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Solihull School
Solihull School
Solihull School
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School House, designed by J. A. Chatwin in 1883

Key Information

Solihull School is a coeducational private day school in Solihull, West Midlands, England. Founded in 1560, it is the oldest school in the town and is a member of the Headmasters' and Headmistresses' Conference.

History

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In 1560 the revenues of the chantry chapels of St Mary and St Katherine in the parish church of St Alphege, Solihull were diverted for the endowment of a school for boys. The revenue of the chapel of St Alphege was added to the fund six years later, enhancing the capacity of the school. The education remained based in teachings of the Church and the desire to turn out 'respectable, thoughtful, successful young gentlemen'.[citation needed]

In the 17th century it became a boarding school and the number of pupils grew. The school became more notable and well thought of owing to the involvement of several prominent families. Much of this development came under the Headmastership of the Rev. Richard Mashiter who, in 1735, was famously elected ahead of Samuel Johnson, a celebrated author, essayist, and lexicographer. Johnson was passed over because the school's directors thought he was "a very haughty, ill-natured gent., and that he has such a way of distorting his fface [sic] (which though he can't help) the gent[s] think it may affect some lads in the pursuit of learning".[1] The successful applicant Mashiter was, by marriage, related to the aristocratic Holbeche family and his daughter married John Short, a well-respected surgeon in Solihull who would go on to serve the school as a Feoffee for 57 years. Short's six sons were all educated at Solihull School and became professionally and socially successful. One of them, Robert Short, rose to the rank of Lieutenant-Colonel in the army of the East India Company and later became 54th Lord of The Manor of Solihull. Owing to a strong affection for Solihull School he expressly recommended it to his fellow officers and peers, according to the diaries of Caroline Clive.

In around 1879 the feoffees were replaced by a board of Governors who allowed £4,345 to be made available for an architect, J. A. Chatwin, to be commissioned to build a new school on a new site for 80 day boys and 20 boarders.[citation needed] Upon the building's completion in 1882, the school relocated to the new site on the Warwick Road from its previous location on the edge of Brueton Park. 'School House' is now a grade II listed building. Expansion continued on this Warwick Road site into the 20th century. Over the course of the 20th century the school grew steadily from 200 to nearly 1000 pupils.

In 1960 a new chapel was built and was named The Chapel of St Mary and St Katherine to commemorate the origins of the school.

In 1962 the school was visited by Queen Elizabeth II.

In the early 1970s the school admitted girls into the Sixth Form for the first time. Only ten girls joined in the first year, but this grew quickly over the following years, until 2002 when for the first time as many girls entered the Sixth Form as did boys.

In September 2005 the school began a transition to becoming fully co-educational, at first admitting girls into all four years of the Junior School and at 11+ level, beginning a process which was completed in 2009, when the first third form (year 7) girls reached upper fifth (year 11). The 2015-2016 academic year marked the first girls to go through the whole school from J1 to upper sixth.

In 2010 Solihull School celebrated its 450th anniversary. Both the school and the Old Silhillians' Association hosted a range of ceremonial, musical and sporting events to mark the historic occasion.

A sapling taken from the tree that Anne Frank could see from her hiding place in Amsterdam was planted at Solihull School as part of Remembrance Day commemorations 2015. The tree was planted by 86-year-old Auschwitz survivor Mindu Hornick; at an age comparable to that Anne Frank would have been.

In 2020 Solihull School merged with nearby girls school St Martins School. Today the former St Martins Campus houses the Prep School.[2]

Facilities

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The school is based across two campuses. Solihull Senior School on the Warwick Road campus currently occupies a site of approximately 65 acres (260,000 m2). This is partly as a result of a former headmaster, Warin Foster Bushell, who in the 1920s bought much of the land himself when the governors refused to finance the purchase out of school funds. On his retirement Bushell sold the fields to the school at no profit. The school's quadrangle and surrounding classrooms, as well as the former hall, known as Big School, were built after this period, and were followed by a chapel and large teaching block and sports hall, amongst other additions. Solihull School has a number of rugby pitches, cricket squares and nets, tennis courts, football pitches and general purpose sports fields. There is a floodlit artificial pitch on the school's main campus, incorporating 2, 8x40 warm-up areas. The pitch is used primarily for hockey in the winter months and in the summer term the pitch affords a further 8 tennis courts and a multi-purpose training/coaching area.

One mile away, at Copt Heath, the school has another 13 acres (53,000 m2) of fields, comprising 4 rugby pitches, a new floodlit artificial pitch and a cricket square. These 13 acres (53,000 m2) are a part of the site that is home to the school's former pupils' organisation, the Old Silhillians' Association.

The school possesses a mountain cottage in Snowdonia, North Wales. The cottage was presented to the school in 1958 by the parents of David Fricke, who was a school pupil between 1946-1956, following his death. David was a keen mountain walker and it was felt that the cottage would be a fitting tribute to his memory. Most pupils will visit the cottage as part of Snowdonia School in the shell forms. Those taking part in CCF or the Duke of Edinburgh award scheme may also use this facility on other occasions.

In 1990 a building was constructed to house the junior school. This was followed by the extension of the science laboratories in 1995; the renovation of most classrooms, in 1998; and the conversion of Big School into a library, and the construction of a new hall and theatre building, completed in 2002, named the Bushell Hall after the former headmaster. A new pavilion was constructed in 2003, named the Alan Lee Pavilion after another former headmaster (1983–1996) who died shortly after its completion.

