The emphasis schools give to the general care and well-being of pupils in fostering their social skills, self-esteem and sense of responsibility is an essential context for the development of the more organised components of health education. Broadly speaking, these components should be concerned with the provision of knowledge and skills that will enable pupils to understand their own bodies and how to keep them healthy and to have regard for the health of the community. (DES, 1986) Health Education cannot be left to chance. While health concerns such as smoking, HIV / AIDS and personal safety require individual attention, none should be dealt with in isolation. A coherent Health Education programme is required if pupils are to be encouraged to establish healthy patterns of behaviour, to acquire the ability to make healthy choices and to contribute to the development of a healthy population. (NCC, 1990) Essential features of health education are the promotion of quality of life and the physical, social and mental well-being of the individual. It covers the provision of information about what is good and what is harmful and involves the development of skills which help individuals to use their knowledge effectively. (NCC, 1990) Thus PSE is about developing the full potential of every child in order to allow

nursery nurse, a parent governor, a teacher and a head teacher. Regular meetings were held throughout the year.