Solihull Preparatory School A GSG School

What The Good Schools Guide says

Head

Executive head: Since 2023, Charles Fillingham, previously head at Francis Holland School, Regents Park, London. Whilst a pupil at Nailsea School in Somerset, he was initially dead set on becoming Prime Minister but later settled on the rather more modest ambition of teaching. Studied French at the University of Wales, then a PGCE with French and German at Bristol University. Accrued a master’s from both King’s College London (education management) and Jesus College, Oxford (learning and teaching), as well as an NPQH (national professional qualification for headship) from UCL. Taught across the state and independent sectors and in both co-ed and single sex schools including Langley Park School for Boys, Grey Coat Hospital (head of languages), Archbishop Tenison’s CofE (director of studies) and City of London School (deputy head).

Keen to discuss the renovation of lower school’s Alice House and draw attention to ‘the extensive refurbishment’ of immaculate onsite sports fields. Intends to pepper school with items that ‘inspire curiosity’, having recently ‘dotted a number of pianos around senior school’ for pupils or staff to play ‘spontaneously’. Keen to ‘set prep free with separate identity’ but keep it as ‘part of the whole’. ‘A proactive communicator’ and ‘ambitious for school’, parents report.

Head: Since 2019, Mark Penney, who arrived at Solihull School in 2003 as form tutor. His own ‘stern school’ in Ireland taught him ‘how not to do it’. A psychology degree from University of Cork piqued his interest in education and he later ‘fell into teaching’, realising he could do ‘more from within’. PGCE from University of Aberystwyth (where met his wife who heads up curriculum and learning support) was followed by first teaching role at St Patrick’s J&I School, Solihull in the mid-nineties before ‘globe hopping’ and gaining experiences that were ‘hugely influential in shaping my approach’. Spent almost two years at Bishiop Mackenzie International School, Malawi, followed by a brief stint at Rednal Hill Junior School, then a year at Magyar British International school, Hungary, before heading back to Widney Junior School and coming full circle to Solihull.

We sip tea surrounded by the ‘old school’ charm of his oak panelled study. ‘This is a happy school where children can be themselves,’ he begins, keen to share his proudest achievement as establishing a culture in which all adults (admin, grounds, caterers, teachers) are ‘a smiling, friendly body, polite to each other as well as to pupils and parents – it’s a great example of our expectation’. Sees huge importance in charitable work: ‘It’s about ‘sharing and giving back – there’s so much pupils can do at any age or level.’ Quick to highlight school’s diversity: ‘The demographic has changed significantly in the last five years, we are an awesome melting pot of global citizens.’

‘He’s very funny,’ remarked pupils, ‘he chats and tells us jokes – they’re actually good!’ ‘He often pops up to see what we are doing.’

Has two children, one studying psychology at Leeds, the other a business and economics graduate of Loughborough University.

Entrance

Academically selective. Biggest single entry into nursery, but ‘not closed for business’ across all year groups. Nursery and reception attend a ‘stay and play’ assessment, year 1s are informally assessed, years 2 to 5 tested in English and maths, and year 6 take 11-plus.

Exit

Around 90 per cent move on to seniors; a dozen with scholarships in 2024 (internal candidates get three ‘bites at the cherry’ in maths and English assessments, plus interview). Approximately 10 per cent leave top of prep for state, grammar or independents, eg Warwick Foundation, King Edward’s School, Birmingham. In 2024, one external scholarship awarded.

Our view

A tree lined boulevard in central Solihull leads to the ornate gates and imposing white Georgian façade of Malvern Hall, encircled by neatly manicured grounds and mature greenery. Further school buildings, pitches and woodland sit to the side and rear. Home to the prep school since the merger with Saint Martin’s in 2020, the location comes complete with smiling car park attendants and beaming head of prep as parents pull up to tip out offspring, who happily scuttle into school.

