You read stories to your children every night when they were young. You racked your brains trying to understand the mysteries of modern methods of teaching maths and you did not miss a single parents’ evening. You spent hours studying inspection reports and the league tables before you decided on the secondary school you wanted them to attend.

Now you learn that their names are to be put into a hat. Egged on by a government obsessed by the wickedness of pushy middle-class parents who want the best for their children, your local education authority (LEA) has decided to substitute the vagaries of a lottery for the ideal of parental choice.

Lotteries, ministers tell us, are one of the fairest ways to allocate places at oversubscribed secondary schools. They want, in other words, to spread the misery. They seem to think that if every school has equal numbers of disadvantaged and/or difficult children, every school will be equally successful. The possibility that successful schools will be dragged down to the level of the rest has not, it appears, crossed their minds.

If everyone cannot be educated in a successful school, nobody will be. Old Labour, red in tooth and claw, reeking bitterness and envy, is creeping centre stage. You care about your children’s education? You want them to have the best possible start in life? Forget it. The politicians and their bureaucrats know best, and if they have their way no parent will be able to manipulate the system in order to secure, as some see it, an unfair educational advantage for their child.

At present, grammar schools are allowed to select pupils on grounds of academic ability, city academies can admit up to 10% of their intake on the evidence of “aptitude” in a particular subject, such as music or technology, and faith schools can still take into account a family’s commitment to a particular religion.

But those freedoms are under ever fiercer attack. Changes to the admissions code that dictate what teachers can and cannot do make the exercise of individual professional judgement more and more difficult.

Many in the world of education want schools to be forced to admit certain percentages of children from different social backgrounds and I have no doubt that ministers are attracted to the idea. Parental choice now risks becoming an evil that will have to be stamped upon in the name of equality of opportunity.

The truth, of course, is that successful schools are successful because they are in control of their own destiny. Crucially, they can decide the pupils who are likely to benefit from the kind of education they offer and they can expel pupils who cannot or will not conform. They respect the aspirations and concerns of parents who have decided that this is the right school for their child. In education, as in any other market, those who deliver what the customer wants will prosper.

Northern Rock, the prime minister told us last week, is in “temporary public ownership”. Not so state schools, which, whatever the colour of the government, seem set to remain the property of the state for ever. This is why standards in so many state schools are so low. The sooner these schools are freed from state control and allowed to compete one with another for the custom of prospective parents, the better.

Would this mean that every school would immediately try to turn itself into a grammar school? Well, not if they all wanted to survive. As in any other market, the challenge is to identify and meet the needs of different customers. Some schools would certainly transform themselves into highly academic institutions; others would be equally effective, but would educate children with, say, emotional and behavioural difficulties. It happens now in the fee-paying sector. Why not in the state?

The state would continue to fund education but would abandon its hopeless attempts to micro-manage every aspect of school life. Funding would follow the child, and children who for whatever reason are more difficult and therefore more costly to educate than others would attract more funds; schools would therefore have an incentive to cater for their needs.

Schools that failed to attract enough pupils would close. Their pupils would – as, again, happens now in the fee-paying sector – move to other schools, or a new operator would take over the running of the school.

There is no reason a market of this kind could not operate efficiently. Equally, there is no reason to believe that the current centrally managed system of admissions will ever deliver anything approaching equality of opportunity. Lotteries may be considered a solution by some LEAs because, nationwide, demand for good secondary education outstrips supply. In many parts of the country there are not enough credible schools and so provision has to be rationed. So much for a centralised system that tells schools and parents what they can and cannot do.

The freedom to choose the kind of education you want for your child is a fundamental democratic right. We need to liberate schools from the tyranny of social engineering, and we must allow every school to define its ethos and educational approach in response to market demand and to set an appropriate admissions policy. The only real solution to the crisis in secondary admissions is to create more good schools, and top-down reform has failed to do this.

So, the way forward could not be clearer; the tragedy is that none of our politicians can see it.

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