I-Heart chan

Kashiwa kun

December 14, 2017

Toshima City Ikebukuro
Daiichi Elementary School

Table of Contents
Chapter 1 Overview of Ikebukuro Daiichi Elementary School _________________________ 1
1.
2.
3.
4.

School name, Emblem, Educational targets
Teachers, staff, and enrolled students
Regular school schedule, Student Council and club activities
Environment around the school

Chapter 2 Program for International Safe School ___________________________________ 4
1. Background of program
2. Situation of program to date
Chapter 3 Situation of Injuries __________________________________________________ 5
1. Injuries in school(1) Situation of injuries including minor injuries (Source: School infirmary data)(2) Situation of injuries requiring hospital care (Source: Mutual Aid Disaster Insurance
information system)(3) Emotional injuries caused by "bullying" (Source: Review of daily life survey)(4) Emotional injuries from SNS (Source: “Survey on smartphone and cell phone use”)
2. Injuries outside school(1) Number of bicycle accidents involving students in school district(2) Hiyari close call accidents(3) Emergency transport for traffic accidents (Toshima City)
Chapter 4 Setting prevention measures based on situation of injury occurrence__________ 12
Chapter 5 Programs based on eight indicators____________________________________ 13
Indicator 1: An operational infrastructure to work on safety improvement has been establishedbased on collaboration
1. Organization for promoting International Safe School
2. Community Taskforce(1) Neighborhood association programs(2) "Community Plaza Kami-Ikebukuro" programs and exchanges with our school(3) Children's Skip Ikebukuro Daiichi Elementary School programs
3. ISS related committees in school (Teacher organization)(1) ISS Committee(2) ISS Working Groups
1. Student Guidance Group 2. Research Promotion Group 3. Special Activity Group
4. Student Council(1) Expanded Executive Committee(2) Nine Committees
5. PTA

Indicator 2

There are Safe School policies that have been determined by the community's
Steering Committee in accordance with the Japan Institution for Safe Schools andthe Safe Communities. __________________________________________ 19
1. Toshima City Ikebukuro Daiichi Elementary School policy(1) School management policy(2) Student Council activity slogan and symbol mark(3) PTA Policy for Creating Safe School
2. Toshima City Policies(1) Toshima City Education Guidelines - 2017 Challenging the Peak of "Education City
Toshima" (SY2017)(2) Policy on school safety within Safe Communities (SY2010)
3. Tokyo Metropolitan Board of Education Policy(1) "Safety Education Program" (SY2017)(2) "Comprehensive measures to prevent bullying [Secondary] Volume 1 & 2" (SY2017)(3) "Human Rights Education Program" (SY2017)
4. "Secondary Plan for Promoting School Safety" enacted by Ministry of Education, Culture,
Sports, Science and Technology (March 2017)
Indicator 3: There are implementing long-term and sustainable school programs covering bothgenders, all ages, environments and situations. ______________________ 22
1. Development of students' ability to predict & avoid risks
2. School's educational guidance system
3. Development of good human relations
4. Improvement of traffic safety awareness5. Preventive measures against high risks
6. Improvement of the environment
Indicator 4: There are implementing programs that target high-risk groups and environment.
____________________________________________________________ 32
1. Measures for various disasters
2. Programs for preventing bullying
3. Ike-Ichi-Sho rules for cell phones and smartphones
4. Prevention of railway and railway crossing accidents program
5. Programs for new Grade 1 students
Indicator 5: All programs are implemented based on evidence. ____________________ 35
1. Analysis of causes that led to challenge
2. Four challenges and 18 central measures(1) Discussions by each Committee for ISS activities(2) School patrols and preparation of Hiyari Close Call Point Map by students(3) Student-led ISS Assembly(4) Program for research in school (Improvements to PE classes)(5) Preparation of ISS activity curriculum for regular subjects, etc.
(6) Safety inspections inside and outside the school building(7) Measures based on factual survey of bullying (School Life Survey)(8) Emotional support by School Infirmary and school counselors(9) Improvement of special support education(10) Greeting campaign

(11) Cross-age group activities(12) Measures based on cell phone and smartphone survey(13) Safety class (middle, upper grades)(14) Bicycle safety class and traffic safety instruction(15) Preparation of safety map(16) Mimamori watching activities by parents and community(17) Investigation of bicycle helmet use(18) Cooperation with Tobu Railway
Indicator 6: There are programs that document the frequency and causes of injuries. __ 54
1. Records of injuries occurring inside school(1) Collection of data on injuries, including minor injuries (School Infirmary data)(2) Collection of records of injuries that required hospital treatment (Source: Toshima City’s
original injury surveillance)(3) Factual investigation of bullying
Indicator 7: Evaluation measures to assess school policies, programs, processes and theeffects of change are implemented ________________________________ 58
1. Managing progress of programs
2. Performance indicators for priority challenges
3. Evaluation methods and future programs
Indicator 8: There is ongoing participation in national and international networks. ______ 61
Chapter 6 Future efforts and prospects towards development of a safe school ___________ 62
1. Mid-/long-term goals
2. Future development

October 29, 2017Ver.

Kazunori Mita,
Board of Education, Chair

Ikebukuro Daiichi Elementary School is a school of history and tradition,
established 82 years ago. We have many students who are honest andobedient, and who are passionate in all their activities.
We declared the start of our program to acquire ISS Certification on June25, 2016. With our 3A slogan “Ikebukuro Daiichi ES: Anzen (Safe),
Anshin (Secure), and Afureru (Overflowing with) Smiles”, and our symbol
mark I-Heart-chan, the students are leading activities in aims of achieving
International Safe School (ISS) Certification. In addition to the students’sincere activities, the PTA and members of the local community haveshown warm cooperation, and have cooperated with related agencies
such as the Community Plaza.
Susumu Kokubo
The students are very energetic and run around during recess.
Sometimes they fall and scrape their knees, but the students work
Toshima City Ikebukuro Daiichi
throughtheir Committee activities to investigate the situation, summarize
Elementary School Principal
their findings, and work to prevent physical injuries. The teachers andstaff participate in training sessions and modify instruction on how to move during sports, etc., in order toimprove the student’s physical strength and agility so they can prevent physical injuries.
In hopes of promoting positive communication between the students, the ISS Committee organizes agreeting program with the slogan “Greeting each other with smiles to make everyone happy”. We also aim
for “Zero bullying and violent behavior”, and “Zero emotional injuries”. The students are surveyed indetail so that we can understand the situation, and promote students’ activities, and encourage safe
communication between the students. We will continue to promote voluntary and positive actions by thestudents, so that the ability of each student can grow and group activities can develop and create a safe
and secure school environment.

It is amazing to watch the students passionately working towards ISS,
and I am grateful for the teachers who provide instruction and guidance.
Through the ISS activities, we see that safety and security we have taken
for granted are actually not ordinary issues. By thinking about what wemust do to create safety, taking actions, and confirming safety, we
realized that the safety both the PTA and students thought was ordinary,is actually something achieved and supported through someone’s
intentions and hard work. Seeing the members of the community andfathers and mothers watch over the school route, I realize that thestudents are living within the compassion of the residents of thiscommunity. I honestly felt that my safety leads to everyone’s security. I
have also realized that compassion and feelings for others are important
within the students’ life at school. It is important to understand each other.
PTA, chair
I realized that regular conversations and actions can hurt or encourageother people. This is such a fundamental part of human relations, so by
taking a close look at these areas that we often handle casually within our life, we can re-confirm that theissue is not just one person’s safety and security.
I feel that this activity has been a good opportunity to reflect on my current self, and to establish
communication to change the community, environment and hometown that I live in for the better. I
sincerely hope that all students at Ikebukuro Daiichi Elementary School will continue to be safe andsecure through these ISS activities.

Yuzo Nomaguchi

The Ikebukuro Daiichi Elementary School neighborhood association iscomprised of five neighborhood associations in 2-chome to 4-chomeKami-Ikebukuro, out of the 18 neighborhood associations in the Toshima
City Daini District. The five neighborhood associations have 8,059
households, and 13,269 residents (FY2015 National Census).
In this Kami-Ikebukuro District, there are currently five security cameras
along the Ikebukuro Daiichi Elementary School school route installed by
the Toshima City Board of Education, 11 cameras installed by the
Kami-Ikebukuro neighborhood association, and four cameras installed by
the Kami-Ikebukuro Shinonome neighborhood association. It has also
been decided that six units will be installed by the Kami-Ikebukuroneighborhood association and five units by the Kami-Ikebukuro
Toshio Okabe 3-chome
Ike-hachi neighborhood association within FY2017. 31 security cameras
ISS Community
will help to protect the students and residents from crime. Community
Taskforce, chair
Plaza Kami-Ikebukuro is commonly recognized by the community
residents as a base for the Safe Community program where people fromdifferent generations including infants, students of Ikebukuro Dai-ichi Elementary School, adults andseniors from the community can interact. Members of three neighborhood associations (Kami-Ikebukuro,
Ikebukuro Higashi-Ichi, and Kami-Ikebukuro 3-chome) organize and run the Bon Dance Festival held at
Sakura Park each summer. This is a summer night event for residents of all ages to have fun and meet
new people.
A greeting program is conducted by Kami-Ikebukuro Shinonome neighborhood association. Member ofthe community and students greet each other, “Good Morning”, “Have a safe day at school”, “How wasyour day?”, etc. This safety and security mimamori-watching creates bonds through exchanges with theenergetic students. While working towards the ISS Certification, the Ikebukuro Daiichi Elementary School
ISS Community Taskforce re-confirmed that exchanges between community residents are important. We
hope to continue steady activities to maintain safety and security in the Kami-Ikebukuro district.

Chapter 1 Overview of Ikebukuro Daiichi Elementary School
1. School name, Emblem, Educational targets
Toshima City Ikebukuro Daiichi Elementary School wasestablished in 1936 as Ikebukuro Daiichi Jinjo Elementary
School. It was renamed Ikebukuro Daiichi Kokumin School in
1941, but the entire school building was completely burned
down during the 1945 war air raids. When the war ended,classes resumed in October 1945, and in 1947, the school wasnamed Toshima City Ikebukuro Daiichi Elementary School.
Since then, the school has developed remarkably. Art work
exchanges have been held with schools in Australia and theUnited States since the 1990s, and continue to this day, 82
years since the school’s establishment.
Origin of School Emblem
The “young leaves of the Japanese emperor oak” show the students who grow freely, andthe “pen” symbolizes the students who are studying hard. The second version of the school
song enacted later also mentions “laying a pen next to the oak leaves”. This emblem praysthat the students will grow freely both in mind and body.

School’s Educational Targets
Raising children who are revered as humans, who can respect each other’s lives andhuman rights, who have dreams and kindness on this earth, who work to refine
themselves, and who are healthy and strong in mind and body.
I

Apply and learn

Ke

Promote healthI

Wholehearted dreams

Chi

Kindness as global citizens

Students who can think and study on their own, and who
find joy and confidence in using what they have learned.
Students who energetically move their bodies, strive tobe healthy, and are always healthy in mind and body.
Students who advance towards their own dreams andhopes.
Students who gently interact with living things on thisearth.

2. Teachers, staff, and enrolled students
Table 1-1 as of November 2017

Principal
Vice-principal

No. ofpeople11Senior teacher

2

Position

Chief teacher(including chiefschool nurse)
Teachers

6

Table 1-2 as of November 2017 (people)
Details

One Senior teacher
One Senior guidance counselor
Four Head grade teachers
One Health teacher
One Music teacher

8

Lecturers

3

Nutritionist
Office staff
Custodian
Lunch preparation

1
1
6
3

One science teacher, renewed
after completing first year
training
One Teacher to assist senior
guidance counselor
One PE assistance

Boys

Girls

Total

Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total

18
23
22
36
27
29
155

22
26
32
35
20
37
172

40
49
54
71
47
66
327

Special Support Class“Tanpopo”

13

5

18

No. ofclasses
2
2
2
2
2
2
12

* Special Support Class is a class for students
requiring special support in education.

Outsourced to private company
Outsourced to private company

-1-

(m2)

Fig. 1-3 Transition of school building and playground area per student

Ikebukuro Daiichi
Elementary School

2014

2015

2016

2017

7.65

7.39

7.76

8.25

(353 students)(365 students)(348 students)(327 students)

3. Regular school schedule and Student Council activities (Grades 5, 6), Club activities (Grades 4 to 6)
8:25

Last morning bell

[Expanded Executive Committee]

8:30 to 8:40

Morning meeting/assembly,(Executive Committee + chairs of each Committee)

self-study time
8:40 to 8:50

Morning Assembly, Healthobservation[Committee activities](8:48 to 8:49

Posture time)・Executive Committee・Health Committee

8:50 to 9:35

1st period

・Library Committee

・Broadcasting Committee

9:40 to 10:25

2nd period

・Lunch Committee

・Sports Committee

10:25 to 10:45

Long recess

・JRC Committee

・Assembly Committee

10:45 to 11:30

3rd period・ISS Committee

11:35 to 12:20

4th period

12:20 to 13:05

Lunch time

(13:00 to 13:03

Teeth brushing time)

13:05 to 13:20

Cleaning time

13:20 to 13:35

Noon recess

13:35 to 14:20

5th period

14:25 to 15:10

6th period

15:10 to 15:20

End of school assembly[Club activities]
・Indoor sports club・Personal computer club・Japanese-drum club ・Science club・Table tennis club・Music club・Manga illustration club

* The new school year starts in April, and has three semesters. (1st semester: From April, 2ndsemester: From August, 3rd semester: From January)* All students commute to and from school by foot.
* Wednesdays have no cleaning time. 5th period is from 13:20 to 14:40, and is followed by the End of
school assembly.
* Thursdays end with 5th period, followed by End of school assembly. Club and committee activities
are held from 14:40 to 15:25.
4. Environment around the school
Location
Our school is located in Toshima City, one of Japan’s most densely populated municipalities. The
school is about 1.5km north from Ikebukuro Station, which is one of Tokyo’s key terminal stations.
The entire area was reduced to burned plains during the 1945 air raids. Soon after the war, thearea was organized as a residential area. It is now a very urban environment with maintransportation network enclosed by the JR Saikyo Line, "Tobu Tojo Line" railways and Meiji Dori
Avenue.
It has already been decided that renovations on our school will start from SY2020. For two years
until the school reopens in SY2022, classes will be temporarily relocated to the former Bunjo
Elementary School, which was in use until July 2016.
Overview of surrounding region
Our school is located in a densely populated residential area. In recent years, large-scale
apartment complexes have been built in the area. There are six railway crossings for the "Tobu
Tojo Line" and JR Saikyo Line near the school district, and six large intersections (with traffic lights)
where Meiji-dori Avenue and other roads intersect. We are making an effort to ensure along thesurrounding roads, and to teach safety. Geographically, there are many alleys and hills. There havenot been any serious accidents, but accidents caused by bicycles or pedestrians jumping out havebeen reported. As we have reported, our school district is in an environment symbolized by“High-density City Toshima”, in which lie many risk factors.
-2-