Enthusiastic singing sweeps us into the hall for assembly. Neatly dressed pupils (girls in blouse and pinafore; boys in shirt, jumper, trousers) sit cross-legged on the floor, listening attentively. Encouraging interaction, headmaster mixes anecdotes with amusing video clips and opportunities for pupils to pitch in.

Smiley tour guides whisk us to Alice House, where 28 pairs of neatly lined shoes signal that nursery pupils have donned wellies and headed outside with their teacher (and three TAs). We traverse the light, bright classroom with zoned play areas, choc-a-bloc with resources, and outside to watch an industrious cohort teeming over water play, mud kitchens, climbing frames and bikes. The ‘magical’ forest school (with two trained leaders) unveils an energetic gang of navy all-in-ones, climbing trees (with assistance) or sitting in a log circle munching hastily assembled honey sandwiches. We trailed woodland’s winding pathways, witnessing free play, rope swings, exploration and den making (older pupils whittle, bow saw or forage wild garlic to make bread in a club later on).

In the two reception classrooms, each with teacher and full-time TA, doors lead straight out to a covered shelter so pupils ‘get fresh air whatever the weather’. Beyond, large trees offer dappled shade amongst climbing apparatus and resources. We stopped to see a lively bunch pouring, tipping and flushing water along pipes. ‘You can have a go,’ one said enthusiastically, offering their watering can (we couldn’t resist). Phonics was the order of the day in year 1 classrooms, where small groups were reciting and acting sounds. Year 2, engaged in the Pirates love Underpants book, laughed as they created pirate names from their initials.

The junior school houses years 3 to 6, where two floors of long corridors lead to traditional classrooms. A Spanish (taught from nursery) lesson revealed an exuberant teacher praising year 5 efforts. ‘Bien!’, ‘Excelente!’, ‘Estupendo!’ she beamed. A year 6 English class discussed metaphors and similes, watched over by Medusa projects – paper chain snake hair weaving menacingly around each piece of work.

In the science lab, our guides pointed out several bony onlookers. ‘Don’t worry, the skeletons aren’t real!’ they assured us. A game volunteer stood to explain friction, word perfect. A Microsoft Showcase School, it’s no surprise there’s a well-stocked ICT suite and iPads for use in all classrooms.

‘The bedding in of our merger means there is some discrepancy in class and year groupings,’ admits school, ‘but that’s quickly evening out.’ Typically, there are three forms per year group in the infant school and four or five classes per year group in junior school (with numbers not exceeding 20). Not far off 50/50 gender mix, we heard. Setting only in maths from year 2.

Exams twice a year so that ‘little academic hurdles become a normality’. We asked year 6 guides about impending senior exams: ‘They’re important, but you don’t need to blow your mind’, said one, another telling us, ‘We do lots of revision, its fine’. Biannual parents evening with form tutor, and there’s an open-door policy, with regular emails and phone calls, say parents. Library open during breaks and lunchtimes.

‘The Acorns’ curriculum and learning support is situated at heart of Malvern Hall in a welcoming, airy room dotted with colourful displays and resources (additional support classrooms on upper floor and Alice House). One full- and one part-time curriculum and learning support teacher work with form tutors for adjustments in class where possible (predominantly dyslexia, plus a small number with ADHD and autism). Currently no EHCPs. Four per cent on SEN register (tiny compared to national average), with an additional eight per cent monitored in class and further 25 per cent attending curriculum support and interventions for maths and/or English. Support for pupils with SEN includes assistance with organisation and wellbeing. A delightful pupil with ADHD was keen to share that school spotted they were ‘a bit too full of beans’, and spoke to parents about ways to assist, leading to diagnosis. ‘Now everyone knows how to help me and I can have time out if I need it – it has really helped.’ Liaison with external agencies to seek diagnosis. Disabled access provision.