Opened in September 2005, a building provides fifteen new teaching rooms for the classics, history, economics and business studies, religious studies and IT departments. There is also a multi-purpose teaching room and a social area. It has been named the George Hill building after a governor of the school who died shortly before its completion. George Hill's business acumen helped secure the school's financial position throughout the 20th century.

In 2007, the governors of the school commissioned a new music school to be built for the 450th anniversary of the school. Building work started on the music school in 2008 with it scheduled for completion in 2010. It was later named the David Turnbull Music School, after a former director of music.

Building of a new sixth form centre - The Cooper Building - commenced in the summer of 2014 and completed in 2015. In November 2019 Solihull opened its newly refurbished refectory. In September 2019 Solihull announced its merger with Saint Martin's School from September 2020. Solihull Preparatory School (aged 3 – 11) is located on the Saint Martin's campus and Solihull Senior School (11 – 18 years) on the Warwick Road campus.

There are over 1,500 pupils, 440 at Solihull Preparatory School on the Saint Martin's campus and 1,100 in Solihull Senior School on the Warwick Road campus.

School houses

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Badge of Solihull School
  • Fetherston (Gold) – named after Barnaby Fetherston who was the first usher of the school; a post that today would be called deputy master. Fetherston was instrumental in obtaining donations of land from Henry Hugford, Thomas Dabridgecourt, Thomas Waring and Thomas Greswolde. The later three have their arms incorporated in the school badge.
  • Jago (Maroon) – named after 18th-century poet and Old Silhillian Richard Jago. Jago went to University College, Oxford and then returned to Warwickshire, eventually entering the clergy.
  • Pole (Sky blue) – named after the school's first headmaster.
  • Shenstone (Black) – named after 18th-century poet, Old Silhillian, classmate and lifelong friend of Jago, William Shenstone. Shenstone went to Pembroke College, Oxford and then returned home to manage his family's estate. On sporting occasions they are often referred to as the 'All Blacks', owing to their black shirts.
  • Windsor (Royal blue) – created in 1959 as a mark of respect to the royal family. Shortly afterwards, in 1960 and 1962, the school received two royal visits; from The Duchess of Kent and Queen Elizabeth II respectively.

School structure

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The School is divided into sections. These form the basis of the pastoral structure of the school.

Solihull Preparatory School (Saint Martin's campus)

  • Nursery
  • Reception
  • Infants - I1 and I2
  • Junior School – J1, J2, J3, J4 (academic years 3, 4, 5, 6)

Solihull Senior School (Warwick Road campus)

  • Lower School – Thirds, Shells, Fourths (7, 8, 9)
  • Middle School – Lower Fifth, Upper Fifth (10, 11)
  • Upper School – Lower Sixth, Upper Sixth (12, 13)

Sport

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The campus covers an area of approximately 60 acres (240,000 m2) and this includes rugby pitches, cricket squares, football pitches, an all-weather pitch, all-weather training areas, tennis courts, squash courts, Athletics facilities (running track and jumps/throws areas), climbing wall, rifle range, an indoor swimming pool and two gymnasiums.

Boys' games

  • Rugby union is the main competitive team sport and is played from the age of 11 onwards. The first XV traditionally play in a dark blue jersey with narrow, horizontal white and maroon stripes, white shorts and dark blue, maroon and white socks. The striped jersey has, in recent years, been swapped for a maroon shirt with blue sleeves. The teams have recently done well nationally, the first XV having won the Daily Mail Vase Cup in 2011 at Twickenham, which is the furthest the school has ever reached. Solihull School regularly produces players who attain representative honours at county level and beyond. The Big Side teams tour biennially to, amongst other countries, Australia, South Africa, Canada and New Zealand. In 2014, the school's senior rugby squad toured South Africa. The U15 age group travel to Italy or France each year to play against several club sides. Solihull School also plays rugby sevens, competing at national tournaments such as The National Schools Sevens at Rosslyn Park, Blackpool Sevens and Fylde Sevens. The Old Boys fixture is always an anticipated and contested event, with many pupils, Old Silhillians and parents turning out to watch the current XV compete against a selection of Old Silhillians. The match, held in early December, is usually preceded by a barbecue and followed by drinks, speeches and presentations in the Alan Lee pavilion.
  • Hockey is also a sport. The first XI have scored victories over Rugby School and Warwick School, both of which are local rivals, advancing through the rounds of the regional and national cup competitions in the process.
  • Football has recently been adopted into the curriculum in the senior school and the 1st XI compete in the ISFA.
  • Cricket has produced players who have represented Warwickshire CCC at first-class level. Both batsmen and bowlers from Solihull School have been cited in the Wisden Cricketers' Almanack for their performance over the course of a season. The school's recently formed Twenty20 team, who play in an all red kit, compete at various Twenty20 schools' tournaments around the country.
  • Athletics – The school provides representatives for the Solihull Borough athletics team, as well and the West Midlands and Midlands teams. Daniel Caines, former world champion indoor 400 m runner, is an Old Silhillian.

Girls' games

  • Hockey is the main winter sport for girls. The team competes in regional and national competitions. The Solihull School kit consists of maroon or white tops, navy blue skirts and socks.
  • Rounders is played in the summer and the first team play schools from across the country. The team plays in a blue skirt and white polo shirt. A picnic is held for the upper sixth pupils on the afternoon of the last game of the season.
  • Netball has a 1st and 2nd team competing during the summer term. The teams play in identical kits to that of the rounders team.
  • Athletics. The squad travel to, and compete at many of the same competitions as the boys. The girls do not take part in as many invitational meetings as the boys' team.