Metropolitan Tokyo
23 cities
Toshima City

Ikebukuro Daiichi Elementary
School district area

Shimoitabashi
StationItabashi
StationFormer Bunjo Elementary School(temporary school building
from SY2020)

Ikebukuro
Honmachi ES

Kita-Ikebukuro
StationIkebukuro
Jr. High School

Ikebukuro Daiichi ES(renovations starting
SY2020)Railway crossing
JR Saikyo
Line

Intersection withtraffic signal

Tobu TojoLine

Narrow alley
Meiji-doriavenueFig. 1-1 Location of Ikebukuro Daiichi Elementary
School, and situation of surrounding area
-3-

Chapter 2 Program for International Safe School
1. Background of program
The Ikebukuro Daiichi Elementary School district has the "Tobu Tojo Line" and JR Saikyo Line railways
and the arterial road Meiji Dori Avenue. There are many railroad crossings and intersections, so there
are risks that the students could encounter rail or car accidents.
The results of the physical test conducted each year shows that the physical strength and agility oflower grade students (Grades 1 and 2) are particularly low. The students lack the ability to heed caution,
and are often injured on the playground because they cannot avoid objects right in front of them.
Toshima City is promoting the Safe Community program, and last year Ikebukuro Honmachi
Elementary School, which is in the same junior high school block, was certified as an International Safe
School. This school year, we are working with Ikebukuro Jr. High School to acquire certifications. This
will further strengthen bonds within the community, and allow us to build a safe and secure community.
With this background and as we aim for International Safe School certification, we are hoping to foster
the students’ ability to avoid danger, and to build a safe and secure school together with the communityand parents.
2. Situation of program to date
General programs
SY2016

May
June

July

Oct.

Nov.
Dec.
Jan.
Feb.

SY2017

April

May

June

Oct.
Nov.
Dec.
Feb.

Student-led programs・Start of International Safe School program declared・Preliminary evaluation of Toshima City ISS Certified
schools (Gyoko Elementary School, Ikebukuro
Honmachi Elementary School) visited
・1st Community Taskforce meeting・ISS Road set (later renamed 3A Road)
・PTA bicycle safety class (with help from Ikebukuro
Police Station)・Preliminary evaluation of Saitama City Joni Elementary
School visited
・Matsubara City, Osaka toured
・Preliminary evaluation of Atsugi Municipal Shimizu
Eliminatory School in Kanagawa Prefecture visited・ISS traffic safety map prepared by PTA
・2nd Community Taskforce meeting・ISS safety vests prepared (distributed to 5 neighborhood
associations in school district)・Kami-Ikebukuro Shinonome neighborhood association
started Morning Greeting campaign
・3rd Community Taskforce meeting・Toshima City Gyoko Elementary School and Ikebukuro
Honmachi Elementary School Certification ceremonies
visited・School research theme set as “"Modifying" instruction toincrease motor functions and increase safety”, andphysical education set as research subject.
・“Ike-Ichi-Sho ISS Newsletter” Volume 1 issued (issued
once a month hereafter)・ISS key holder prepared and distributed by PTA
・“Safety Education Day” held at Toshima Saturday OpenClasses・PTA bicycle safety class (with help from Ikebukuro
Police Station)
・1st Community Taskforce meeting
・Preliminary evaluation by Asia Certification Center・“Ike-Ichi-Sho Aiming for Safe School” Gazette Volume 1
published・On-site evaluation of Atsugi Municipal Tsumada
Elementary School in Kanagawa Prefecture visited
・2nd Community Taskforce meeting・On-site evaluation by Asia Certification Center・“Ike-Ichi-Sho Aiming for Safe School” Gazette Volume 2
published

-4-

May

June

July
Oct.
Nov.
Feb.

March

April

May
June

July
Aug.
Nov.

・International Safe School Program
Declaration assembly・ISS symbol mark announced
・Health Committee injury survey started
・“I-Heart Chan” selected for symbol
mark’s name・Ike-ichi Festival held by Kashiwa Group・Student ISS Slogan announced
・“Let’s Make Friends” campaign held byExpanded Executive Committee
・School field trip by Kashiwa Group・Japanese drum club participated in“Community Plaza Kami-Ikebukuro”
Plaza Festival
・Lunch exchange held with Ikebukuro
Honmachi Elementary School andGyoko Elementary School・Exchange assembly held with Ikebukuro
Jr. High School・Grade 5 presented community safetymap・Lunch meeting with ISS Committee
students and Japan Institution of Safe
Communities members
・Grade 6 presented community safety
map to Grade 1
・School field trip by Kashiwa Group・Grade 2 held exchanges with“Community Plaza Kami-Ikebukuro”
・Library Committee visited Ikebukuro
Honmachi Elementary School library(Learning Information Center)・ISS Assembly held (preliminary
evaluation)
・1st floor hallway named “3A Road”
・Ike-ichi Festival held by Kashiwa Group・ISS Signs installed
・Exchange with Ikebukuro Honmachi
Elementary School students
・Japanese drum club participated in“Community Plaza Kami-Ikebukuro”
Plaza Festival

Chapter 3 Situation of Injuries

1. Injuries at school
Information on injuries occurring at school is collected as school infirmary data. Information on injuries
requiring hospital treatment is collected as Toshima City’s original injury surveillance data.
Fig. 3-1 Injuries occurring at school (SY2016)

All injuries including minor injuries(School infirmary data)

1298 cases

20 cases

Injuries requiring hospital treatment(Toshima City’s original injury surveillance)※Injury surveillance refers to “Injuries requiring hospital treatment” that the school is aware of, regardless of requests forpayment under the Mutual Aid Disaster Insurance system or emergency treatment fees. Data on the “situation, type,and cause of injuries” occurring in all municipal Elementary and jr. high schools in Toshima City are collected as
information on disaster statistics.
Fig. 3-2 Injuries including minor injuries (Source: School infirmary data)(cases)There was almost nochange in the numberof injuries occurring in
SY2015 before the"ISS initiatives" werestarted, and injuries
occurring in SY2016.

No. of injuries including minor injuries

Per students

Fig. 3-3 Injuries requiring hospital treatment (Source: Injury surveillance)(cases)The number of injuries
requiring hospitaltreatment has notdeclined since startingthe "ISS initiative".

No. of injuries requiring hospitaltreatment

Per students-5-(1) Situation of injuries including minor injuries (Source: School infirmary data)
Fig. 3-4 Transition of number of cases per year (SY2015, SY2016, SY2017)
There are few injuries(cases)in August as it issummer vacation.

April

May

June

July

Aug.

Sep.

Oct.

Nov.

Dec.

2015/day

Jan.

Feb.

2016/dayMarch

2017/dayIn SY2015 and SY2016, Sports Day was held in June, so there were many injuries in May
and June. We can see that the number of injuries dropped greatly since SY2017. This year
Sports Day was held in October, but there were not as many injuries as in May or June ofpast two years.
Fig. 3-5 Place of injury by grade (SY2016)(cases)Playground

Looking at the place of injury by grade, injuries by Grade 1,
and especially in the playground, are the highest.

Classroom
Gym
Hallway/stairs
Special class
School route
Stairwells/entrance
Roof
Pool
Home
OthersGrade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Fig. 3-6 Place of injury by time of occurrence (SY2016)(cases)There were 312 cases of injury during "PE class", 293
Playgroundcases during long recess, and 172 cases during noon
Classroom
recess, accounting for 60.4% of all injuries.
Gym
In regular classes there were 251 injuries, but these
Hallway/stairs
include injuries from a variety of situations including
regular class, comprehensive study time, and school
Special classevents. As a result, the number is high.
Roof
School route
Stairwells/
entrance
Pool
Home

During "PEclass"Long
recessRegularclass

Noon
recess

BeforeclassesCleaningtime

Others-6-

AfterschoolLunch
time

Schoolevent

During homesupervision

OthersFig. 3-7 Types of injuries occurring on playground, in classroom and gym (SY2016)(cases)ScrapeIn the top three places of injury occurrences, theplayground mostly had scrapes, and classrooms
had a high rate of contusions.

Contusion
Pain
Laceration
143 cases

SprainSkin inflammation
Nosebleed
Jammed finger
Puncture
Muscle pain
Fracture

117 casesBurn

60 cases

Infection, pimple
OthersPlayground

Classroom

Gym

Fig. 3-8 Types of injury by grade (SY2016)
ScrapeScrapes andcontusions tend to behigh in lower grades.

Contusion

Grade 1Pain
Laceration

Grade 2

SprainSkin inflammation

Grade 3

Nosebleed
Jammed finger

Grade 4

Puncture
Muscle pain

In higher grades,
there are fewer
scrapes, and morelacerations.

Burn

Grade 5

Infection, pimple
Fracture

Grade 6

OthersFig. 3-9 Types of injury by cause (SY2016)(cases)

325 cases

108 cases

Fall

117 cases

Collision
ScrapeContusion

WeightLaceration

OthersOthersWhen looking at the cause of injury, 325 cases of scrapes were caused by falling, 117 casesof contusions were caused by weight, and 108 cases of contusions were caused bycollision. Combined, there were 550 cases accounting for 42.4% of all injuries. Other causes
include interpersonal relations, carelessness, flying objects, falling, running, etc.

-7-(2) Situation of injuries requiring hospital care(“Source: Mutual Aid Disaster Insurance information system” * Number of cases requesting Mutual Aid Disaster
Insurance payment. This differs from the injury surveillance data)
Fig. 3-10 Comparison of injury rate with Toshima City average

Ikebukuro
Daiichi ES

Fig. 3-11 Comparison of 2-year average

Toshima municipal
Elementary schools

Ikebukuro
Daiichi ES* Rate of injury occurrence (%) = No. of injuries requiring
hospital treatment ÷ total No. of students x 100

Toshima municipal
Elementary schools

The rate of injuries at our school is higher than the
average for the Toshima municipal Elementary schools.

(cases)Most of the injuries occurred during recess, including longrecess and lunch recess.

Recess timeClub activity"PE class"

School event

Fig. 3-12 No. of injuries by time of occurrence (2016)
Fig. 3-13 No. of injuries by time zone and place (SY2015-2016)

Most of the injuries occurred on the playground during
recess. There were also recess-time injuries that
occurred in the classroom.

* Each class, etc. .. Includes "PE class"

Each class, etc.

Special activity
Gym

School event
Classroom

Extracurricular
instruction

Hallway/stairs

Playground

Recess time
Others(3) Emotional injuries caused by "bullying" (Source: Review of daily life survey)-8-

During schoolcommuteIkebukuro Daiichi Elementary School aims to be a bright, fun, and secure school free of bullying.
Bullying is unidirectional and continuous physical or mental attacks on a person weaker than oneself,and causes severe suffering by the victim. It is a violation of human rights that must never be tolerated.
In addition to physical abuse, we interpret psychological suffering as “Emotional injuries”, and strive forprevention, early discovery, and early response to cases.
<“Survey of School Life” investigation items>

If the student responds “No” toitem (1), and “Yes” to items (2)and (3), they are asked to provide
details in the survey. The
classroom teacher then conducts
interviews.

1. Is school fun?
2. Do you have any problems at school?
3. Have you seen your friends having trouble at school?
Fig. 3-14 Survey of School Life (SY2016-2017)

Is school fun?

Do you have any problems at school?

May 23, 2016

May 23, 2016

February 1, 2017

February 1, 2017

July 7, 2017

July 7, 2017

September 28,
2017

September 28,
2017

Fun

Don’t have any
problems

Not funHave you seen your friends having troubleat school?

May 23, 2016
February 1, 2017

Have problems

More than 90% of students feel that
school is fun. That rate is gradually
increasing. The number of students
having trouble, or who have seen
their friends in trouble is gradually
declining, but is still at 5 to 7%.

July 7, 2017
September 28, 2017

Have never seen friends in trouble

Have seen friends in trouble

Table 3-1 Situation of bullying (Source: Factual survey on bullying)

SY2016SY2017

No. of suspected casesand cases of bullying

7

14

No. of resolved cases

7

12

Cases requiring ongoingguidance02

There were seven cases during the lastschool year, and all cases were resolved.
This school year, 12 out of 14 cases wereresolved (including two cases of bullying
with violent behavior), but two cases
have not been resolved. (All cases ofbullying with violent behavior have been
resolved.)(4) Emotional injuries from SNS (Source: “Survey on smartphone and cell phone use”)-9-Regarding emotional injuries, trouble caused by SNS has been gaining attention. At our school in SY2016
and SY2017, there were cases among the older grades in which bullying and trouble of SNS images
occurred because of smartphone use. The students involved were given guidance immediately, but wesuspect similar trouble could occur in the future if the issue is not addressed.
Fig. 3-15 Grade 6 survey related to use of cell phones and smartphones (June 2017)(1) Do you have a smartphone or cell phone? Do you use it?

(2) Have you ever had a bad experience with SNS?

n = 60n = 19
1. Have a smartphone
1. Yes

2. Have a cell phone

2. No
3. Do not have personal phone,
but use family member’s phone.
4. Do not have or use a phone.

Approx. 80% of Grade 6 students own aOf the 19 students who own a smartphone or

smartphone or cell phone. The 2014 survey

cell phone and have used SNS, 53% ofconducted by the Metropolitan Police showed

students responded they have had a badthat the average for Toshima City is approx.

experience with SNS.

56%, so our school’s number is quite high.

2. Injuries outside school(1) Number of bicycle accidents involving students in school district
In the past three years, there have been three traffic accidents within the school district that involved
Ikebukuro Daiichi Elementary School students. All accidents occurred while the student was riding abicycle.
Table 3-2 Situation of accidents in past three years (Source: “Toshima City Board of Education report data”)

SY2015

SY2016SY2017(up to November)

No. of cases

3

0

0

Situation

Accident with
automobile (2)Accident with otherbicycle (1)――(2) Hiyari close call accidents
While there have been few accidents, we have surveyed all-grade students in July 2017 on hiyari close
call traffic accidents, etc. that they have experienced since April of the new 2017 school year. Approx.
60% of the students have experienced close calls.
[331 surveys distributed, 324 responses received (Response rate 98%)]
Fig. 3-16 Rate of hiyari close calls traffic accidents (N=324) July 2017

- 10 -

No

62% of students responded that they had

Yesexperienced a hiyari close call traffic accident.
In all grades, the experience was highest whenriding a bicycle or crossing the road.

