Further acknowledgement of the benefits that PSHE brings to pupils was highlighted by the DfE (2010) who made the point that the subject develops pupils’ skills to the extent that they are able to make informed choices and can help schools and society address major issues such as the misuse of drugs and appropriate sex/relationship behaviour. Furthermore, the government has stressed the need for personal development within education through highlighting the need to provide a balanced curriculum which affirms the importance of subject knowledge and personal, social, health and economic awareness This review of the National Curriculum (DfE, 2011) confirmed the government’s view that PSHE should form part of the statutory curriculum, although they recommended that the provision should be under the control of individual schools/local authorities in order to cater for the needs of children within specific environments, with the proviso that children’s personal development could be clearly observed and documented. Clearly, PSHE simultaneously fulfils a number of roles – a legislative role which ensures the safeguarding of children, a societal role that enables children to make a valuable contribution as they mature, an academic role in helping to raise educational standards as a result of children feeling emotionally secure, and a human rights role The level of influence and impact that PSHE can have within any educational environment will depend upon the way in which the subject is approached and the extent to which the staff, and indeed the school as a whole, are committed to it. Schools can adopt a discrete subject approach which provides it with a greater degree of gravitas for both pupils and teachers which is more easily achieved in a secondary school environment. A cross curricular approach is one that is seen as more desirable in a primary setting, in that children are able to make cognitive links between different subject areas whilst tackling the activities that are set for them by practitioners. A whole school approach requires the whole school community to become involved in delivering a specific ethos which is provided not only through lesson content, but also in the interactions which take place across the school environment as peers interact with each other and adults.