Sports as such golf, shooting (both clay pigeon and rifle shooting), swimming, cross country, sailing, tennis, squash, and badminton are all played within the school and teams are put forward to compete against other schools. Other sports include basketball, lacrosse, and water polo.

School colours

  • school colours have been bestowed upon Solihull School pupils who have represented the school at a high level in their chosen sport. The reward takes the form of a dark blue blazer with narrow red and white vertical stripes. These may be worn instead of the standard plain blue blazer or suit jacket.

Since 2006 it has been possible for those pupils who have achieved in debating, leadership, drama, music or community service to also be awarded school colours. When a pupil achieves school colours, they get a silver school crest that goes on the breast pocket. Those achieving "double colours" get a gold crest to replace the silver.

Music and drama

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The school has a music society. There are three orchestras, a big band and instrumental groups and choirs. These range from traditional wind and string ensembles to African and Samba percussion groups.

Both the music and drama departments are able to use the Bushell Hall for performances. This building is used as an assembly hall and has a retractable stage with under-stage orchestra pit and seats an audience of around 1,000.

School publications

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  • The Shenstonian is the school's annual publication and reviews the academic, sporting and other events within the school. It chronicles the achievements of pupils and publishes works of arts, poetry and prose. The editor is a member of staff. It is named, as is one of the houses, after the notable poet and Old Silhillian William Shenstone.
  • The Silhillian is the annual magazine of the Old Silhillians' Association. It includes news of the school, messages from the committee, news of former pupils, reminiscences of School, news of the Old Silhillian sports clubs and obituaries of Old Silhillians and former teachers.
  • The Greyhound is a termly publication, which replaced the headmaster's end of term letter. The magazine, in full colour, includes all the term's news and successes. It is available to view on the School's website in PDF format.
  • Marginal Gains is a termly publication of the history and politics department, in which students produce articles to be published and distributed around the school.

Notable alumni

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See also: Category:People educated at Solihull School

Sport

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Arts and entertainment

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Other (including academic and military)

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Politics and governance

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References

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[edit]
Revisions and contributorsEdit on WikipediaRead on Wikipedia

Solihull School

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from Grokipedia

Solihull School is a coeducational independent located in , West , , founded in 1560 as a free for boys of the parish during the reign of Queen Elizabeth I. It is the oldest educational institution in the town and has developed into the leading academic independent co-educational in the , serving pupils from nursery through to with a focus on rigorous scholarship and character formation.
The school maintains a tradition of academic excellence, consistently ranking among the top performers in national league tables, with over 77% of entries achieving grades 9-7 in recent examinations. Its campus features extensive facilities supporting a broad , including sciences, , and sports, while emphasizing pastoral care and extracurricular involvement to foster well-rounded development. Notable alumni include television presenter , known for his work on motoring programs, and journalist , reflecting the institution's influence in media and public life. Over its nearly five centuries, Solihull School has contributed significantly to the local community, adapting from its origins as a charitable grammar to a modern fee-paying establishment without recorded major institutional scandals.

History

Founding and Early Development (1560–1800)

Solihull School was established in 1560 as a free for boys of the parish, drawing on revenues from the chapels of St. Mary and St. Katherine within St. Alphege Parish Church. These funds, originally supporting priestly intercessory masses before the Chantries Act of 1547 under , were redirected to educational purposes amid the , enabling the hiring of a to deliver instruction tied to . The foundation reflected broader post-Reformation efforts to repurpose ecclesiastical assets for parish-based learning, prioritizing moral and intellectual formation over Catholic ritual practices. Initial operations centered on classical education, with an emphasis on languages and religious suited to preparing local youth for clerical or scholarly pursuits, though surviving provide only fragmentary insights into daily routines or enrollment. One early headmaster, Henry Huddesford, is noted for testifying in nearby Rowington on suspected Papist activities, underscoring the school's alignment with Protestant enforcement in the region during the late . By 1615, the school relocated to a house on Park Road—later termed Malvern House—to accommodate operations, a site it occupied until the late , amid resource constraints typical of endowed schools reliant on fixed incomes. Through the 17th and 18th centuries, the institution persisted as a Christian foundation under oversight, with governance and ethos rooted in its original endowments, despite sparse documentation on pupil numbers, specific curricula evolutions, or responses to regional events like plagues. Limited funding from static revenues posed ongoing practical limits, as chantry certificates from the period indicate modest annual yields insufficient for major expansions, compelling reliance on local patronage and occasional boarders by the 1700s. This era laid empirical groundwork for disciplined learning, unadorned by later institutional accretions, though primary sources remain rare prior to the .