Fig. 3-17 When did it happen? (N=137) July 2017

Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6

With carStudent on bicycle

Student walking, other party a bicycle

When crossing road

Railway
crossing

Waiting at traffic light(3) Emergency transport for traffic accidents (Toshima City)

Fig. 3-18 Situation of traffic accidents by age group (Emergency transport data) (FY2015)

OthersInjured while walking
Injured while riding
automobile
Injured while riding
motorcycle
Injured while riding bicycle

4 and
under

5 to 14

15 to 19

20 to 39

40 to 59

60 to 64

65 to 74

75 and
older

(age)

The rate of accidents involving children riding bicycles is high, and is almost 70% for children ages 5 to 14.

- 11 -

Chapter 4 Setting prevention measures based on situation of injury occurrence

Taking the situation of injury occurrence into consideration, prevention targets are set based on thesituation of injuries inside and outside the school, and prevention activities are conducted.

Situation of injury occurrence

Prevention target○Of all the injuries, including minor injuries, thoseoccurring during PE class and on the playground
during recess are high.
SY2016 60.4%(Fig. 3-6)
○Many injuries during "PE class" occur on theplayground, but injuries also occur in the gym.
SY2016 playground 196 cases
gym 95 cases (Fig. 3-6)
Insideschool○"Scrapes" from falling, and contusions from weightand collision are high.
SY2016 42.4%(Fig. 3-9)

Injuries on playground
during recess
Injuries on playground or ingym during PE class

Bullying that can cause
emotional injuries○There are incidents of bullying that could cause
emotional injuries.
SY2016 7 cases(Table 3-1)

Outsideschool

SY2017 14 cases (as of July)○Rate of smartphone and cell phone ownership is high.
SY2017 80%(Fig. 3-15)○Many students have had bad experiences with SNS.
SY2017 53%(Fig. 3-15)○There are major routes with heavy traffic andnarrow alleys with poor visibility in the school
district. (Fig. 1-1)
○There have been 3 traffic accidents involving
Ikebukuro Daiichi Elementary School students on
bicycles in the school district within the past two
years. (Table 3-2)
○62% of all students have experienced hiyari close
call traffic accidents. Most were incidents occurred
while riding a bicycle or crossing the street.
(Fig. 3-16, 3-17)○Looking at the situation of traffic accidents in allof Toshima City, the rate of bicycle accidents
involving children ages 5 to 14 is high at 67.3%.
(Fig. 3-18)〇 There are six railway crossings in the school
district. (Fig. 1-1)

- 12 -

Trouble from SNS

Traffic

accidents

whilewalking or riding bicycle

Accidents at railways or
crossings

Chapter 5 Programs based on eight indicators
Indicator 1: An operational infrastructure to work on safety improvement has been establishedbased on collaboration

1. Organization for promoting International Safe School
Ikebukuro Daiichi Elementary School is a member of the Toshima City Safe Community Steering
Committee's School Safety Taskforce and Community Safety Taskforce, and participates in improving
safety based on partnership and collaboration. We have a Community Taskforce consisting of membersof the PTA, each neighborhood association, youth development and welfare workers, and thecommunity, and an ISS Committee consisting of teachers and staff. The Student Council conducts its
activities with support from these organizations.
Toshima City Safe Community Steering Committee (Chair: Mayor of Toshima City)

Suicide and Depression
Prevention

Domestic ViolencePrevention

Child Abuse Prevention

Prevention ofEarthquake Disaster

School Safety

Downtown Safety

Bicycle Safety

Safety for
Disabled Persons

Children's Injury and
Accident Prevention

Elderly Safety

Taskforces for priority challenges

ISS Community Taskforce
Government agencies

Community

Education Department manager
Education Guidance Section leader
SC Promotion Group Section manager
Community Plaza Section manager
Civil Engineering Control Section manager
Community Plaza Ikebukuro, director 2-(2)Children's Skip Ikebukuro Daiichi, director 2-(3)Tobu Child and Home Support Center, director

Neighborhood association chairs 2-(1)Alumni association chair, Youth Development Council
member, Chief local welfare /child welfare worker
Ex-City Board of Education chair
Community Plaza Ikebukuro Management Council chair 2-(2)Community nursery schools, Ikebukuro Police Station
Toshima Fire Department, Tobu Railway Station master
Open School Management Committee, chair

PTA

５

PTA chair
PTA vice-chair
Person in chargeof ISS

SchoolISS Committee (teachers and staff) 3-(1)Principal Vice-principal Senior teacher Senior Guidance Counselor (person in charge of ISS)
Chief school nurse Teacher in charge of student guidance
Teacher in charge of research promotion Teacher in charge of special activities

ISS 3 Workshops (Teachers and staff)
Student Guidance

Research Promotion

Special Activity 3-(2)Children's
Skip
Ikebukuro
Daiichi2-(3)Expanded Executive Committee

Children's Skip

Executive Committee + chairs of each 9 Committee 4-(1)Nine Committees

Executive
Assembly JRC Broadcasting
Lunch
Library Sports
ISS
4-(2)

- 13 -

HealthChildren's Skip
After-school Club

2. Community Taskforce
The Community Taskforce that promotes the Safe School
program is chaired by a representative from Neighborhood
Association chairs, and includes members of neighborhood
associations and alumni association, welfare/child welfare
workers, Youth Development Council, community plazas,
Children's Skip, Tobu Child and Home Support Center,
community nursery schools, PTA board, open school
management members, Ikebukuro Police Station, Toshima Fire
Department, Tobu Railways, Toshima City Board of Education,and the Toshima City government. Basically, the committee
meets once a semester to report on school and community
activities, and share information and exchange information on
challenges the community faces.
Date
FY2016

June 29
November 7
February 6

FY2017

June 12
November 6[Community Taskforce meeting]

Details
ISS Community Taskforce kickoff meeting, election of chair, sharing of information on ISS
activities
Detailed plans for community support of "ISS initiative", Future plans for ISS activities
Programs in neighborhood associations, Summary of SY2016 activities and discussions for
SY2017
Activity report of ISS preliminary evaluation, Sharing of information on ISS activities
Discussion of schedule for on-site evaluation, discussion on submission of on-site evaluation
application and activity report(1) Neighborhood association programs
The neighborhood associations from Kami-Ikebukuro Shinonome, Kami-Ikebukuro, Kami-Ikebukuro
3-chome, Kami-Ikebukuro Ike-hachi-cho, Ikebukuro Higashi-Ichi neighborhoods support Ikebukuro
Daiichi Elementary School's ISS activities.
Year
FY2016Month
OctoberNovember
December

FY2017JanuaryJune
July

Details of main activities"ISS banners" installed in each neighborhood
Map training of Ikebukuro Daiichi Elementary
School Relief Center"ISS vests" distributed to each neighborhood
association
Greeting program started by Kami-Ikebukuro
Shinonome neighborhood association
Report on ISS preliminary evaluation activities
Participation in Ikebukuro Jr. High School
after-school patrols[Greeting program by Kami-Ikebukuro(2) "Community Plaza Kami-Ikebukuro" programs and exchanges
Shinonome neighborhood association]with our school
The community plazas are facilities that can be used by anyone
from infants to seniors. Provided in Elementary school districts,
these centers function as a base for the local community, andprovide a venue for people of all generations from infants to seniors
to interact. "Community Plaza Kami-Ikebukuro" located in the
Ikebukuro Daiichi Elementary School District utilizes the features of
the community to organize and hold various projects and events
such as the "Plaza Festival" and "Senior Gathers". Children from
Ikebukuro Daiichi Elementary School use the plaza to play andstudy after school and on holidays, and to participate in various[Community Plaza Kami-Ikebukuro]exchanges.

- 14 -

In November 2012, Toshima City became the fifth city in Japan, and the first city in Tokyo to acquire theInternational Safe Community Certification from the WHO (World Health Organization). The Community
Plaza functions as a base for the Safe Community program, and organizes a variety of programs.
・Provision of safety and security information (Safety and Security Bulletin Board) … Information on disasters and suspicious people, etc.
・Improvement of safety and security projects .. Fall prevention classes, traffic safety classes, oral cavity care classes, depression
prevention measures, etc.
・Studies and sharing of information … Provision of place for learning and sharing community information regarding priority Safe
Community themes
・Installation of AED and security cameras, etc.

・Function as "Auxiliary Rescue Center" in event of disasterExchanges between Ikebukuro Daiichi Elementary School and Community Plaza Kami-IkebukuroYear
FY2017Month
May

Details of main activities
Grade 2 students visit center and holdinter-generation exchanges and friendship
activities with community seniors

Sept.

Grade 6 students visit the center for
workplace experience, and holdinter-generation exchanges with community
seniors

Nov.

Students in the Japanese Drum Club
performed at the opening of the“Kami-Ikebukuro Plaza Festival”[Opening ceremony of Kami-Ikebukuro Plaza Festival](3) Children's Skip Ikebukuro Daiichi programs
Concept of "Children's Skip"
This program provides children with a safe and secure place, where they can have "time to play", "friends to playwith", and a "place to play". Through their various activities, they interact and learn among their friends and adults
in the community. This contributes rich development of their minds.

[Relation of School andAfter-school Taskforce Section]

Board of Education chair

Board of Education

General Affairs

Management Group
Human Relationsgroups

Project to open

school grounds

Project to opens

After-school

After-school project promotion groupchildren's classes

Children’s Skip

School Instruction Section

Working

After-school Taskforce Section

After-school clubChildren's Skip
LiaisonCommittee

activities

School's educational

Principal

Until last year, "Children's Skip" was supervised by the Toshima City Child and Home Department,Children's Section. Due to an increase in users, and to solve problems such as ensuring space and usage
times, etc., the duties were transferred to the Board of Education, After-school Taskforce Section in
SY2017. This increased time-sharing use of the school's playground, gymnasium, multi-purpose room,
school library, etc., and increased cooperation and bonds with the school. For the ISS activities, we wereable to survey the situation of injuries during the Skip program, consider countermeasures, and promotecommon understanding with the school. Activities are now divided into those that can be conducted byChildren's Skip or by the school, and promoted.

- 15 -

3. ISS related committees in school (Teacher organization)

ISS Committee
Principal

Vice-principal

Senior Guidance Counselor (person in charge of ISS)

Teacher in charge of student guidance

Teacher in charge of research promotion

Senior teacher

Chief school nurse

Teacher in charge of special activities

ISS Workshops (Three groups)
Student Guidance Group

Research Promotion
Group

Special Activity Group(1) ISS Committee
The ISS Committee is comprised of administration members, the Senior Guidance Counselor (ISS chair),Senior teacher, Chief school nurse, and representatives of each working group. This committee
challenges on projects, and plans, liaises and adjusts promotion of programs.
(2) ISS Working Groups
1. Student Guidance Group・This group analyzes and observes data collected at the school infirmary, and releases information.
The committee works to establish a common understanding of challenges at the evening meetingon lifestyle guidance.
・The school environment and facilities are periodically inspected to promote improvements to theenvironment.
・Traffic safety classes are held in cooperation with the Ikebukuro Police Station to ensure the safetyof new Grade 1 students on their commute to and from school. Bicycle safety classes, including
bicycle inspections, are carried out in cooperation with the PTA to increase awards on traffic safety.
Programs to increase use of bicycle helmets are also carried out.
・The committee conducts periodic surveys on bullying and school life, and works to understand thesituation of bullying among students and school life, and design measures. We also work byreceiving information from the parents and prepare community safety map as a measure against
suspicious persons.
2. Research Promotion Group・ The school's research theme has been set as ""Modifying" instruction to increase motor functions
and increase safety". The teachers aim to improve PE classes, and modify teaching methods toensure safety, and improve the student’s strength and agility.
・ Data on injury collected by the Student Guidance Group and information from surveys on ISS, etc.,
is summarized in graphs and tables so it can be used quickly to prepare presentations andcomplete applications.
3. Special Activity Group・This group uses injury data to increase the students' awareness of safety and security, and tosupport student-led activities.
・Each Committee lists issues for activities that have a purpose. (See 4. Student Council)
・Each grade holds discussions on daily safety and security, and conducts actual activities. The
Kashiwa Group (cross-age group) activities are led by the higher classes. The group reinforces
discussions held by each grade, and applies them to student-led programs.
- 16 -

・Exchanges with "Community Plaza Kami-Ikebukuro" are promoted. Exchanges are held with
Ikebukuro Jr. High School and Ikebukuro Honmachi Elementary School in the same Jr. HighSchool block, as well as other ISS Designated Schools outside of Toshima City. Various activities
focusing on ISS are also held at various events.
・The "ISS initiative" activities are recorded and posted along the "3A Road". Posters regarding ISS in
the school are managed so that the information is easy to read and understand by all. A newsletteris also published.
4. Student Council

Expanded Executive Committee

ISS Committee

HealthCommittee

Executive
Committee

Broadcasting
Committee

Assembly
Committee

LunchCommittee

JRC Committee

Library
Committee

SportsCommittee(9 chairs of each Committee + Executive Committee)(1) Expanded Executive Committee
This committee includes members of the Executive Committee (Grades 4, 5, 6), and chairs from eachcommittee. Meetings are held five times a year to discuss various problems related to school life.
Activities are held to find resolutions and to further improve school life. For the "ISS initiative", eachcommittee reports on their ISS activities, and discusses methods to safely participate in the Game
Shop during Student Council activities (Ike-Ichi Festival), and various campaigns are planned. The
teachers in charge of each committee also participate, making this an important committee throughwhich the students' and teachers' thoughts can be confirmed, and actions can be promoted in thesame direction.

(2) Nine Committees
Each committee holds their regular activities, and participates in the "ISS initiative".
Once a month, the committee awards the "Greeting Master" and "Sparkly
Word Master", based on information provided on the greeting card. The
ISS
committee patrols the hallways during lunch to confirm and remind
students to walk properly in the halls.

