If our schools could ensure that all of the top 20% of pupils, in terms of their academic ability, fulfil their potential and go on to get the qualifications they need for a place in higher education, then the number of young entrants to UK universities would increase by 25%.  

This fact has emerged from a recent piece of research produced by the Sutton Trust. They have found that 60,000 pupils who at the age of 11, 14 or 16 are among the top fifth of academic performers in English state schools do not subsequently enter higher education by the age of 18.

The sad news, is that the students who fail to go onto university are largely those from poorer backgrounds. And at a time when research has shown that social mobility is declining, and the growing demands of the international economy mean that we need a well educated, equipped and trained workforce, this is a shocking waste of talent and opportunity.

What is the answer to this problem? There is probably not one quick fix solution. More setting and streaming of academically gifted children in schools to ensure that their education most closely matches their ability, mentoring by teachers and/or outside advisors to give them confidence and support in the process of preparing to apply for university, and encouraging parents to take an active interest in their children’s education at secondary school. Perhaps all of these are important, but the driving force behind the reform of our education system, so that it makes the most of the talents of every child, will come from more local decision making in the schools and personalised intervention around the pupils.

With this may come a culture that is more excited by achievement, than it is frightened of failure.