WE have just come through the time of year when schools publish examination results and we are annually shown on the TV pupils rejoicing at receiving news of the grades they have been awarded.

We are shielded from showing the comparatively small number that are disappointed by their results. There is no doubt in my mind that those youngsters that achieved high grade passes did so by dint of a lot of hard study and commitment.

I am related to a lady in Hampshire who has two daughters going through the academic exam process.

In fact, one has reached the stage of just starting at university, having achieved very impressive examination grades right through her time at school.

Her younger sister is doing equally well and seems certain when her time comes to find it very easy to be allocated a place at a university.

Given the success being enjoyed by her offspring, it therefore surprised me to see my relative posting on social media her deeply felt concern that, although her girls appeared to be receiving a very high-quality education, there were some significant gaps in what they had been taught and were able to study.

This brought to mind a comment included in a church service sermon that I heard preached a few years ago. The comment was made by a lady lay preacher who earned her living as a secondary school teacher in a Wiltshire school. She wove into her sermon these words: “I am no longer expected to educate children. I am required to teach to a model aimed at getting them to pass examinations.”

This very experienced teacher was pointing out that the passing of examinations does not necessarily result in producing a young person that is well equipped to meet all, or at least most, that life is likely to throw at them. There is more to education than simply focusing on examination results.

In an ideal world, all those who secure a place at university should use the opportunity to good effect. Yet I have it on good authority that the failure rate at Cambridge University is as high as 15 per cent.

Given the fact that to win a place at one of the UK’s top universities a school leaver must have achieved very high examination grades, this drop-out rate surprises me and raises questions.

My relative in Hampshire has expanded on her social media comment by emphasising that she is not intending to be critical of the teachers or the youngsters sitting the exams.

Her concern centres upon the national curriculum. Is it too narrow and therefore denying youngsters the opportunity to learn across a broad front in preparation for what life holds in store?

I have three grandchildren in North Carolina, USA, who were home schooled by my daughter who is a qualified teacher.

Home schooling in the USA is more common than here and proves that parents can take on virtually the full role of educating their offspring if they set about it the right way and take steps to overcome disadvantages by giving the children opportunities to socialise and mix with others of their age outside the home.

Educating our children is such an important need that it should not be left to the school and then a university, college or apprenticeship to fulfil the need.

Parents must step up to the plate and fill any gaps the national curriculum leaves in providing a well-rounded education for their children.