HealthThis committee summarizes injury information in table, including placeand grade. This is posted along the "3A Road" and presented at theschool-wide Morning Assembly. Injuries have been reduced bypromoting information on injury hazard spots.
- 17 -

Executive

Broadcasting

Assembly

Campaigns are held each year so that students can lead a safe school
life. This school year, the campaign focuses on using words that makeothers feel happy. The committee discussed methods to make thisactivity a regular activity.
Every morning, the committee announces the results of the water quality
inspection conducted by the Health Committee, and the situation of
injuries on the previous day. The committee works with the HealthCommittee to convey correct information so that students know that the
tap water is safe to drink.
This committee makes sure that the students line up safely and thinks ofrules and tools so that there are no injuries at the Student Assemblies
where all students gather. The committee thinks of safe and fun activities
to that strong friendships are developed throughout the school.

Lunch

This committee uses broadcasts and committee preparations to teachsafe serving and cleaning methods so students do not get injured. By
avoiding injury during lunch, the students can savor and enjoy theirlunch.

JRC

This committee holds "fund-raising" campaigns and collects PET "bottle"
caps. These activities foster compassion, and allow the students to leada safe school life. The committee also takes care of plants, and strives tocreate a pleasant environment.

LibraryThis committee prepares a corner of books related to ISS so that thestudents can open and read them. They help create the library, andorganize and arrange the books so that the students can find the bookthey are looking for easily.

SportsThe Sports committee keeps the gym storage area clean and orderly,
and prepares posters showing the correct way to use PE equipment.
They also think of the Sports Assembly program so that students
exercise daily and build up physical strength to avoid injury.

5. PTA
The PTA Executive Committee members approved at the PTA Annual meeting, along with the chair andvice chair, participate in the ISS Community Taskforce. An ISS Committee is set in the PTA organization.
This Committee representative participates in the ISS Community Taskforce. Activities coordinated withthe community and school are planned and enforced. Previous programs include preparing an ISS
traffic safety map and distributing it to all parents, preparing an ISS key-holder and distributing it to all
households, and ISS activities within the PTA. Parents in the Outdoor Committee organize a bicycle
safety class, and participate in seminars organized by the City, etc. During Traffic Safety Campaigns,
the parents are encouraged to participate in flag-waiving activities, etc.
Executive Committee: Chair, Vice-chair, Secretariat, Secretary, Treasurer, Auditor
Board meetings: 9 times a year

Annualmeeting
Once ayear

Managing Committee: Decides, organizes and carries out annual activity plan
4 times a year
Grade/Class representative, PR Committee, Adult Committee,
Outdoor Committee, Playground Management Committee, Selection
Committee, Family Promotion Committee, Sumo/Recreation
Committee, Softball Committee, Summer Festival Organizing Team,
Graduation Committee(PTA Volleyball Team, PTA Badminton Team)ISS Committee:
Plans and organizes ISS activities Irregularly throughout the year

- 18 -

Indicator 2

There are Safe School policies that have been determined by the community's Steering
Committee in accordance with the Japan Institution for Safe Schools and the Safe Communities.

1. Toshima City Ikebukuro Daiichi Elementary School policy(1) School
management policy

Tokyo Municipal Education Vision & Tokyo Municipal Educational Policy Guidelines

Toshima City Education Vision 2015 & Toshima City Educational Guidelines 2017
[Target image of children]
Toshima Children, opening the future while heading toward their dreams
Use, Refine, Build

Toshima City Ikebukuro Daiichi Elementary School management policy“Praise, Recognize, and Listen”
1. All educational activities will be based on the spirit of respect for people, and will strive to promote
instruction that enhances awareness of human rights, and fosters the will and ability to eliminate
discrimination and prejudice.
2. With the basic concept of “Everyone values everyone”, we will strive to understand the situation of bullying,violent behavior, and truancy, and to provide suitable instruction as we aim to create a school free ofbullying, violent behavior, and truancy.
3. Students’ academic skills will be improved while fostering the ability to independently pursue and resolve
challenges, to find joy in learning, and to find satisfaction in exchanging thoughts.
4. We will strive to understand and consider each student and students requiring special support, and provide
appropriate instruction for each student.
5. Students who can naturally greet people will be fostered with the slogan “Greeting each other with smiles
to make everyone happy”.
6. Students will be encouraged to exercise and play outdoors, and to aim for good health and higher physicalstrength.
7. As we aim for ISS Certification, we will aim for greater safety and security in the school with thecooperation of the community and PTA. To promote health and increase physical fitness, we will modify
instruction in PE classes, etc. We will encourage group play among the students, will carry out safety
inspections, and maintain and improve facility and equipment. We will strive to create an environment
where students can learn safely.
8. Exchanges and cooperative education will be promoted with Ikebukuro Jr. High and Ikebukuro Honmachi
Elementary School, and understanding will be strengthened through school research.
9. Cooperation between the school, parents, and community will be increased while placing importance oninteractions with the community. We will strive to create a school that can respond to trust andexpectations. We will also appropriately manage and systematically enforce the school budget.
10. The teachers and staff shall be aware of their position and responsibilities as educators. As a member of afunctioning organization, the teachers and staff shall work together as “Team Ike Ichi Sho” to manage
school grades and classes.

(2) Student Council activity slogan and symbol markIn April 2016, the Student ISS Committee was organized as a student council activity to lead the ISS
initiatives. In May, the students proposed making a symbol mark to symbolize the student's
spontaneous and fun activities. Designs were collected from all classes. The Student ISS Committee
reviewed the collected design, and selected a symbol mark. Suggestions for names were collectedfrom the students in June. <I-Heart chan> was selected.
In July, the Student ISS Committee proposed calling for a target and slogan for ISS activities. Slogans
were collected from all classes. "Ikebukuro Daiichi ES: Anzen (Safe), Anshin (Secure), and Afureru(Overflowing with) Smiles" (called 3A for short) was selected. This slogan and mascot are usedduring student-led activities. They have been designed on banners for use in school and outsideschool.
- 19 -

(3) PTA Policy for Creating Safe School (from June 2016)
The PTA board and PTA ISS Committee cooperate withthe school to achieve "A safe and secure school we areproud of in the community", and call to parents tounderstand and participate in the Safe School program.
・ School commute guidance and flag-waving program
during Spring and Fall Traffic Safety Campaign
・ Preparation and use of key-holder to promote ISS
Activities, and promotion of student mimamori
watching activities
・ Organization of PTA "Bicycle safety class, bicycle
safety inspection"
・ Preparation of PTA "ISS Traffic Safety Map”
[Investigation for creating map conductedduring Toshima Saturday Open School]

2. Toshima City Policies(1) Toshima City Education Guidelines - 2017 Challenging the Peak of "Education City Toshima"(SY2017)[excerpt from Priority Policy III Creating a safe and secure school (1) Promotion of International Safe School]
Based on the "Safe Community" connect being promoted by Toshima City, we aim to create safe and secure schools inall municipal Elementary and jr. high schools. Programs have been started in aim to acquire international designation in
jr. high school blocks. The activities of four Elementary schools that were designated by last year have been expanded
throughout the city. In SY2017, Ikebukuro Daiichi Elementary School and Ikebukuro Jr. High School are cooperatingwith various agencies in the community in hopes of achieving designation.

・Ikebukuro Daiichi Elementary School and Ikebukuro Jr. High School will take part in preliminary
evaluation and main evaluation conducted by the International Safe School designation committee
members, and hold a designation ceremony.
・"ISS Supporters" are periodically sent to designated schools. We aim to establish coordination between
the school, parents, and community so that we may create International Safe Schools that matches thesituation of the community.
・The four designated Elementary schools position the achievements of each school as part of the
Elementary school and jr. high school integrated education program. This will be disseminated througheach jr. high school block, to promote creation of safe and secure schools at all schools.
・Data on injuries at inside and outside schools and traffic accidents will be collected and analyzed for theeight jr. high school blocks in the city. Programs to prevent injuries and accidents will be developed.

- 20 -

(2) Policy on school safety within Safe Communities (SY2010)
The School Safety Taskforce (Community Taskforce) in the Toshima City Safe Community Steering
Council will study basic measures and promote Safe School activities.
Prevention target
Challenge
Measures
Development of students'
Student-led Safe Community Council
abilityto
avoid
dangerprograms
Injuries in school
Improvement
and(Playground injuries
Preparation of safety education
strengthening of school's
during recess)curriculum
instruction system(Injuries during class)Prevention of bullying
Injuries outside school(Traffic accidents
involving bicycles)

Improvement of traffic safety
awareness

Promotion of emotional education
Holding of bicycle safety classes
Mimamori watching activities by parents
and communities

3. Tokyo Metropolitan Board of Education Policy(1) "Safety Education Program" (SY2017)
The Board of Education has prepared practical material that is used at eachschool to promote safety education. The program aims to develop the ability to
predict and avoid crimes, accidents, and disasters, etc., and to develop thecapacity and ability to contribute to the safety of others and society.

(2) "Comprehensive measures to prevent bullying [Secondary]Volume 1 & 2" (SY2017)
The Tokyo Municipal Board of Education Taskforce for Bullying
Problems deliberated for two years and prepared this material.
The school programs given in the “Comprehensive measures forpreventing bullying [Secondary] Volume 1” have been enacted
based on opinions received from Tokyo citizens. “Volume 2” gives
examples of “classes about bullying” and examples of in-school
seminars. Both Volumes 1 and 2 are distributed to all teachers at
all municipal schools, and used in school classes.
(3) "Human Rights Education Program" (SY2017)
This is a guideline on human rights education intended for kindergarten andschool employees. The guidelines cover how to conduct human rights
education, prepare a general plan for human rights education, prepare anannual curriculum, examples of implementation and instruction for each type ofschool, and reference material on human rights education. These guidelines
are used at each school.
4. "Secondary Plan for Promoting School Safety" enacted by Ministry of Education,
Culture, Sports, Science and Technology (March 2017)
The Ministry of Education issued the “Secondary Plan for Promoting School Safety” in March 2017,
which indicates the ideal state as:・ All students shall aim to develop the capacity and skills related safety.
・ In regard to accidents involving pupils and students, etc., while under school supervision, we shall
aim to completely eliminate fatal deaths. In regard to the injury and illness rate, we shall aim
primarily to reduce accidents that result in disability or serious injury.
Policy targets are set to achieve these ideal states, and the national government, school founders, andschools, etc., will promote measures for school safety.

- 21 -

Indicator 3:

There are implementing long-term and sustainable school programs
covering both genders, all ages, environments and situations.

This section gives an overall picture of the long-term and sustainable programs for an International
Safe School.
Programs inside the School and the programs outside the School are summarized by targeted party
including students, teachers, parents, and community. "1-1, 1-2 ..." indicates the corresponding Item
numbers.
The table below shows activities of students, teachers, parents, and community conducted insideschool and outside school in an overlapping manner.
1. Development of students' ability to predict & avoid risks

2. School's educational guidance system

3. Development of good human relations

4. Improvement of traffic safety awareness5. Preventive measures against high risks

6. Improvement of the environment

All students
InsideschoolParents

Community

1-4

1-1 1-2 1-4

1-2 1-7

1-2 1-7

1-5 1-7 1-8

1-9

1-5 1-7

3-4 3-5 3-7

3-4 3-7 3-8

2-1 2-2 2-3

3-8

4-2 4-5 4-11

2-4 2-5 2-6

4-2 4-5 4-11
5-1 5-2 5-3

1-11

1-12 1-13

2-3
3-1 3-2 3-3

3-4

2-7

3-5 3-6 3-7

3-8 3-10

3-1 3-4 3-5

4-2 4-5 4-11

4-15

3-7 3-8

4-16

4-2 4-5 4-11

5-1 5-2 5-3

5-1

6-1 6-2 6-3

6-1 6-2 6-3

1-2 1-3 1-4

1-8

1-11 1-13

Outsideschoolbuilding(playground)

Teachers andstaff

1-1 1-2 1-3
1-10

Insideschoolbuilding

Grade 12-3
3-1 3-2 3-3

3-4

1-2 1-4

1-2

1-2

2-1 2-2 2-3

3-4 3-7 3-8

3-4 3-7 3-8

2-4 2-5 2-6

4-1 4-11

4-1 4-11

2-7

5-1 5-2 5-3

3-7 3-8 3-10

3-1 3-4 3-7

4-1 4-11 4-15

3-8

5-1 5-2 5-3

4-1 4-11

6-1 6-2 6-4

5-1
6-1 6-2 6-4

Outsideschool

1-6 1-8

4-7

1-6

1-6

1-6

2-3

4-8

2-1 2-3 2-4

3-4

3-4

4-13

3-1 3-4

4-1 4-2 4-3

4-1 4-2

4-14

4-1 4-2 4-4

4-10

4-10

5-4

4-11

5-1

3-1 3-2 3-4

School route4-1 4-2 4-3

4-4

4-6 4-9 4-10 4-11
4-12

4-15

4-11

4-11

5-1

4-16

5-1 5-5
1-6 1-8

1-6

1-6

1-6

4-8

2-1 2-3 2-4

3-4

3-4 3-93-1 3-2 3-4

3-9

4-13

3-1 3-4 3-9

4-1 4-2 4-3

4-1 4-2

4-1 4-2 4-3

4-4

4-14

4-10

2-3

Schooldistrict

4-7

4-1 4-2 4-4

4-10

4-9 4-10 4-11 4-12

4-11

5-1 5-2 5-3

4-15

5-1

4-16

5-1 5-2 5-3

5-5- 22 -

4-11

4-11

Legend (1) Target x place (2) Overview (3) Organizer

1. Development of students' ability to predict & avoid risks
1-1. School patrols and preparation of school safety map by ISS Committee students [NEW]① Students, teachers and staff x inside school building②

The Student ISS Committee members take turns patrolling the school every day, andlook for actions, such as running, that could result in injury. When they find a school
friend doing this action, they attach a sticker to the "Hiyari Close Call Map". The monthly
results are announced at the school-wide morning assembly.

③ Students, teachers, and staff
1-2. Student-led ISS Assembly [NEW]① All students, teachers and staff, parents, community x inside/outside school building②

Once a semester the Executive Committee organizes an assembly where programs that
all committees have or are currently holding in for a safe school life were presented.
This assembly helps increase awareness so that the entire school can lead a safe andsecure life.

③ Students, teachers and staff, parents
1-3 Disclosure of injury data by Health Committee students [NEW]① Students x inside/outside school building②

Students that are injured attach a sticker on the school map posted outside of the
School Infirmary. The data, color-coded for each grade, is collected and shows the stateof injury occurrence. The data is collected every month, and the number of injuries eachmonth is disclosed on a board.