Expansion and Challenges in the 19th Century

In the early decades of the , Solihull School faced stagnation typical of many endowed schools, with enrollment declining amid competition from emerging private academies and a limited to classical subjects like Latin and Greek, often described as offering only "the dry husks of ancient learning." Headmaster James Eyre, who served from 1781 to 1813, grappled with personal financial difficulties despite supplementing his salary with a church living, contributing to inconsistent school management and low pupil numbers. These pressures culminated in the mid-century tenure of Rev. George Elliott, who resigned following parental complaints about discipline and oversight, as documented in an 1850 highlighting lapses. To address chronic underfunding from dwindling endowments, the school introduced modest fees in 1850, marking a shift from its free origins and reflecting broader economic strains in a region influenced by Birmingham's industrial growth, which drew families toward practical apprenticeships over traditional education. Under Rev. James Bennett, headmaster from 1861 to 1879, the institution began modernization efforts aligned with national educational reforms emphasizing empirical subjects. The expanded post-1842 to include religious instruction, , , and , with French added by 1866 to meet demands for versatile skills amid local expansions that boosted middle-class enrollment but also introduced fluctuations tied to economic cycles. Infrastructure improvements followed, including building repairs in 1866 and the installation of , though pupil numbers remained capped at 45 in 1867 due to space constraints. Fees rose to £5 per annum by 1869 for day pupils and £50 for boarders, supplemented by scholarships funded through private benefaction from local families, which sustained operations without reliance on public subsidies. The Endowed Schools Act of prompted governance restructuring, separating school management from local clerical control and enabling further investment. This facilitated the pivotal 1882 relocation to a new Warwick Road site under Rev. Dr. Wilson, initially accommodating 80 pupils and symbolizing physical expansion with purpose-built facilities. Enrollment subsequently grew to 120 by 1895, supported by additions like a laboratory and gymnasium in 1897, reflecting curriculum evolution toward scientific education driven by industrial relevance rather than state mandates. Despite intermittent debt crises, resilience stemmed from targeted private donations, including land from benefactors, underscoring the school's adaptation through endogenous reforms amid Victorian-era challenges.

20th Century Growth and World Wars

During the First World War, Solihull School faced staff shortages from enlistments, including the wounding and subsequent death of master M. Jones in 1918, alongside the loss of 44 in service, which strained academic continuity and discipline. The school sustained operations by allocating plots for food production and establishing harvest camps to contribute to the national effort, preserving core educational functions amid broader societal disruptions. Interwar expansion accelerated under headmaster W.F. Bushell from 1920 to 1927, who elevated the institution toward public school status by acquiring Bradford House for £2,300 in 1922 and formalizing the Old Silhillians Association with 150 initial members on March 4, 1921; enrollment rose from 120 s in 1905 to 300 by 1927. Successor A.R. Thompson, serving from 1927 to 1947, prioritized character formation through structured routines and facilities development, including the Thompson Building opened in 1931 and a in 1930, as numbers reached 602 by 1939. World War II imposed further adaptations, with 67 alumni fatalities and multiple masters enlisting, prompting the hiring of female teachers and defensive measures such as trench-dug air raid shelters, gas-proofed classrooms, and conversion of House into an air raid warden base; harvest camps persisted to bolster food supplies. Under Thompson's leadership, academic rigor endured without evacuation, countering narratives that downplay the resilience of pre-war disciplinary frameworks, as evidenced by sustained prefect enforcement and long-term staff retention like P.R. Ansell from 1924 to 1972. Post-war recovery featured facility enhancements, including Kineton House purchase in 1949, Master's Lawn in 1950, and the Memorial Building in 1953, supporting enrollment growth to around 800 by 1960 amid a selective admissions process yielding 115 boys from 400 applicants that year. The school's 1945 bid for direct grant status was denied by the Labour government, prompting effective April 1, 1946, and Headmasters' membership by 1949, which preserved autonomy from local education authority funding dependencies and deferred substantive co-educational shifts until funding pressures intensified in the .

Transition to Co-education and Recent Milestones (1980–Present)

Solihull School initiated its transition toward co-education by admitting girls to the prior to full integration, with the process accelerating in September 2005 when girls entered all years of the and upper levels. This shift addressed evolving educational demands, culminating in fully co-educational senior operations by the mid-2000s, though the school retained a predominantly boys' heritage until broader expansion. The decisive step to comprehensive co-education occurred through the 2020 merger with Saint Martin's School, a nearby independent girls' institution. Announced in September 2019, the amalgamation legally finalized in January 2020 and took operational effect from September 2020, forming a unified 3–18 co-educational across two campuses—the original site for senior and , and the former Saint Martin's for preparatory provision. The merger sought to bolster the institution's capacity for amid competitive pressures on independent schools, including demographic and enrollment dynamics in the region, without diluting academic selectivity. Post-merger, the combined entity has maintained enrollment stability, with the preparatory campus supporting younger co-educational continuity and integration proceeding without reported disruptions to performance metrics. Key milestones include the 2010 commemoration of the school's 450th anniversary, featuring events, a revised historical publication covering 1560–2010, and community engagements that highlighted institutional resilience. In 2023, attained Showcase School designation for 2023–2024, affirming its empirical progress in digital tool integration, such as embedding technologies for pedagogical enhancement, amid broader adaptations to technological challenges in education. These developments have sustained the school's operational viability, evidenced by consistent pupil retention in an era of fiscal strains on fee-paying institutions.

Academic Framework

Curriculum Structure and Teaching Approach

Solihull School delivers education from ages 3 to 18, structured into distinct stages: the (EYFS) encompassing Nursery and Reception for ages 3 to 5, the Preparatory School for ages 5 to 11 (Years 1 to 6), the Senior School for ages 11 to 16 (Years 7 to 11), and the for ages 16 to 18 (Years 12 to 13). In the EYFS and Preparatory School, the curriculum prioritizes foundational core subjects, introducing , reading, , and topic-based learning to build essential skills in , , and basic sciences and . The Senior School expands this to a broader academic framework centered on , sciences, and , with teaching approaches emphasizing exceptional instruction, regular assessment, and tailored differentiation to track and advance pupil progress based on individual ability. The Sixth Form focuses on qualifications across diverse subjects, including , sciences, , and specialized options like Classical Civilisation, integrating structured enrichment to prepare students for higher education while maintaining rigorous academic standards. Teaching methods across stages rely on direct, teacher-led delivery supported by low average class sizes of 17 pupils, facilitating personalized attention, frequent formative assessments, and ability-based grouping without lowering expectations for equity. This structure enables sustained focus on core academic disciplines, with extracurricular activities integrated to reinforce skills like and resilience rather than supplanting subject mastery. Over staff, including qualified educators, contribute to pupil-teacher ratios that exceed averages, allowing for targeted support of high achievers alongside foundational reinforcement for others.

