So I’ve already had a go at Lord Snooty for his “brazenly elitist” ambition for our education system, but I’ve come round to a slightly different way of thinking about this. Forget the teachers – let’s think about the children.

Let’s just imagine that my wildest dream comes true: the English education system actually does adopt a differentiated meritocratic approach to schools.

Kids who have that magical combination of ability and application will be placed in an environment that allows them to thrive – that challenges them with the highest level of intellectual stimulation, while reducing to an absolute minimum the external enforcement of standards, rules and expectations. These children will develop stronger “moral muscles,” have a self-motivated work ethic that they formed within themselves, rather than imposed on them from above by others.

Less able, but still hard working children can be spoon fed, just as they currently are in our over-regulated, micromanaged system. It serves them well, and can continue to do so.

And the disaffected ones, those who can’t see the point of learning about Medieval history, algebra, Shakespeare and Boyles’ Law? Any teacher with half a brain can design a practical, physical curriculum (hell, we’ve all suffered those DCSF Inset sessions on “Kinaesthetic Learning Styles” often enough) just as long as we are allowed to ditch the bullshit that the New Labour Thought Police think is so essential.

The real difference is that by separating these groups, teachers can concentrate on a single task rather than three at the same time. Only a half-wit would imagine that a teacher can meet the needs of all three groups at the same time just as well as they can meet the needs of one group at a time.

Is that so dangerous? Only if you really believe that all children are the same. Only if you believe that “equality” means that everyone should be treated the same regardless of whether it is appropriate.