③ Students, teachers, and staff
1-4. Publication of newsletter from each committee [NEW]① Students, teachers and staff x inside/outside school building
Details of each committee's activities and ISS initiatives in the school are published on② an irregular base as a newsletter and distributed to all grades and all teachers and staff.
③ Students, teachers, and staff
1-5. "Keep right" signs by ISS Committee students [NEW]① Students, teachers and staff x inside school building
Every day, the committee students call out to students to travel along the right side.

② "Keep Right" ISS signs are posted and "I-Heart chan pylons" are set in the hallways toincrease awareness.

③ Students, teachers, and staff
1-6 Safety class① Students, teachers and staff, parents, community x school route, school district
Police officers or information education specialists are invited to speak at the annual② Open School. Guidance on preventing delinquent behavior or avoiding crime is given.
③ Students, teachers and staff, related agencies (Police, specialists, etc.)- 23 -

1-7. 3A Road (History of ISS Initiatives) [NEW]All students, teachers and staff, parents, community, school users x inside school① building②

A hallway named the "3A Road" shows the programs that the school, parents, andcommunity are implementing for International Safe School. Photo displays give a realtime glance at activities. This 3A road Helps to increase the students' awareness ofsafety.

③ Students, teachers, and staff
1-8. Use of ISS Notebook [NEW]① Students x inside/outside school building, school district
The students use their ISS Notebook to reflect on ISS activities, including monthly② evacuation drills, safety instruction days, and safety education. Awareness of safety is
increased by filling this ISS Notebook up with information on mostly activities.

③ Students
1-9. Programs by Executive Committee① Students x inside school building②③

Once a year, the Executive Committee organizes a campaign so that the students canlead a safe and fun school life. Last year's campaign focused on "Energetic greetings Making friends with whom you can have honest talks." All students increased theirrelations with friends, and presented cards that indicated good points they found about
their friends. This was a heartwarming program.
Students, teachers, and staff

1-10 Broadcasting Committee program [NEW]① Students x inside school building②

Every morning, the Broadcasting Committee reports on the "No. of people injured
yesterday", investigated by the Health Committee, and the results of the daily water
quality inspection. This program increases the students' awareness of injuries andsafety.

③ Students, teachers, and staff
1-11. Sports Committee program① Students x inside/outside school building②③

The Sports Committee prepares posters showing how to keep the gym storage areaclean and orderly, and showing the correct way to use PE equipment for raising safety
awareness. They also think of the Sports Morning Assembly held six times a year andthe Sports Assembly held for each grage once a year in hopes of making exercise aregular activity.
Students, teachers, and staff

1-12. Lunch Committee program [NEW]① Students x inside school building②

Once a year, the Committee gives a presentation at the Student Assembly on the safe
methods for serving lunch and cleaning up, so that all students can enjoy a safe lunch
time. The committee reviews actual incidents of dangerous service and cleanup, andsends reminders out to the classes on an irregular base.

③ Students, teachers, and staff- 24 -

1-13. Assembly Committee program① Students x inside/outside school building②③

A Student Assembly is held once a month. The committee introduced new games andactivities for the vertically-divided groups, increasing the enjoyment of coming to schooland relations between different grades. The committee carefully plans, prepares,
practices, conducts, and reflects on the assembly, and thinks for rules and methods oflining up, etc., so that the assembly is fun for all grades.
Students, teachers, and staff

2. School's educational guidance system
2-1. Preparation of safety lesson curriculum for regular "subjects", etc. [NEW]① Teachers and staff x inside/outside school building, school route, school district
The head teachers of each subject and the head teachers of each grade select contents of the lessons that focus on safety in② each subject, and formulate an annual safety lesson curriculum. "Safety awareness has been raised through lessons related to
ISS initiatives. "③ Students, teachers and staff, parents, related agencies
2-2. Sharing of weekly injury occurrence data (Evening meeting on lifestyle guidance)① Teachers and staff x inside/outside school building
Every Friday, the head teacher of school guidance leads a meeting for teachers to exchange information on incidents of student② injuries and problems related to school guidance. Teachers discuss preventive measures based on the information received fromthe school nurse, and utilize them in actual classroom guidance and in Student Council activities.

③ Teachers and staff
2-3. Health and safety instruction day [NEW]① Students, teachers and staff x inside/outside school building, school route, school district②

Once a month, class teachers give classes on traffic rules to be observed outside school. At the school-wide Morning Assemblyin April and June, teachers explain and demonstrate how to commute along the school route and road, and how to ride bicycles
safely. The "Children's Safety Textbook" on safety is distributed to all students. The students use the book to learn about traffic
rules, rules for going out to play, and how to stay safe in the home. The students review what they have learned in their ISS
Notebook.

③ Students, teachers, and staff
2-4. Emergency lifesaving training class① Teachers and staff x inside/outside school building, school route, school district
Every year before swimming classes start, the teachers visit the Fire Station and take an② emergency lifesaving training class.
③ Related agencies
2-5. Safety inspection① Teachers and staff x inside/outside school building②

Every month, all teachers and staff inspect the safety of all equipment and facilities inside and outside school buildings. Persons
in charge complete the safety checklist and work on identifying hazardous spots as early as possible. The checklists are
submitted to the person in charge of safety inspection of School Guidance Section, and are confirmed by Vice-principal andPrincipal.

③ Teachers and staff- 25 -

2-6. Seminar on swimming accidents and allergy accidents① Teachers and staff x inside/outside school building
Once a year, the teachers attend a seminar to confirm the accident response flow in② case of a cardiac arrest during swimming or an allergic reaction during lunch, etc.
③ Teachers and staff, related agencies

2-7. School research "Modifying instruction to increase motor functions and increase safety" [NEW]① Teachers and staff x inside/outside school building②

We think that the high rate of student injury may be related to the student's physicalpower, and especially, their strength and agility. Three research sessions were held thisyear to study methods to increase motor functions and to safe exercise, and to improveclasses.

③ Teachers and staff

3. Development of good human relations
3-1. Special Support & Bullying Prevention Committee① Students, teachers and staff x inside/outside school building, school route, school district
Once a month, a meeting is held to discuss the situation of students' life and learning. When any bullying or suspected bullying is② found, a special meeting is held with all parties concerned, and organizational measures are taken for early resolution.
③ Teachers and staff, related agencies
3-2. Emotional support by school infirmary room and counselors① Students x inside/outside school, school route, school district

The number of visits each student makes to the school infirmary is recorded. Students who visit frequently are given emotional② support in cooperation with the class teacher, and school counselor, etc. All Grade 5 students, who are entering puberty, have apersonal interview with the school counselor.

③ Teachers and staff, school counselor
3-3. Cross-age group (Kashiwa Group) activities① Students x inside/outside school building②

Vertically-divided groups with students from each grade hold activities. All students are
assigned to a group, which is led by Grade 6 students who plan activities such as
playing and having lunch together once a semester. Students also stay in these groups
for school-wide field trips and student assembly activities (Ike-Ichi Festival).

③ Students, teachers, and staff

3-4. Open moral education class for the community① Students, teachers and staff, parents x inside/outside school building②

The moral education classes of all grades are opened to the community once every year
to promote emotional education based on joint cooperation of home, school, andcommunity. In SY2016, the class focused on "Hopes and Courage, Effort and Strong
Will".

③ Teachers and staff, parents- 26 -

3-5. School-wide reading time
① Students, teachers and staff, parents x inside school building②

Six times a year,parents volunteering in the library, teachers and staff, hold read-aloudsessions during the morning reading time. By listening to stories, the children share theworld of the story and develop a rich vocabulary. They also develop warm humanrelations.

③ Students, teachers and staff, parents
3-6. Read-aloud sessions by Library Committee students① Students x inside school building②

During the Reading Week held each semester, members of the Library Committee visit
the classrooms and library during the morning reading time and read books. Throughthese sessions, the students share the feelings of both the person reading and theperson listening, and develop warm human relations.

③ Students, teachers, and staff
3-7. Fundraising and Postcard of Love Campaigns by JRC Committee students① Students, teachers and staff, parents x inside/outside school building②

Each year, the JRC Committee members conduct fundraising activities (green feather,
red feather, UNICEF) to help people in need and children around the world. In addition
to the school’s students, they call out to members of the community passing by the maingate, and to parents attending the Toshima Saturday Open School.
※JRC = Junior Red Cross③ Students, teachers, and staff
3-8. Good Morning Group① Students, teachers and staff, parents, community x inside/outside school building②

Aiming to create a school where everyone can exchange greetings, students stand at
the school entrance and hallways every morning, and greet the other students. Grade 6
students participate throughout the year, and Grade 2 to 5 students take turns eachmonth. Through this activity, the students making the greeting and being greeted sharefeelings, and can build a warm human relation.

③ Students, teachers, and staff
3-9. Exchanges with "Community Plaza Kami-Ikebukuro" [NEW]① Students, teachers and staff, community x school district②

As part of their "Explore the Community" class, the Grade 2 students visit the"Community Plaza Kami-Ikebukuro". They are given a tour by the staff, and play gameswith seniors in the community, etc.
17/ Students, teachers and staff, community③ Students, teachers and staff, community

3-10. Early discovery of bullying through school life survey and factual investigation of bullying [NEW]① Students x inside/outside school building②

All students participate in a School Life Survey held six times a year (May, July,
September, November, January, March), and in a factual investigation on bullying that isheld once a semester (June, November, February), so that we may understand thefacts, and act quickly to discover and resolve any bullying that is found.

③ Students, teachers, and staff- 27 -

4. Improvement of traffic safety awareness
4-1. Bicycle safety class with cooperation of school, parents, and community① Students, teachers and staff, parents, community x Outside school, school route, school district
A bicycle safety class is held once a year to increase awareness of traffic safety, and② prevent accidents involving bicycles. This class is included in the curriculum, and issponsored by the Traffic Safety Association, PTA, and school.

③ School, parents, community, related agencies
4-2. Display of bicycle helmet use [NEW]Students, teachers and staff, parents, community x Inside school building, school route,① school district

Changes in helmet ownership and use since the survey on helmet use was started are② posted along the "3A Road" (item 1-7 on p. 24), so that the students can constantly
check the numbers.

③ Teachers and staff
4-3. Parent pick-up drill and parent-child school route inspection① Students and parents x School route, school district
Once a year, parents practice picking up their children from school when a major② disaster occurs. One the way home from this pick-up drill, the parents and students lookfor hazards, and check the actual situation of the school route and school district.

③ Students, parents
4-4. Health and safety instruction day [Repost] [NEW]① Students, teachers and staff x school route, school district②

Once a month, class teachers give classes on traffic rules to be observed outside school. At the school-wide Morning Assemblyin April and June, teachers explain and demonstrate how to commute along the school route and road, and how to ride bicycles
safely. The "Children's Safety Textbook" on safety is distributed to all students. The students use the book to learn about traffic
rules, rules for going out to play, and how to stay safe in the home. The students review what they have learned in their ISS
Notebook.

③ Students, teachers, and staff
4-5. 3A Road (History of ISS Initiatives) [Repost: see item 1-7 3A Road (History of ISS initiatives) on p. 24] [NEW]① All students, teachers and staff, parents, community, school users x inside school building
A hallway named the "3A Road" shows the programs that the school, parents, and community are implementing for International② Safe School. Photo displays give a real-time glance at activities. This 3A road Helps to increase the students' awareness ofsafety.

③ Students, teachers, and staff
4-6. Ensuring safety during school commute by traffic guides (seniors)① Students x School route②

Two guides provide safety guidance along the school route to prevent traffic accidents,
incidents, and disasters when the students are commuting to and from school. The
guides are periodically invited to the School-wide Morning Assembly to talk about
matters they have noticed.

③ Traffic guides, teachers, and staff, parents- 28 -

4-7. Traffic safety class for Grade 1① Grade 1 students x School route, school district
Every April, police officers teach new Grade 1 students how to cross the pedestrian② crossing, and walk along the school route, etc., so they can commute to school safely.
The students also meet families who host "Children's 110 Safety Homes" in the area.

③ Teachers and staff, traffic guides, superintendent, related agencies
4-8. Group commuting for new Grade 1 students (one month from April)① Grade 1 students x School route, school district
For one month after starting Grade 1, the Grade 1 students walk in groups formed by② destination from school, and are accompanied by a teacher and superintendent. Traffic
Guides stand along major roads, and safely guide the students across the road.

③ Teachers and staff, superintendents, Traffic Guides
4-9. Cooperation with Tobu Tojo Line stationmasters [NEW]① Students x School route, school district
Once a year, the Tobu Tojo Line employees give lessons to Grade 2 students about② railways, using railway models and safety devices.
③ Teachers and staff, related agencies
4-10. Parent ISS Patrols [NEW]① Students, parents, community x School routes, school district
Members of the community and parents regularly use an ISS key-holder, and keep an② eye on safety along school routes and in the community.
③ Parents

4-11. Publication of ""Ike-Ichi-Sho Aiming for Safe School" Gazette [NEW]① Community, parents, students, teachers and staff x Inside/outside school building, school route, school district
The Community Taskforce publishes a gazette introducing initiatives for International Safe School Designation. Information on the② Student Council's active programs, and words of support from the parents and community are included so that the gazette can beenjoyed by a wide range of ages.

③ Teachers and staff, parents, community
4-12. Preparation of community safety map① Students x School routes, school district②

As part of their integrated studies, the Grade 5 students check for hazardous spots
along the school route and around the school. Parents cooperate by actuallyinvestigating the hazardous spots. A safety map is prepared based on the information
they have learned, and is presented to the new Grade 1 students in the following spring.

③ Students, teachers and staff, parents- 29 -

4-13. Lectures by traffic guides for Grade 1 students① Grade 1 students, traffic guides x School route, school district
Every April, the traffic guides give a talk about traffic safety to the new Grade 1 students.

② This is an opportunity for the students to learn the traffic guide's names and faces.
③ Traffic guides, teachers and staff
4-14. Pedestrian simulator experience [NEW]① Grade 1 students x School route, school district

Once a year, the Grade 1 students participate in a Pedestrian Simulator Class”. Their② ability to guard themselves is enhanced by experiencing what it is like to cross the road,and the dangerous of preconceptions.

③ Teachers and staff, related agencies
4-15 自転車シミュレーター体験 [NEW]① Grade 3 students x School route, school district
Once a year, the Grade 3 students participate in a bicycle riding simulation class using a② simulator. They learn about the precautions for riding a bicycle, potential hazards, andincrease their ability to protect themselves.