Examination Performance and Outcomes

In 2025, Solihull School pupils achieved 79% of and iGCSE grades at 9-7, with 33% at grade 9, marking an improvement over the previous year. At , 85% of grades were A*-B, 60% A*-A, and 27% A*, with 51 pupils securing three or more A*-A grades; 92% of leavers obtained their first-choice university places. These outcomes reflect the school's selective admissions process, which includes entrance examinations and interviews, combined with a structured academic environment emphasizing discipline and rigorous preparation. The 2025 results position in the top 1% of schools for pupil progress from to 11, as measured by value-added metrics, indicating substantial academic gains beyond baseline attainment upon entry. value-added performance similarly ranks highly, demonstrating effective teaching and pupil development rather than reliance on pre-existing ability alone. This counters broader concerns about in independent schools by evidencing independent progress verification through government-aligned metrics. Prior years show consistency, with 2024 results at 79% A*-B and 50% A*-A, underscoring sustained high performance amid national trends of rising top grades post-pandemic. University destinations include placements at institutions, supported by a dedicated admissions team and programs for competitive applications such as preparation starting in Lower Sixth. While specific annual percentages vary, leavers frequently secure offers from top-tier universities, attributable to the school's focus on subject mastery and application skills over broader inflationary pressures.

Admissions Criteria and Fee Structure

Solihull School operates a selective admissions process centered on evaluating academic potential and personal suitability through age-appropriate entrance examinations and interviews, with primary entry points at ages 3 (Nursery), 4 (), 7 and 11 (Junior to Senior transition), 13 (Senior School), and 16 (). Candidates register via the school's admissions team, after which they participate in assessments scheduled at key dates, including open events and taster days for prospective families. For 11+ entry into Senior School, all applicants—including internal Junior School pupils in Year 4—sit entrance examinations followed by interviews, enabling competition for scholarships regardless of prior conditional offers. This merit-based approach prioritizes cognitive abilities and fit over demographic factors, contributing to the school's sustained academic performance. Sixth Form admissions require external candidates to meet minimum GCSE thresholds of two grade 7s and four grade 6s overall, with grade 6s specifically in English and mathematics, alongside entrance assessments to confirm readiness for study. The school supplements standard entry with scholarships awarded at 11+ and 16+ for excellence in academics, art, music, performing arts, or sport, recognizing talent across domains. Bursaries, means-tested and reviewed annually, provide fee reductions to financially qualifying pupils who demonstrate strong performance in entrance processes, enabling access for lower-income families without compromising selectivity. Fees for the 2025/26 are structured termly, with a refundable £400 deposit payable upon place acceptance and a 25% discount applied to fees for second and subsequent siblings enrolled concurrently.
School SectionTermly Fee (£)
5,545
Junior (Years 3–6)6,289–6,529
Senior (Years 7–13)7,456
These rates cover core tuition but exclude optional extras such as certain after-school activities or transport; annual equivalents approximate £16,635 for , £18,867–£19,587 for Junior, and £22,368 for Senior, reflecting the costs of a specialized independent . Nursery fees operate on a session-based model, with compulsory minimums supplemented by optional full-time options varying by term length. While full fees position the school as accessible primarily to middle- and upper-income households, and provisions—drawn from school funds—extend opportunities to meritorious candidates, with awards calibrated to financial need and ability.

Physical Infrastructure

Campus Layout and Historical Buildings

The senior school campus of Solihull School occupies a 40-acre site along Warwick Road in , West Midlands, which has served as the primary location since the institution's relocation there in 1882. Originally comprising two fields and a narrow pond purchased for £4,345—funded partly by land sales and a £3,000 loan—the site was developed to accommodate expanding enrollment under headmaster Rev. Dr. Robert Wilson. The layout emphasizes functional separation between teaching areas, boarding facilities, and playing fields, with early structures clustered around a central quadrangle to facilitate supervised movement and classroom access for day boys and boarders. Key historical buildings anchor the campus's core. School House, constructed in 1882 by architect J.A. Chatwin and designated a Grade II listed structure, forms the foundational edifice, originally housing the headmaster's residence, dining hall, dormitories for 20 boarders, and classrooms for 80 day pupils. This Victorian building, positioned adjacent to Warwick Road, exemplifies the site's initial boarding-oriented design while preserving features such as original fireplaces following a 1988 refurbishment that added modern classrooms without altering its heritage status. Subsequent additions reinforced the quadrangle-centric layout for pedagogical efficiency. The Wilson Building, erected in 1902 with a foundation stone laid by Mrs. Wilson, expanded classroom capacity northward. The Thompson Building, completed in via a £20,000 , introduced Big School—a large —alongside additional teaching spaces, prioritizing durable construction for interwar pupil growth. The Memorial Building followed in 1953 as a commemoration, further delineating academic zones from recreational fields. The campus's junior section, historically on the Warwick Road grounds for proximity, maintained distinct facilities to support age-appropriate instruction until repurposing in later decades, underscoring continuity in spatial organization for learning. Preservation efforts highlight institutional commitment to historical continuity, with School House and related structures maintained to retain architectural integrity amid functional adaptations. The chapel, designed by Claude Neville and consecrated in 1960 after construction from 1959, integrates mid-20th-century while serving communal functions adjacent to the quadrangle. These elements collectively trace the site's evolution from rudimentary fields to a structured educational precinct, prioritizing evidentiary expansion over ornamental development.

