Schools - a means to an end, or an end in themselves?

Today in the News is a story about a new Grammar School - well, no, NOT actually a new grammar school, because that isn't allowed. An 'annexe to an already-existing grammar school' in Kent, several miles from the existing school (that gets around the school rules you see) - http://www.bbc.co.uk/news/education-34535778

I feel a bit frustrated by the emphasis placed on schools - ALL schools, whether private, public, state, free, academy status, or even grammar. The thing is, I went to what was considered to be one of the best schools in the locality, with a high academic achievement, and a selective exam to gain entry. There were (at that time!) a few 'free places' to girls (only) with the ability and right address; others had to pay a high price to 'get in', in the form of school fees. I was popular, and have turned out well (I think), but I didn't excel academically; actually I felt that there was a gaping lack of any sort of pastoral care, and when I look back, I can see that ... let's just say the school had it's flaws. I left at 16, and they were more than happy to bundle me out of the back door as soon as they knew I wasn't destined for the Home Office, the Foreign Office, or some other high profile successful career which they could add to their PR and statistics for their future marketing and reputation. School certainly weren't the 'best years of my life'.

Our own sons on the other hand went to the local very ordinary (ie NOT "outstanding") local market town state comprehensive school, with no extra tuition, very little parental 'control' along the lines of homework monitoring, nagging or checking. What we did do was always encourage them to follow up on their interests. Facilitated what they showed an interest in - for example we bought each of them computers at a quite early age; we took them to participate in chosen sporting activities, music activities, bought guitars, a digital piano. Took them places (but never made them fill out those 'activity sheets for the kids'!) and we always answered their questions if we could. We encouraged them to think, and to think they could achieve and go wherever they wished to get to. We ate together, talked about lots of things over family meals - sometimes light hearted, and other times deep, political even - real-world stuff. Oh, and we put them first - but didn't make them the centre of our own lives, if that makes sense.
They have both done brilliantly in their own ways. One of them went to Trinity College Cambridge, and graduated with a First Class Honours degree and various awards - and is now doing his 'dream job'. The other went the Apprentice route after realising he preferred a more practical hands-on approach, and that he was more driven by earning money, and not mounting up a uni debt. At the age of 21 he's earning more than I've ever managed, and (with a little bit of financial help towards the deposit, from the bank of mum and dad) has organised a mortgage and bought a house.
It's not about the school, or at least only a very small part of it is. It is about the individual - and love, care, support and encouragement to think about what they want to achieve and assist in pointing them in the relevant direction. The main cost is awareness and time.
I'm afraid I can't help feeling all this stuff about Schools is quite honestly something of a red herring!