③ Teachers and staff, related agencies
4-16. Traffic safety slogans① Students x Inside/outside school building, school route, school district
Twice a year, the students write slogans calling for traffic safety to be used at the Spring② and Autumn Traffic Safety Campaigns. All of the slogans collected are displayed toincrease awareness of traffic safety.

③ Students, teachers, and staff

5. Preventive measures against high risks
5-1. Evacuation drills in preparation for large earthquakes
Students, teachers and staff, parents x Inside/outside school building, school route,① school district

Having experienced the 3.11 Great East Japan Earthquake, six times a year the school② conducts an evacuation drill assuming a major earthquake. Drills are scheduled so thatstudents can experience various situations throughout the annual program.

③ Teachers and staff, superintendent
5-2. Survey regarding cell phones and "smartphones" [NEW]① Students, parents x Inside/outside school building, school district②

Once or twice a year, all students and parents are surveyed so that we can understand the actual state of cell phone andsmartphone ownership, and family rules, etc. We have learned that the number of students who own a "smartphone" increases
as their grade advances. Some students use email and LINE apps until late at night. The school will continue this survey so that
we can continue to understand the students' current situation.

③ Teachers and staff
5-3. Creation of Ike-Ichi-Sho Rules① Students, parents x Inside/outside school building, school district"Ike-Ichi-Sho SNS Rules" were prepared under close communication with parents, and distributed to all families. Students and② parents took this opportunity to discuss the dangers of the Internet society at home.
③ Teachers and staff- 30 -

5-4. Group commuting for new Grade 1 students (one month from April) [Repost]① Grade 1 students x School route
For one month after starting Grade 1, the Grade 1 students walk in groups formed by② destination from school, and are accompanied by a teacher and superintendent. Traffic
Guides stand along major roads, and safely guide the students across the road.

③ Teachers and staff, superintendents, Traffic Guides
5-5. Cooperation with Tobu Tojo Line stationmasters [Repost] [NEW]① Students x School route, school district
Once a year, the Tobu Tojo Line employees give lessons to Grade 2 students about② railways, using railway models and safety devices.
③ Teachers and staff, related agencies

6. Improvement of the environment
6-1. Inspections of facilities inside and outside school building① Students, teachers and staff x Inside/outside school building
Every month, all teachers and staff inspect the safety of all equipment and facilities inside and outside school buildings. Persons② in charge complete the safety checklist and work on identifying hazardous spots as early as possible.
③ Students, teachers, and staff
6-2. Improvement of environment after safety inspection① Students, teachers and staff x Inside/outside school building
Problem points found during the monthly safety inspection by teachers and staff are② inspected by the administration. The custodian or external contractor makes necessary
repairs.

③ Students, teachers and staff, superintendent, related agencies
6-3. Renovation of toilets [NEW]① Students, teachers and staff x Inside school building②

During the last school year, the toilets near the first floor stairs were renovated.
Students' apprehension of using the toil was eliminated. By keeping the toilets clean, thestudents learn to use public items carefully. This initiative has also helped to calm thestudents' emotions.

③ Students, teachers and staff, superintendent, related agencies

6-4. Cleaning of green mats under horizontal bars, monkey bars, and jungle gym [NEW]① Students, teachers and staff x Outside school building
The daily survey of injuries showed that sand accumulated on the green mats caused② the children to slip and be injured. Every morning, the custodian and superintendent
sweep the sand so that the students do not slip and fall.

③ Students, teachers and staff, superintendent, related agencies- 31 -

Indicator 4: There are implementing programs that target high-risk groups and environment.
A variety of programs are held throughout the year to address situations that the students may face.
These include evacuation drills that simulate various disasters. We also conduct programs to address
bullying, which can cause emotional injuries and even threaten life, and to address SNS trouble, which iscurrently a serious cause of bullying. Students also learn about railway and railway crossing accidents,
which is a serious threat in our school district. Grade 1 students learn how to safely commute to and fromschool.
1. Measures for various disasters(1) Evacuation drills (2-1 on page 25, 5-1 on page 30)
Once a month throughout the year, all students participate in evacuation drills that assume earthquakes,
emergency situations, fires, and entry of suspicious persons. The students repeatedly practice thebasic actions they must take when a disaster occurs.

[Evacuation drill for earthquake or fire]
Annual Plan for Evacuation Drills
Date/Time[Drills against entry of suspicious person(played by teacher)]

Total 11 drills per year
PurposeSimulated situation

Evacuation place

April 13, 11:20

Basic skills for evacuation, how to evacuate to Fire in adjacent lot during classes
the playground(East side of school)

May 26, 14:25

Ensure accurate pick-up by parents.
(Pick-up drill)

Earthquake during class
Warning declaration, Pick-up by
parents

Classroom
Gym

June 9, 14:25

Safe commute home in a group.
(Commute home in groups by district)

Earthquake during class, andconcern for after-shocks

ClassroomGym

How to evacuate if a suspicious person enters
the school grounds.
Cooperation with police.

Evacuation if suspicious person
enters the school grounds

Classroom
Gym

Earthquake during class
Simulating earthquake withdisaster prevention warning

Playground

Fire in adjacent lot during classes
Secondary evacuation

Playground→
Secondaryshelter

July 3, 10:50

Sept. 1, 10:50

Oct. 18, 9:45

How to evacuate if Early Earthquake Warning
is issued.
Safe evacuation to shelter off school grounds.

PlaygroundNov. 17, 10:35

How to evacuate if Early Earthquake Warning
is issued.

Earthquake during class
Simulating earthquake withdisaster prevention warning

Classroom
PlaygroundDec. 13, 8:25

How to evacuate if Early Earthquake Warning
is issued during commute to school.

Earthquake immediately after
leaving home for school

PlaygroundJan. 18, 9:25

How to evacuate when school administration isabsent.

Fire in school during class

PlaygroundFeb. 19, 10:30

Evacuation system for recess hours, voluntaryevacuation, how to use fire extinguisher

Fire in adjacent lot during recess
No warning

Playground

March 13, 10:30

Evacuation system for recess hours, voluntaryevacuation

Earthquake during recess
No warning

Playground- 32 -

(2) Parent pick-up drill (4-3 on page 28)
Once a year, parents practice how to pick up their children in an emergency such as when a warning is
declared.
2. Programs for preventing bullying(1) Bullying Prevention Taskforce (3-1 on page 26)
At Ikebukuro Daiichi Elementary School, the administration,
special support coordinator, senior teacher, guidance counselor,head grade teachers, and class teachers hold a Bullying
Prevention Taskforce meeting once a month to prevent “bullying”,
which is an emotional injury. Discussions are held based on acommon understanding on how to instruct the bully, provide carefor the student being bullied, and respond to the parents. Afterthe incident is bullying is resolved, the situation of the students ismonitored carefully to prevent recurrence.
(2) Early discovery and early resolution of bullying with School Life Survey and factual
investigation on bullying (3-10 on page 27)
All students participate in a School Life Survey held six times a year (May, July, September,
November, January, March), and in a factual investigation on bullying that is held once a semester(June, November, February), so that we may understand the facts. If even the slightest mention ofbullying is found in the surveys or investigations, the head teacher talks to the children involved, andan emergency Bullying Prevention Taskforce meeting is held to achieve quick discovery andresolution. There are cases when even through the incident has been resolved, the bullying continues
and further guidance is required. Thus, we constantly monitor the students’ situation.
3. Ike-Ichi-Sho rules for cell phones and smartphones (5-2, 5-3 on page 30)
In SY2016 and SY2017, there were incidents ofbullying and trouble with SNS images among theupper grade students using smartphones. The
students involved were supervised immediately, butsimilar trouble could occur in the future. In June
2017, students and parents participated in a
“Survey on cell phone and smartphones”. The
results gave us an understanding of cell phone andsmartphone ownership, and the students’ situation,
and will be used to supervise the students in the
future.
The students reviewed the previously prepared“Ike-Ichi-Sho rules for cell phones andsmartphones” (see right) to establish a common
understanding on correct usage methods. These
rules were also distributed to the parents, who were
especially asked to apply filters.

“Ike-Ichi-Sho SNS rules” distributed to students and parents- 33 -

4. Prevention of railway and railway crossing accidents program (4-9 on page 29, 5-5 on page 31)
The school district is adjacent to the Tobu Tojo Line and JR Saikyo Line, and there are six railway
crossings near the school. The students living in the school district do not cross the railway crossings
when commuting to school. As a rule, students living outside the school district use undergroundroads, etc., instead of the railway crossings. However, students often use the railway crossings during
their daily life, such as after school and on holidays.
Between April 2015 and March 2016, there weremore than 8,000 accidents in which the Tobu Tojo
Line train had to stop. Of these, 15 cases involved
people. There were no accidents within our school
district last year, but we must consider that our
school district is in a special environment with six
railway crossings.
On the “Safety Education Day”, held every May on
Toshima Saturday Open School, employees fromthe Tobu Railway and JR East Japan visit theschool and give a “Railway Safety Class” to Grade2 students. The stationmaster of the Tobu Tojo
Line Kita-Ikebukuro Station participates as amember of the ISS Community Taskforce, andcontributes to increasing the student’s awareness[Railway crossing in front of Kita-Ikebukuro Station
with high volume of traffic]
of safety when using the train system.
5. Programs for new Grade 1 students (4-7, 4-8 on page 29, 4-13, 4-14 on page 30, 5-4 on page 31)
Soon after starting school, police officers from the Ikebukuro Police Department visit the school andteach the new Grade 1 students who to walk along the road during their commute to and from school.
For the first month after starting school, the students walk home in groups so they can learn theirschool route and commute safely while observing traffic rules. The groups are formed by destinationfrom school, and are accompanied by a teacher and traffic guide.
On the “Safety Education Day”, held every May on Toshima Saturday Open School, the students
participate in a “Pedestrian Simulator Class” organized with the cooperation of the Tokyo Metropolitan
Government Office for Youth Affairs and Public Safety, Traffic Safety Section. The Grade 1 students
actually experience how to read the traffic signals and use the pedestrian crossing safely.

[Grade 1 students commuting home][Grade 1 students using pedestrian simulator]- 34 -

Indicator 5: All programs are implemented based on evidence.
1. Analysis of causes that led to challenge
Situation of injuries
Fig. 5-1 Time and place of injury occurrence (SY2016) [reprint Fig.3-6 on page 6]
Playground

Looking at the overall situation of injuries,
including minor injuries, most injuries occur
during PE class accounting for 24% of all
injuries. This is followed by injuries during
long recess (20-minute recess).

Classroom
Gym
Hallway/stairs
Special class
Roof
School route
Stairwells/
entrance
Pool
Home

During "PEclass"Long
recessRegularclass

Noon
recess

BeforeclassesCleaning
time

After
schoolLunchtime

OthersSchool During home
event
supervision

Others

The rate of injuries requiring hospital treatment (3.94%) is higher than the Toshima City municipal
Elementary school average (3.03%). Of the 14 incidents in SY2016, 11 incidents occurred during
recess.

Injuries in school

Fig. 5-2 Comparison of 2-year average[reprint Fig. 3-11 on page 8]

Ikebukuro Daiichi ES

Fig. 5-3 Time zone of injuries requiring hospital treatment
SY2016 [reprint Fig. 3-12 on page 8]

Toshima municipal
Elementary schools

Every year, there are cases of bullying,
which can cause emotional injury.
Based on the School Life Survey andfactual investigation of injuries, theclassroom teacher, etc., talks to thestudents involved and takes measures.

Recess time

"PE class"Club activity

School event

Table 5-1 Situation of bullying occurrence [reprint Table 3-1 on page 9]

SY2015

SY2016

As of July SY2017

No. of suspected casesand cases of bullying

11

7

14

No. of resolved cases

11

7

12

Cases requiring ongoingguidance002

Fig. 5-4 Grade 6 survey related to use of cell phones and smartphones (June 2017) [reprint Fig. 3-15 on page 10](1) Do you have a smartphone or cell phone? Do you use it?

(2) Have you ever had a bad experience with SNS?

n = 601. Have a smartphone

2. Have a cell phonen = 19
1. Yes
2. No

3. Do not have personal phone,
but use family member’s phone.
4. Do not have or use a phone.

- 35 -

Approx. 80% of Grade 6 students own a smartphone or cell phone. The 2014 survey conductedby the Metropolitan Police showed that the average for Toshima City is approx. 56%, so ourschool’s number is quite high. 53% of students responded they have had a bad experience withSNS (Twitter or LINE, etc.). There was one incident involving SNS each in SY2016 andSY2017.
Fig. 5-5 Parent survey on cell phones and smartphones
2. Do you have filters set on your child’s
cell phone or smartphone?

1. Do you have family rules for using cell
phones or smartphones?

50%

50%

Have family rules

Filters
are set
付けているDon’t have family rules

Nofilters are set
付けていないIn June 2017, we surveyed the parents about use of cell phones and smart phones. About halfof the parents responded that they “Have family rules” and “Filters are set”. In other words,
about half of the families are allowing their children to use cell phones or smartphones without
rules or filters. We predict that there will be more trouble due to SNS, etc., in the future.
Fig. 5-6 Changes in helmet ownership and use rate (June 2016 to October 2017)
Helmet ownership
ヘルメットの所有率(June 10, 2016)(H28.6.10)

Helmetownership
ヘルメットの所有率(January(H29.1.16)
16, 2017)

Helmetownership
ヘルメットの所有率(October
12, 2017)(H2９．１０.1２)

20%

22%

18%

ヘルメットをもっている。
Have a helmet.

80%

78%

Do not have ahelmet.

82%

Injuries outside school

ヘルメットをもっていない。

Havea helmet.
ヘルメットをもっている。
ヘルメットをもっていない。
Do
not have a helmet.

248
people248人
62人
62
peopleヘルメットをもっている。
Havea helmet.
Doヘルメットをもっていない。
not have a helmet.

Rate of helmet use
ヘルメットの着用率(June 10, 2016)(H28.6.10)

Have
a helmet.
ヘルメットをもっている。
ヘルメットをもっていない。
Do
not have a helmet.