Modern Facilities and Recent Upgrades

The Cooper Building, opened in September 2015 at a cost of £4.5 million, serves as the centre with four floors incorporating IT facilities and dedicated study spaces to support advanced academic work. This development increased capacity for upper-year students, accommodating expanded co-educational enrollment while integrating digital learning tools. Science facilities include bespoke teaching rooms in the Preparatory School and a senior Science Block with three specialized laboratories for and two combined science labs equipped for regular practical sessions. These setups enable hands-on experimentation several times weekly, prioritizing empirical skill-building over theoretical instruction alone. Digital infrastructure features IT suites in the George Hill Building (opened 2005 with 16 classrooms) and School House, alongside Clevertouch interactive boards in most Preparatory classrooms. As a Showcase School since 2023, the institution embeds tools like for teaching enhancement, focusing on practical computational literacy. Performing arts spaces encompass a dedicated drama studio with professional and sound equipment, plus a performance in the Preparatory . The Turnbull Music School, completed in 2009, provides specialized rehearsal and practice areas. Bushell Hall, built in 2001, functions as a multi-purpose venue for assemblies and events. The Kent Library was converted in 2001 for expanded resource access, while the Preparatory School library, recently constructed with over 8,000 books, supports . Refectory refurbishment in November 2019 improved dining capacity amid growing pupil numbers. These upgrades, including the 2017 addition of all-weather pitches, enhance infrastructural efficiency without redundant historical preservation.

Organizational Framework

Governance and Leadership

Solihull School operates as an independent charitable institution registered with the Charity Commission under number 1120597, governed by a board of trustees who also serve as the school's governors, responsible for strategic oversight, financial stewardship, and compliance with regulatory requirements. The governing body comprises appointed members including professionals, educators, and community representatives, with Damian Kelly serving as chair; other trustees include Dr. Andrew Burtenshaw, Jason Dalby, Fenella de Minckwitz, Helen Ellis, Sarah Haslam, Judith Hetherington, and Nick Hurrell. This structure emphasizes fiduciary duties under charities law, including risk management and resource allocation, which has preserved the school's autonomy in decision-making distinct from state-sector bureaucratic mandates. Executive leadership is headed by Charles Fillingham, appointed as Executive Headmaster in January 2023, overseeing the unified 3–18 co-educational institution following the 2020 merger with Saint Martin's School that integrated preparatory and senior operations across two campuses. Fillingham, previously head of in , reports to the and directs daily operations, academic policy, and staff appointments, maintaining traditional authority focused on educational priorities rather than expansive administrative layers. The merger, approved by trustees in September 2019, enhanced governance cohesion by unifying boards while retaining core independent status, enabling streamlined leadership to prioritize pupil outcomes over fragmented oversight. Financial falls under the trustees' purview, encompassing fee determination, allocations to support access for able pupils regardless of means, and budgetary controls to sustain infrastructure and operations without reliance on public funding. Accountability is reinforced through Independent Schools Inspectorate (ISI) evaluations, with the January 2024 inspection affirming full compliance with statutory standards for , quality, and financial probity, noting effective and amid regulatory demands. This independent framework, historically rooted in the school's 1560 foundation as a free , contrasts with current state influences by allowing adaptive responses—such as post-merger expansions—while upholding rigorous self-regulation over externally imposed metrics.

House System and Student Support

Solihull School employs a house system comprising multiple houses, each overseen by two House Captains responsible for coordinating inter-house events and competitions that promote friendly rivalry, teamwork, and . These activities contribute to character development by encouraging participation and among pupils, with form tutors playing a key role in guiding students within their houses toward personal growth and responsibility. Pastoral care forms the core of student support, anchored by a form tutor system where tutors accompany the same group of pupils through year levels, fostering enduring relationships and individualized guidance on academic, emotional, and behavioral matters. This structure ensures consistent oversight, with tutors addressing welfare needs alongside heads of year and subject staff, while a dedicated counseling team and services provide targeted interventions for and physical well-being. Spiritual support is integrated via the school , who offers confidential assistance and leads assemblies emphasizing resilience and ethical development across all year groups. Discipline is maintained through a clear hierarchical framework that emphasizes positive behavior reinforcement over punitive measures, resulting in excellent pupil conduct and minimal reported incidents of or disruption, as evidenced by Independent Schools Inspectorate evaluations. The system's efficacy is affirmed by sustained high retention rates inherent to the structured oversight, with the 2024 ISI inspection confirming compliance with all welfare, , and standards, indicating robust support mechanisms that enable pupils to thrive without significant exclusions.