In the music room, a group of pupils were engaged in layering instruments to reflect the sounds of the forest floor. Elsewhere, a string orchestra performed confidently in an early rehearsal for the summer concert (performed at senior’s Bushell Hall). There are string, wind, brass and guitar ensembles and choirs – and 63 per cent (of years 3 to 6) learn an instrument in the seven practice rooms. Year 3s introduced to violin, cello, clarinet or flute. Informal half-termly concerts.

Plenty of music and drama collaborations – most recently, Shrek. Our tour guide (Princess Fiona) told us, ‘Everyone gets involved behind the scenes or on stage.’ Smart performing arts centre with studio spaces, seating for 150 and sprung dance floor. Performing arts club eager to demonstrate ‘Gran can you rap?’

Year 3s were creating a shadow puppet show in the art room festooned with work. DT, once a week from year 5, boasts classroom with workshop where we saw a class attentively chiselling book ends and pointing out eclectic displays that pack the shelves.

‘We are pretty good at sport – we win some, lose some and sometimes we smash ‘em,’ a pupil enthused. A-D teams in rugby, hockey and cricket against the likes of Bablake, the Croft, Warwick Foundation, Repton. Chance to represent or participate for ‘health and wellbeing, making sure we cater to everyone’. Regulars at IAPS regional finals, recent success for hockey U11s – and year 6 boys competing at national football finals during our visit. Water polo, synchronized swimming and house galas in the 25m pool, plus weekly lessons for all. Two capacious astros.

Enrichment opportunities abound: Bikeability, maths challenge, science week, poetry, debating, self-defence. Genuine buzz around ‘fun’ clubs, eg gymnastics, swimming, explorers, rugby tots, Lego and coding. ‘Great’ trips, say parents, plus residentials to ‘broaden curriculum’, eg Norfolk for geography. Wraparound care includes cooked breakfast from 7.30am and hot supper until 6pm.

Friendly kitchen staff ladle lashings of chicken curry and naan bread onto plates (delicious) in bustling refectory. Plenty to satisfy every palate and requirement. Macaroni cheese, brownies, roast potatoes are firm favourites.

‘The balance of pastoral vs academic was the deciding factor in sending our son here,’ a parent told us. ‘It’s lovely for little ones – a magical place,’ said another. One parent, whose daughter joined in year 3 and didn’t settle, said ‘her tutor was so caring, had lots of conversations with her, assisted friendships and gave her a bear to look after over weekends – it gave her the confidence she needed.’ Another praised, ‘I really like the way teachers speak to the children.’

There is resilience training and mindfulness for younger pupils, and we joined older ones learning to evaluate risk and value for money. ‘Roots and Shoots’ project explores how to support environmental and ecological issues. Pupils can also run in Prime Ministerial elections, winning pledges manifested, eg planting trees, whole school picnic. School council from years 1-6 successfully canvased for playground clock, basketball hoops, benches. Head boy and girl rotate each term. Host of monitors cover eco, mindfulness, librarian, art. Year 6 support younger ones in clubs. Five houses compete in spelling bees through to house singing and sport.

Variety of opportunities to accrue merits, certificates or stickers for application, good behaviour, academic work or sporting prowess – ‘everyone gets the chance to shine’. Rewards too – from getting to sit next to a friend to whole class picnics. Yellow and red card system for varying levels of misdemeanours, but sanctions rarely instigated.

Some mobile phones allowed in school for practical arrangements but handed in for the duration of day. ‘Parents can always get in touch via switchboard.’ Minibus ferries to and from seniors where there’s a larger scale bus system.

Parents down to earth, hardworking and friendly, from mix of professions. Pupils happy and relaxed. We were charmed when our guide spotted their younger brother and broke away, totally unselfconsciously, for a quick hug and check-in.

Money matters

Third sibling receives 25 per cent discounted fee.

The last word

Town centre location, yet ‘in its own bubble’ where happy pupils ‘flourish’, say parents. Staff say ‘ability matters but effort matters twice as much’. However, thanks to their approach, they seem to get both.

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