238
238
66
66

230
230
61
61

Rate
of helmet use
ヘルメットの着用率(October
12, 2017)(H2９.１０.1２)

Rate of helmet use
ヘルメットの着用率(January
16, 2017)(H29.1.16)

Wear it whenever
毎回かぶっている

35% 44%riding bicycle

41% 43%

35% 46%

ときどきかぶっている
Wear it sometimes
Do not wear it
かぶっていない

毎回かぶっている
Wear it wheneverriding bicycle
Wear it ときどきかぶっている
sometimes
かぶっていないDo not wear it

19%

16%

21%
109109人
people51人
51 people
88人
88 people

毎回かぶっている
Wear it wheneverriding bicycle
ときどきかぶっている
Wear it sometimes
かぶっていないDo not wear it

10110139 39
96
96

毎回かぶっている
Wear it wheneverriding bicycle
ときどきかぶっている
Wear it sometimes
かぶっていないDo not wear it

10910944 44
81
81

In the two years from SY2016, there have been three bicycle accidents in the school district.
67.3% of children ages 5 to 14 transported by ambulance for traffic accidents in Toshima City
were injured while riding a bicycle. The rate of helmet use is low among upper grades, andusage does not increase. There are six railway crossings in the area, posing a risk of serious
accidents.

Prevention
targetChallenge anddirection

Measures- 36 -

1. Development ofstudents' ability to
predict & avoid
risks, andimprovement ofphysical fitness

Subject: Students(1) Discussions for ISS activities by each Committee(2) School patrols and preparation of Hiyari Close
Call Point Map by students(3) Student-led ISS Assembly

2. School's
educational
guidance system

Subject: Teachers(4) Program for research in school(5) Preparation of ISS activity curriculum for regularsubjects, etc.
(6) Safety inspections inside and outside schoolbuilding

Bullying that cancause emotional
injuries

3. Prevention ofbullying

Subject: Students and teachers(7) Measures based on survey of bullying(8) Emotional support from School Infirmary andcounselors(9) Improvement of special support education(10) Greeting campaign(11) Cross-age group activities

Trouble fromSNS

4. Programs toprevent SNS
troubleSubject: Students, teachers(12) Measures based on cell phone and smartphonesurvey(13) Safety Class (middle/upper grade students)

5. Enhancement ofawareness of traffic
safetySubject: Students, teachers, parents, community(14) Traffic safety classes and traffic safety guidance(15) Preparation of safety map(16) Mimamori watching activities by parents andcommunity(17) Investigation on bicycle helmet use(18) Cooperation with Tobu Railway

Injuries outside school

Injuries in school

Injuries on
playground
during recess

Injuries on
playground andin gym during
PE class

Traffic accidents
involvingbicyclesAccidents atrailway orrailway crossing

2. Four challenges and 18 central measures- 37 -

HealthSportsExecutiveISS(1) Discussions by each Committee for ISS activities
In addition to their regular activities, each Committee discussed the ISS program. ISS
activities were planned and carried out based on their discussions.
Details of discussions

Results of activity, and challenges

The members discussed previous
activities, and studied issues from theinformation received from theinspectors who came to evaluate theschool. The Committee picked up
walking in the hallway as a challenge.
They decided to introduce the activity
to the lower grades with easy-tounderstand pictures, to install pylons
in the center of the hall, and verify
whether students walking on the rightincreased.

The pictures were introduced at theStudent Assembly, and students
thought about walking in the hallway.
The pylons in the center of the hall
were effective for the lower grades.
Pylons were set in front of the lower
grades’ classrooms, and signs weredisplayed at corners in the hallway.

The Committee designed a campaign
to greet each other with “Thank you”
and “That’s great”, etc., so that theschool will be brighter and all thestudents will smile. The Committee
made modifications and set rules forschool-wide games held at schools
vents.

Cross-age group interactions andschool-wide games were planned forthe assembly to welcome Grade 1
students and the Ike-Ichi Festival.
Safety rules were set and promoted
so that all students could safely enjoy
the events. The Committee isplanning to hold their campaign inNovember.
The Committee though about sports
The Committee was able to call for
events to hold at the Sports Assembly, regular exercises, but since there
as well as activities that could be
were few assemblies, they were noteasily enjoyed during recess. At theable to make them regular. Manylong jump rope assembly, thestudents exercise only when there
committee created the “Ike-Ichi Tower” was an assembly, so how to increaseso that the results of all classes could enthusiasm is a future challenge. By
be seen in a glance, and to enhancekeeping the gym storage area clean
the desire to do better. The
and orderly on a daily basis, it has
Committee also cleans and organizes become easier to keep the area
the gym storage area, so that PE
clean.
classes can be conducted safely.
The Committee wanted the entire
school to understand the results of the
injury surveys instead of just looking
at the numbers posted on the wall, sothey thought of various methods. As aresult, they decided to announce theprevious month’s injury investigation
results at the monthly school-widemorning assembly.

- 38 -The Committee was able to convey
the results to at the school-widemorning assembly, but content waslimited because they only had a little
time. It was difficult to maintain anawareness of prevention.
Understanding the trends of injuries ineach grade from the results of the
injury investigation is a futurechallenge.

Assembly

The Committee was able to promoteawareness of safety among all
students by thinking of ways for all
students to line up safely and by
applying rules, and calling for safety in
the Assembly Committee newsletter.

Lunch

The Committee discussed ways toconvey lunch-time preparation andclean up actions they thought weredangers. At the Student Assemblies,
the Committee put on a skit about
serving lunch and held a quiz so thatall students would realize that thiswas a familiar problem and would
think about safe preparation andcleanup activities.

Using skits and quizzes, theCommittee was able to convey theirfindings in a fun and easy-tounderstand manner. There was only
limited time for assemblies, so they
were only able to introduce safe
preparation and cleanup methods.
They will continue to call out to gradesand plan a campaign.

The Committee discussed how toapproach ISS activities. They decided
to create an ISS Corner featuring
books about ISS activities in thelibrary, and to read books about ISS
activities to the lower grades.

Before creating the ISS Corner, thestudents visited the library at
Ikebukuro Honmachi Elementary
School, and interviewed the librarian.
The Committee is planning to create
an ISS program that will garner moreinterest from the lower grades, andhold read-aloud time for theseyounger students.

Broadcasting

The report on the morning water
quality inspection was raised as acontact with the Broadcasting
Committee’s ISS activities. This wasdeveloped into an activity to call for
safety using over broadcasts. The
Committee decided to announce thenumber of injuries on the previous day
during the morning broadcast.

The Committee changed theirbroadcast and started the programfrom the day after their discussions.
However, even when the broadcast ison, students tend to ignore it. The
Committee must think of ways toleave an impression on the listeners.

JRC

The Committee thought about therelation of JRC activities and ISS
activities. They decided to foster
compassion through fund-raising
activities, and to organize a relaxing
environment for the school throughactivities to increase greenery.

The compassion resulting from fundraising activities and activities toincrease greenery is not visible, but
we hope to foster all students’ hearts
and create a relaxing environment bycontinuing these activities.

Library

The Committee discussed how toincorporate ISS activities into theassemblies. The students decided tomodify how students line up and set
rules for assemblies that call for ISS
activities, and to think of andimplement methods of acting safely.

- 39 -

(2) School patrols and preparation of Hiyari Close Call Point Map by students
The ISS Committee members wear ISS vests and patrol the school building. They call forstudents to walk on the right of hallway, etc. The results are patrols are summarized in a
Hiyari Close Call Point Map, and posted on each floor each month. The Health Committee
investigates where injuries occurred in the school building, the student’s grade, and what
type of injury occurred frequently. The Committee discusses improvements that could be
made, and works to create a safe environment.

Results andsafetyreminders areposted at avisible placeon each floor.

ISS Sign(Posted at hallway corners
in the school building)“Keep right" signs and I-Heart chan pylons(Setup in hallways outside lower grade classrooms)

More students remembered to keep right after
seeing I-Heart chan pylon, and number ofcollisions in the hallways and stairs has dropped.

ISS Committee
members wear ISS
vest and take turns
patrolling.

- 40 -

(3) Student-led ISS Assembly
The Student ISS Committee leads a Student Assembly (ISS Assembly) where reports are presented on thesituation of injuries, the ISS programs proposed by each Committee, and each grade’s ISS programs, etc.

At the preliminary evaluation,
the ISS Committee members
explained about the ISS
symbol mark and Hiyari Close
Call Points that are displayed
at the “3A Road”, which wasnamed by the entire school.

All Committees give easy-to-understand presentations on the current and future
projects within their allocated time. At the end, all students sing the school’s 70th
anniversary song and ISS Song “With Wonderful Smiles”.

The ISS Slogan “Ikebukuro Daiichi ES: Anzen (Safe), Anshin (Secure), and Afureru(Overflowing with) Smiles” is always everyone’s motto.

- 41 -

(4) Program for research in school (Improvements to PE classes)
1. Concept of research[Situation of students][Demands from society]◇Toshima City has acquired International Safe
Community Designation, promoted by WHO, and is
working to create safe and secure communities.
◇We recognize that there are many hazards in theenvironment around students. It is necessary todevelop the ability to predict and avoid hazards, andto develop the capacity and ability to contribute to thecreation of a safe and secure environment.

◇There are many injuries caused from falling andcollision during recess.
◇There are many instances in PE class wherestudents cannot withstand their own body weight.
◇Physical strength and motor function performance
investigations show that items related “physicalstrength”, “timing”, and “quickness” are lower than
average.

[Ikebukuro Daiichi Elementary School’s educational targets]Raising children who are strong and can respect each other’s lives and human rights〇Learning by applying◎Promotion of health〇Solid dreams〇Kindness as global citizens[Educational targets for PE class]
Through suitable exercise and an understanding of health and safety, which encompasses the heart and body as
an integrated unit, we aim to develop a foundation of ability and performance to enjoy exercise for life, to maintainand promote health, improve physical strength, and foster an attitude for a fun and bright daily life.

[Research theme]

Modifying instruction to increase motor functions and increase safety[Research hypothesis]
Motor functions can be increased by continuously incorporating exercises to increase physical strength, motor skills,
and agility. Furthermore, the quality and amount of exercise is secured by improving physical activities. This should
lead to students who exercise daily, and to injury prevention and hazard avoidance.

[Ideal student image]Students who know their own body’s movements, and can exercise while being safe
2. Progress of research・Direction of research
Based on the results of the physical test conducted by Tokyo (SY2016), we established the
hypothesis that increasing “physical strength”, “motor skills”, and “agility” will lead to prevention andreduction of injuries.
・Research perspectives were set as follow:
Perspective 1 Methods to increase motor functions
Perspective 2 Safety we want students to learn
Perspective 3 Safety considerations teachers must make・SY2017 PE class and related programs
Grade play sessions in gym [from April]Once a week during long recess, Grade Play sessions are
Agility test Relation of accuracy and time
held in the gym.
Grade 5, 6 n=109
Analysis of sports test + measurement of agility [May, June]
In addition to the regular sports test, a course to measureagility was prepared, and all grades were measured. For theGrade 5 and 6 students, the average time of students whocompleted the course without missing a step was faster. This
Average of group
Average of group with nowith missed steps
missed steps
shows that accuracy and quickness are contradictory.
Students who
didn’t miss steps
71%

13.75 seconds- 42 -

Students who
missed steps 29%

14.03 seconds

Dynamic warm-up exercises and UP time [from April]○Warm-up exercises with dynamic elements have been planned and implemented for all grades.
1・2前 3・4後 5・6前 7・8後
肩グーパー
8 ×2
Shoulder squeeze
Count 1, 2: front 3,4: back 5,6: front 7,8: back

8 ×4

ひじ回し

8 ×4

回転タッチ

Rotary touch

1・2右 3・4左 5・6右 7・8左

8 ×4

股関節回し

Hip joint rotation

1・2･3・4右Count 1, 2, 3, 4:5・6･7・8左right 5, 6, 7, 8: left

8 ×4

スイング

Swing

1・2右3・4右5・6右7・8右…
Count 1,2: front 3,4: front 5,6: front 7,8: front ...

8 ×6

ももアキレス腱

1・2･3・4右5・6･7・8右…
Count 1,2,3,4: right
5,6,7,8: right ...

8 ×4

ジャンプ

Jump

拍ごとに

8 ×4

開閉ジャンプOpen/close jump

1開2閉3開4閉…

8 ×4

ラディアン

Radian1・2右 3・4左 5・6右 7・8左

8 ×4

ツイスト

1右手2左手3右手4左手…
1: right hand 2: left hand 3: right hand 4: left

8 ×2

足タッチ

Foot touch

1右外2左外3右外4左外
1: right outside 2: left outside 3: right outside 4:

8 ×4

Deep breaths
深呼吸

大
Large

1・2前
Count 1,2:3・4前
front 3,4:5・6前
front 5,6:7・8前
front 7,8: front

Elbow rotation

2・2後Count 2,2:3・4後
back 3:45・6後
back 5,6:7・8後
back 7,8: backCount 1,2: right 3, 4: left 5, 6: right 7,9: left

2・2･3・4右5・6･7・8左…
Count 2,2,3,4: right,
5,6,7,8: left ...
Count 3,2: back 3:4 back 5,6: back 7,8: back
3・2左3・4左5・6左7・8左Thigh Achilles tendon

Count 4,2,3,4: left,
5,6,7,8: left
4・2･3・4左5・6･7・8左Jump on each beat
1: open 2: close 3: open 4: close ...
1,2: right 3,4: left

Twist

5,6: right 7.8: left

hand ...
left outside○When the warm-up exercises are finished, students participate in exercise play that includes bodystrength building elements for about one minute.
・PE research classes [from July]
July:

Grade 4 High jump

September: Grade 5 Apparatus gymnastics,
exercises to build physical strength(coordinated group gymnastics)[Practicing to land during skill improvement time][Practicing how to assist a handstand]

September: Teacher training (coordinated group exercise)

October: Grade 1 Exercise play using sports
apparatus and equipment[Teachers practicing coordinated group exercise (cactus)]- 43 -[Learning how to roll (rolling pencils)]

(5) Preparation of ISS activity curriculum for regular subjects, etc.
We have prepared an annual curriculum for safety education and safety education in regular subjects
for all grades. Instruction plans are also summarized for classes in each grade.
Table 5-2 SY2017 Safety Education Curriculum and Annual Education Plan
[Grade is indicated in parentheses. Items with no indication apply to all grades.]
４月

５月

日常

安全な登下校の仕方を身に付ける
校内での安全な歩行の仕方を身に付ける
・安全な廊下歩行

体力づくりの大切さを考える
通信機器の正しい使い方
雨の日の過ごし方を考える
・不審電話への対応の仕方(1,2)
・安全な廊下歩行・インターネットや携帯電話、ＳＮＳのルールについて(3～6)

