, I would consider asking to sit down with the examiner again for some more discussion, as there are some indicators that you are not simply looking at a generally high average child.
Beginning with his strengths: VCI in the 120s is quite respectable, and although it's not technically in the GT house, it's at least on the same block. He's also young, so it's not impossible that this score may go up in future years. This is a significant personal and normative strength, which suggests he might need some upward differentiation for language-related tasks (especially oral language).
Most of his index scores are quite age-appropriate. Normally, that is an unremarkable finding. In this case, the marked relative strength in VCI suggests that this constitutes a form of asynchrony, which may have educational and behavioral implications.
VSI is both a personal and normative weakness. It's also not only about fine motor skills, although deficits in fine motor can depress the scores. This is more about spatial reasoning and, to some extent, motor planning. Fine motor expectations are rather low in a four year old, so it is not impossible that he was able to compensate well enough with other reasoning to hit the marks. (E.g., the BOT-2, which is the go-to assessment instrument for most OTs, has norms beginning at age 4-0.) If these results are real, it is true that they might not manifest as academic difficulties (we've discussed elsewhere the situation with those on the high end of the VSI scale). However, they might be related to the behavioral challenges, since managing one's body in space, reading facial expressions/social situations, and managing attention in visually-confusing or overstimulating environments can all affect the ability of a child (especially a very small one) to maintain school-appropriate behavior. Especially if he has excellent verbal abilities, and thus tends to reach for his area of strength when overwhelmed by his area of weakness.
In summary, it is possible that he just didn't get it on the VSI tasks, and these are underestimates. He is, after all, a little boy. In that case, the FSIQ is probably slightly low, but unlikely to be 4 points low. It is also possible that these are real results, in which case there appears to be a highly uneven profile. All the comments on his VCI strength still apply either way. This may or may not have educational impacts, now or in the future. I suspect that it is somewhat more likely to have behavioral impacts. As to re-testing: if he's happy, I also lean on the side of leaving it alone. If he begins to struggle in some way (academically, behaviorally, social-emotionally), then I think there might be benefit in looking in the direction of the VSI weakness, possibly for some kind of NVLD or visual processing deficit.