Extracurricular Engagement

Sports Programs and Achievements

Solihull School maintains an extensive sports program emphasizing competitive team sports, with core offerings including rugby for boys, hockey for both genders, for girls, and for both. Every pupil in the lower and years participates in an average of twenty fixtures annually, ensuring broad representation across teams from Third Form upward. The program integrates structured coaching focused on development, , and , with weekly practices and inter-school competitions fostering and physical resilience. In hockey, the school fields 24 boys' teams and 22 girls' teams, with the boys' 1st XI competing in England Hockey's Tier One national league and the girls' 1st XI advancing to the Tier Two quarter-finals in recent seasons. Younger age groups regularly reach later stages of national tournaments, supported by coaching from Olympians and national league players. Notable successes include the U12 boys' team winning the Championship in 2025 and the U15 girls' team remaining undefeated in pre-season play that year. Rugby programs prioritize versatile, hard-working players capable of scoring dynamically, with teams competing in regional and invitational events like the 7s tournament hosted by the school. Achievements include the senior team's victory in the Cup in 2014 and multiple players earning international call-ups for squads in 2018, alongside representative honors for U15s in 2016. The U12 team reached the final of a event in 2024, underscoring consistent competitive performance. Netball has seen standout international success, with the U15 team clinching the World Schools Cup championship in June 2025 after defeating opponents 17-14 in the final. Domestically, the U14 squad captured the Borough Championship in October 2025, building on prior national medals for U14s in 2018 and regional finals appearances. Cricket enjoys recognition as one of The Cricketer magazine's Top 100 Cricketing Schools in the UK, with extensive squads for boys and girls utilizing dedicated pitches and nets for competitive fixtures against regional rivals. Athletics features in annual sports days and track events, contributing to overall physical development, though specific team records emphasize participation in inter-house and invitational meets rather than standalone national titles. The school's co-educational structure, solidified post-merger, provides empirically balanced opportunities across genders, with parallel team depths in shared like hockey and . Annual Sports Awards ceremonies highlight collective achievements in teamwork and individual excellence.

Arts: Music, Drama, and Creative Pursuits

Solihull School maintains a robust music program integrated across its preparatory and senior divisions, featuring over 40 weekly ensembles that include nine choirs, four orchestras, and various instrumental groups such as , , , and formations. The department delivers 630 instrumental and vocal lessons per week, supporting pupils in and examinations up to diploma level, with opportunities for scholarships in music, choral, and organ performance. Performance platforms encompass more than 30 ensembles, annual concerts and recitals in venues like the David Turnbull Music School's Recital Room and Bushell Hall, and a full-scale musical production each year, fostering skill development through graded participation from solo to large-group settings. Pupils have achieved recognition in external competitions, including placements in national youth orchestras; for instance, a fourth-form student secured a position in the National Children's Orchestra's main ensemble in 2022, while junior pupils earned spots in its project orchestra. Internal events feature instrumental and vocal competitions adjudicated by professionals, alongside recitals for award holders, emphasizing technical proficiency and public presentation. Facilities bolster these activities, including 12 practice rooms, an ensemble space, a , and the Steinway Initiative's three grand pianos installed since 2015 for enhanced rehearsal and performance quality. The drama program complements music through five annual productions, spanning staff- and pupil-led works that utilize Bushell Hall's retractable seating for audiences. Recent and upcoming musicals mark milestones, such as the 50th anniversary celebration from 1976 to 2026, with scheduled for February 2026, building on precedents like Blood Brothers, Titanic, , and Alice in Wonderland. Sixth-form students have staged adaptations such as in 2017, involving theatre arts scholars in acting and technical roles. Curriculum-linked drama follows AQA specifications at GCSE and A-level, with 60% practical components requiring original devised pieces, extract performances, and reflective analysis, alongside theoretical exams on play staging and live evaluations. Extracurricular involvement includes professional workshops with and trips to productions like , enabling backstage and onstage contributions in design, lighting, and performance. Creative pursuits extend to dance clubs and shows within performing arts, integrating with drama and music for ensemble-based outputs, though specific awards remain tied to broader musical and theatrical successes rather than isolated dance metrics. These activities prioritize tangible skill acquisition, evidenced by consistent participation in graded exams and competitions, over interpretive or therapeutic emphases.

Publications and Student Media

The Shenstonian, Solihull School's annual established in 1882, serves as the primary student media outlet, compiling reflections on the academic year through contributions from pupils across departments such as academics, , arts, and extracurricular activities. Published once per year at the close of the school term, it features sections on examination results, destinations, competitions, trips, and pupil initiatives, with recent editions highlighting specific achievements like seven or offers in 2023 and inter- events such as the House Singing competition won by Windsor with 1494 points overall. While edited by a staff member, the magazine incorporates student-authored content, including sports match reports by team captains—such as Caspar Lea's account of leading the 1st XI hockey team to 43 goals and an U18 selection—and essays from competitions like the Biology Essay Prize won by pupils Gurneet Jheeta, Scarlett Collins, and Jennifer Peng. Historically, pupil involvement has extended to editorial roles, as evidenced by who served as editors in the late , fostering a of agency in shaping content that critiques and documents school life, from wartime reflections in 1919 editions urging postwar renewal to modern analyses of programs. Content themes emphasize empirical recounting of events, such as detailed hockey tour reports from the or showcases featuring Third Form pupil works, promoting inquiry through structured pupil voice mechanisms like Lower feedback debates integrated into house reports. This process encourages critical engagement without institutional filtering beyond basic oversight, as seen in unvarnished accounts of team performances and academic enrichment like the Loynton Lectures or Extended Project Qualifications. In recent years, The Shenstonian has transitioned to digital formats via platforms like Heyzine for 2023-2024 and 2024-2025 issues, enabling broader accessibility and integration while maintaining its focus on verifiable happenings rather than external . No dedicated student exists, but the magazine's pupil contributions cultivate expressive skills integral to , evidenced by its role in archiving milestones like VE Day commemorations drawing from past editions and supporting through featured deputy head reports on initiatives such as charity weeks or teacher talent shows. This outlet reinforces a of factual documentation and self-examination, distinct from staff-driven newsletters, by prioritizing pupil-sourced narratives on causal factors in successes like sports victories or academic outcomes.

