The Scottish Government's focus on inequality in our schools, and its willingness to learn from furth of our borders - notably from the "London Challenge"- has been welcomed by all.

This inequality is a readily recognised concern with deep rooted causes, and has generated research and discussion for decades. From the very start of my forty years in education, the need to give each child equal opportunities was at the forefront of our practice, as was the dawning realisation that, whilst crucial, money and resources were only part of the solution. An understanding of the process of education and how it impacts on individual pupils and families is an integral part of addressing the widespread concern.

Clearly the well recorded problems associated with a disadvantaged background have their part to play. Poverty, poor health, chaotic domestic arrangements and lack of support - in family or community - can all mean a child arrives at the start of their school life ill equipped to benefit from what will be on offer. The family's attitude to education can be a game changer.

We know that self confident youngsters with developing social, communication and listening skills find the school learning environment accessible and partially familiar. They are better equipped than others when they start school and therefore in a position to take advantage and widen even further the attainment and achievement gap between themselves and those for whom school expectations are far more difficult to meet or even understand.

Research reveals that whilst a child from a 'privileged' background may start school having heard thousands of hours of conversation and words of encouragement, the same figures for those who are 'disadvantaged' may be in the hundreds. It's a bit like the difference between arriving at the ice rink with skates or with trainers.

However, it is not just about statistics. Experience tells me that some 'disadvantaged' pupils may flourish in a school setting because they feel it is the 'safest' and most 'normal' part of their environment; somehow they have the ability to plug into the positives on offer and gain from them, almost as an escape from the less pleasant areas of their lives. Similarly, I have known pupils come to school from a background which apparently gave them every advantage, but - for reasons that were emotional, educational, social or behavioural - found it very difficult to benefit from the education on offer.

As well as resources and the political and professional will to address the inequalities, the other necessities for promoting equality are 'connected up' thinking between social, economic, health and education policies and processes - at all levels, and an approach to education which is led by the needs of the child. Given their different starting points, equality of opportunity does not mean that every child should be treated the same.

Each pupil is unique, and if we want to enable them to become confident young adults, that individuality must be recognised, addressed and fostered - even given the demands and constraints of a community based education system. Educational success is not just about examination results, it is about allowing young people to reach their potential - in whichever direction that lies. We need to use the resources which are available to listen to our pupils, assess their needs, and then meet them in a way which is accessible across the board, no matter what the child's background, or the school's address. Such a model is more expensive than a 'one size fits all' approach, but as the saying goes: "If you think that's expensive, try ignorance."

To return to the ice rink scenario - whether you arrive with trainers or skates, if you are not helped to balance, you'll tend to end up flat on your back.