Notable Alumni

Sports and Physical Achievements

, an alumnus of Solihull School, won the gold medal in men's at the in , , becoming the first British man to claim Olympic gold in the discipline. He also secured the 1976 title and the European Championships that year, revolutionizing the sport with his artistic style emphasizing interpretation over athletic jumps. Curry's early training at local rinks complemented the physical discipline encountered at Solihull School, where he avoided contact sports to protect his ankles for skating. Daniel Caines, another Solihull School graduate, earned a as part of Great Britain's 4x400m relay team at the in , anchoring the final leg to victory. He also claimed silver in the individual 400m at the same event and competed in the 2004 Athens Olympics, reaching the 400m semifinals despite prior career-threatening injuries. Caines, who attended the school before pursuing elite athletics, later returned to mentor pupils, highlighting resilience built through early competitive experiences. Adrian Ellison, educated at Solihull School from 1966 to 1976, coxed Great Britain's men's to gold at the 1984 Los Angeles Olympics, steering a crew that included to victory by 0.38 seconds. His precise calls and tactical acumen were pivotal in the win, marking the first of Redgrave's Olympic golds. Ellison's school background in team sports laid groundwork for his role in high-stakes . Frank Foster, a Solihull School alumnus, captained to a 4-1 Ashes series victory over in 1911-12, taking 32 wickets across the tour with his left-arm fast-medium bowling. He debuted for in 1911 and played 14 Tests, amassing 45 wickets at an average of 24.83, while also contributing useful lower-order batting. Foster's aggressive style and leadership echoed the competitive ethos fostered at his . Will Grigg, a former Solihull School pupil, represented at , scoring three goals in qualifiers and becoming a cult figure with Athletic, where he netted 25 goals in the 2015-16 League One season to secure promotion. His prolific scoring continued at MK Dons and , with over 100 career league goals, stemming from early school involvement in football and athletics.

Arts, Entertainment, and Media

, born December 19, 1969, in , attended the school before transferring elsewhere and rose to prominence as a and journalist, co-hosting BBC's Top Gear from 2002 to 2015 and Amazon's from 2016 to 2024, alongside and . His work often featured high-speed vehicle challenges and engineering insights, drawing on his early interest in cars developed during his time in the West Midlands. Philip Oakey, born October 2, 1955, received a to the school after attending a local primary and became the lead singer and co-founder of the band in 1977. The band's 1981 album Dare topped the charts with hits like "," which reached number one in the and , selling over 16 million copies worldwide; Oakey has released solo work and collaborated on subsequent albums through the 2020s. Ritchie Neville, born August 23, 1979, in , participated in the school's chapel choir and achieved fame as a member of the Five, formed in 1997, with UK number-one singles including "Keep On Movin'" in 1999, which sold over 1.2 million copies. The group sold 10 million records globally before disbanding in 2001, reuniting for tours and ITV's in 2013. John Curry, born September 9, 1949, in Birmingham and educated at the school, transitioned from competitive —where he won Olympic gold in 1976—to by founding the John Curry Theatre of Skating in 1977, producing artistic ice shows that toured internationally and emphasized ballet-like precision over athletic jumps. His 1980 special John Curry American Ice Ballet earned a Primetime Emmy Award for choreography, influencing the genre's shift toward performative narrative.

Business, Politics, Military, and Academia

Richard Masters, educated at Solihull School before studying economics and geography at , has served as Chief Executive of the since June 2020, overseeing the organisation's commercial operations, broadcasting deals, and governance amid annual revenues exceeding £6 billion as of the 2023-24 season. Prior to this, he managed legal and commercial affairs at and the Football Foundation, contributing to infrastructure investments totaling over £1.5 billion in grassroots facilities. Bert Millichip, a Solihull School alumnus who qualified as a solicitor in 1950, chaired from 1981 to 1996, during which he advocated for England's successful bid to host the 1996 and navigated the body's response to the , leading to the Taylor Report's implementation for stadium safety reforms. His tenure emphasized financial prudence and international relations, including strengthening ties with , though critics noted slow adaptation to professionalization in English football. In politics, Andrew MacKay, who attended Solihull School, represented as a Conservative from 1997 to 2010 and previously Birmingham Stechford from 1977 to 1997, serving as Deputy under from 1995 to 1997 and later as a member. His career focused on constituency work and party organisation, though it ended amid expenses controversies common to the era's parliamentary scandals. Peter Harding, born in 1940 and educated at Solihull School, rose to in the Royal Air Force, commanding squadrons in the 1970s and later serving as Defence Services Secretary from 1994 to 1998, advising on personnel and ceremonial matters for the armed forces. He retired in 1998 after a career spanning operations, including contributions via RAF logistics. Alumni contributions to academia remain less prominently documented, with former pupils pursuing advanced roles in professional fields rather than high-profile scholarly positions, though the school's emphasis on rigorous academics has supported transitions into research-oriented professions.

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