定期

学校のきまりを身に付ける道具の正しい使い方
いじめは絶対にいけない

学校のきまり
道具の正しい使い方
いじめは悲惨「学校のきまりや約束」⑴「学校探検」(1,2)

日常

安全な登下校の仕方を身に付ける
・通学路の歩き方
・道路の歩き方定期

春の交通安全運動
通学路の確認

Ⅰ
生活

特設
（教科等）

各学年
共通
Ⅱ
交通

特設

６月

暴力行為の危険さを知ろう

夏休みの生活の約束
・健康な生活・安全な場所と遊び方
・「いかのおすし」の確認
暴力行為は悲惨

いじめをなくそう
災害や危険から身を守る｢安全教育デー」（土曜公開）

プールの決まり着衣泳(中高）「セーフティ教室」「まちたんけん」⑵

安全な横断の仕方を身に付ける・信号のある道路、ない道路の
渡り方

自転車の安全な乗り方を身に付ける
暑い日の交通安全・安全点検の仕方
夏休みの生活の約束
・安全な乗り方
決まりや信号を守って安全に登校（雨の日の登下校）

登下校時の災害から身を守る
安全な登下校
快適な自転車の乗り方を考えよう

通学路の確認秋の交通安全運動

日常

地震や災害時の行動
・避難経路の確認
・「おかしも」の約束

定期

授業中の近隣出火の訓練

引取避難訓練 災害時の下校

特設「豊島消防署見学」⑷｢安全教育デー」（土曜公開）

１０月
地域の安全を考える
・「いかのおすし」の確認
・遊びに行くときの約束
運動の仕方を身に付けよう

１１月

１２月

いじめを追放しよう

暴力行為をなくそう

災害

（教科等）

天気のよい日の歩き方

８，９月
校内での安全な歩行の仕方を身に付ける
不審者被害にあわないようにし通信機器の正しい使い方
よう・不審電話への対応の仕方
・不審者対応の避難訓練
・インターネットや携帯電話、ＳＮＳのルールについて｢安全教育デー」（土曜公開）

（教科等）

Ⅲ

７月

大雨等の風水害時の行動
・水遊びの危険冬休みの生活の約束
乗り物の正しい安全な乗り方を
・健康な生活身に付けよう・安全な場所と遊び方など
暴力行為を追放しよう

乗り物の正しい安全な乗り方を身に付けよう・電車やバスの乗り降りの仕方
夕暮れ時の交通安全
・車中での安全とマナー
安全で快適な交通安全
・踏切の渡り方

安全な集団下校の訓練

地震や災害時の行動
・避難経路の確認
・「おかしも」の約束
緊急地震速報が発令されたときの避難の仕方

１月

２月

安全のための施設を知る
・危険な場所を知る・家の中での安全

校内で起きた事故について考え
春休みの生活の約束る

３月

みんなと仲良くしよう

みんな笑顔で仲良くしよう｢地域安全マップ作成」⑸｢地域安全マップ作成」⑸

みんな夢に向かって寒さに負けないで登校安全についてみんなで考えよう 安全を振り返ろう

授業中の出火訓練（給食室）
・ハンカチで口と鼻を覆う

休憩時の近隣出火訓練
総合防災訓練・遊びを止めて放送を聞く「交通機関のマナーについて」⑵
授業中近隣出火の訓練・二次
避難｢雲と天気の変化」⑸

休憩時の避難訓練
・落下物に注意
・身近で安全な場所への避難｢流れる水の働き」⑸｢けがの防止」⑸｢大地のつくりと変化」⑹

登校時の避難訓練
・放送の指示をよく聞く

休憩時の地震訓練
・遊びを止めて安全に避難｢自然災害から人々を守る」⑸・Grade 2 exchanges with Community Plaza “Kami-Ikebukuro”
The students hold exchanges with the Community Plaza, a place
where they often used for studying and playing. They tour the facility,
which is a Safe Community base, and ask the staff questions. The
students play games with seniors using the plaza, and holdinter-generation exchanges and activities with members of thecommunity.

・Grade 5 “Community Safety Map Creation” program
Parents and members of the community cooperate with the Grade
5 students as they actually walk around familiar areas such as theirschool route and school district investigating places where crimes
and traffic accidents could occur easily. The students summarize
their findings in the community safety map. In April, when thestudents enter Grade 6, they present their map to the new Grade 1
students to teach them about safety.

- 44 -

1

Grade 5 class “Integrated study time”

2

Subject name [Making a community safety map] (10 class hours)
ISS goal Prevent traffic accidents, increase awareness of safety, and learn about the actual
state of safety within the community.

3

4

Main learning activities(1)
Think about “safe” and “hazardous” places, and learn about the community safetymap.
(2)Prepare a plan to create a community safety map.
(3)(4)
Actually tour the community, and conduct fieldwork and interviews.
(5)(6)(7)(8) Create a community safety map based on the investigation results.
(9)(10)Present and discuss findings on the community, based on the community safety
map, and hold mutual exchanges.
☆
Present situation of community to the new Grade 1 students. (April)・Learning with visiting lecturers
In SY2017, the May Toshima Saturday Open School was designated as the “Safety Education Day”.
Classes were held in cooperation with experts, companies in expert fields, public groups, and universities.
We will continue to position these lectures within the ISS Annual Curriculum, and hold similar learning
sessions once every school year.
(1) Grade, subject “class name”, etc.

1
2
3
4

(2) Outside lecturer(3) ISS aim (4) Main learning activities

Grade 1 Pedestrian simulator
Tokyo Metropolitan Government Office for Youth Affairs andPublic Safety, Traffic Safety Section
Learn how to cross the street more safely
Groups of students used the pedestrian simulator to watch
images and learn how to cross the street. The students
thought about how to act in situations that might bedangerous, and practice with the simulator.

1
2
3

Grade 2 Railway transportation safety class
Tobu Railway, JR East Japan
Learn how to cross railway crossing safely

4

The students learned how to safely cross the railway crossing, andhow to respond if they are faced with a hazardous situation, etc.
Actual railway equipment was used for practice.

1
2

Grade 3 Bicycle simulator
Tokyo Metropolitan Government Office for Youth Affairs and Public
Safety, Traffic Safety Section
Learn how to ride bicycles safely

3
4

Each student watches images on the simulator to learn where tolook and what to pay attention to when riding a bicycle.
12
34Grade 4 Social Studies “Police Officer’s Work andCommunity Cooperation”
Ikebukuro Police Station
Learn about the work that police perform

The students learn that police don’t just solve crimes,
but also many other jobs such as patrolling theneighborhood and training police dogs.
- 45 -

1

Grades 5, 6

Disaster learning program “First aid”

2
3

Japan Red Cross Tokyo Branch, Youth and Volunteer Section
Learn how to provide simple first aid with nearby items

4

The Students learn and practice how to stop bleeding fromhead or limbs, how to use items nearby when bandages, etc.,
are not available.

・Open moral education class for the community
Moral education class has been set as a time for students to think about and feel the importance ofmaking a continuous effort and praising their friends’ efforts during studies, sports, and daily school life.
Every year, the school discloses the open moral education class program details to the community andparents, and utilizes this session as a time to increase understanding.
Table 5-3
SY2016 Open moral education class for the community program
Grade

Program details (Primary theme/material name, etc.)

Grade 1

Be courageous “Owl Moon”

Grade 2

Obeying promises and rules “Determination”

Grade 3

Following through on decisions to the end“Dreams aren’t what you see, they are what you achieve”“You can do it”

Grade 4

Having dreams “Olympics for Students not good at Sports”

Grade 5Working toward goals “Captain”

Grade 6

Refining yourself“Together with Helen - Anne Sullivan”“What are you going to do Ken?”

Item
Hope and courage
Effort and strong will
Hope and courage
Effort and strong will
Hope and courage
Effort and strong will
Hope and courage
Effort and strong will
Hope and courage
Effort and strong will
Hope and courage
Effort and strong will(6) Safety inspections inside and outside the school building
Once a month on the health and safety instruction day, all teaches perform a safety inspection of theirassigned place to prevent student injuries and accidents inside and outside of the school building. For thegym, middle roof, roof, and playground used frequently by the students, the teachers split up into threegroups and perform a monthly group check of hazardous places. We are able to check areas with manyeys by alternating the assigned inspection area each month. The administration, custodian, and office
chief check the “Safety Inspection Record Card”, and make repairs, etc.

- 46 -

(7) Measures based on factual survey of bullying (School Life Survey)
Six times a year, all students participate in a survey of bullying. The guidance counselor organizes thesurvey results. In addition, the school counselor interviews all Grade 5 students during first semester. If
any suspected bullying or cases of bullying are found through the survey or interviews, the class headteacher and grade head teacher confirm the facts, and provide immediate supervision and guidance. If
there is an incident of bullying, regardless of the severity, it is raised at the monthly “Support Team for
Prevention of Bullying and Violent Actions” meeting, and reported at the evening meeting on lifestyle
guidance. These allow all teachers and staff to establish a common understanding, and organizational
measures to be taken.
Data tabulated and handled each semester is reported to Tokyo Municipal Board of Education and the
Toshima City Board of Education.
Table 5-4 Situation of bullying (excerpt from July 2017 School Life Survey)

Because the other child was known, they were asked why
they said mean things, and given supervision.
Regarding the display, all students were told to cooperate sothat similar incidents do not occur.

２

Student’s displays weredamagedStudents were interviewed to find the reason, and individual
supervision was given.

Student was teased.

Students were interviewed to find the reason, and individual
supervision was given.
The student being teased was behaving in a way that could
easily be misinterpreted, so the student was told to be mindfulof actions.

３

Observing
progress１

Someone said mean
thingsStudent’s displays weredamagedResolved

Response

Observing
progress

Situation(8) Emotional support by School Infirmary and school counselors
For students who frequently visit the infirmary room, theteachers make an effort to create an environment wherestudents can talk safely and freely. The school nurse
makes an effort to understand the student’s feelings,
comprehend the situation, and work with the administration,
class teachers, school counselors (SC), guidance
supervisors, parents, and when necessary, with the special
support teaching coordinators and relevant agencies. If
there is an “infirmary student” (student who studies in theinfirmary rather than the classroom because of bullying),
an effort is made to create a pleasant atmosphere so thatthe student can gain emotional stability and return to theclassroom. Interviews are held between the SC andstudent, and between the SC and parent to identify why
the student is having a hard time adjusting, and to find solutions. If the student cannot adjust to school,
the school collaborates with experts such as SSW (Social School Workers) and educational centers tofind a solution.
The SC interviews each of the Grade 5 students during first semester to increase understanding of thestudents, to detect bullying at an early stage, and to enhance relations with the SC. If the SC identifies
that the student has a problem, case work is promoted with the administration, class teacher, guidancecounselor, and special support education coordinator, and class teacher for special needs classes.

- 47 -

(9) Improvement of special support education
Students requiring special educational support are assisted by theirclass teacher, SC, and the special support education coordinator.
These teachers share information on learning and communication, andwork to understand the difficulties the student faces. The coordinator
coordinates with the parents and related agencies, and uses
development tests, etc., to share information on the student’s situationand instruction methods suiting the student with the school.
If the student requires instruction in the Special Support Class(Tanpopo Class), the visiting instructors, special support classspecialists, and head teacher collaborate and stay in close contact. In
addition to individual instruction in the special support classroom, the teachers discuss considerations
that should be made in the student’s class and effective instruction methods. A coordinated individual
teaching plan and school life support sheet are prepared to help the student lead an energetic and fun
school life.
A clinical developmental psychologist is dispatched to the school ten times a year. We have this specialist
to visit all grades through the year and support the difficulties that the students and class teachers face,
and to give concrete advice to the teachers. The entire school works together to prevent students who
require special support from being subject to “bullying”, which can cause emotional injuries, and lead asafe school life.
(10) Greeting campaign[Good Morning Patrol]

Our “Good Morning Patrol” conducts a greeting campaign
with the slogan “Greeting each other with smiles to makeeveryone happy” in with the belief that greetings foster warm
relationships. Students wearing “Good Morning Patrol”
badges stand at the school gate every morning. The Grade 6
students participate year-round, and the Grade 2 to Grade 5
students take turns by month. The ISS Committee suggested
a monthly greeting week, and promoted activities so thateveryone can greet people properly wherever they are.
Based on information provided on the greeting card, a“Greeting Master” and “Sparky Word Master” is selected fromthe class and awarded.

In SY2016, Expanded Executive
Committee proposed a “Greeting
Campaign”. The current ISS
Committee has continued thiscampaign. The students aim tobecome “Greeting Masters”, andmake an effort to greet everyone.

(11) Cross-age group activities
All students (grades 1 to 6) are divided into 14 groups of different ages
to form “Kashiwa Groups”, which meet to foster rich and warm
relationships between the students. Once a semester, the group plays
and eats lunch together. All Grade 6 students lead the groups anddiscuss the activities beforehand to decide games and rules, etc., sothat even the lower grade students can enjoy the event.
[Playing in Kashiwa Groups]- 48 -

The students stay in their Kashiwa Group during the walk rally on the school-wide field trip and during thestudent assembly activities (Ike-Ichi Festival). Each student has a role that matches their grade, anddevelops responsibility as a member of the group.
Kashiwa Group activity
Play sessions proposedby students.
Exchange lunch

Fun exchange
time withstudents fromdifferent grades

Experience creating
good relations(12) Measures based on cell phone and smartphone survey
The results of the survey are posted in the monthly ISS Newsletter. In addition, the students are remindedthat cell phones and smartphones can hurt the other party, can hurt their friend’s feelings, and cause
irreparable damage. Families are asked to decide rules and apply filters. There was one incident of SNS
related trouble each in the last and current school years. The school explained to parents that bothincidents involved students who did not have family rules or filters on their phones, and asked for help toprevent recurrence. The students are also repeatedly instructed on safety.
(13) Safety class (middle, upper grades)
As explained above, our school has had incidents of SNS relatedtrouble. For the past few years, safety classes for the middle andupper grade students have included issues on Internet and SNS
trouble. We have invited lecturers to visit and talk to the students.
Last year, a phone company gave an “Internet Safety Class”. This
year, we have invited a lecturer from the Tokyo Municipal Board of
Education, Guidance Department Planning section to give the“Parent and Child Information Morals Class” at the Toshima
Saturday Open School.

(14) Bicycle safety class and traffic safety instruction
At our school, the PTA organizes a bicycle safety class each year in cooperation with the Ikebukuro
Police Station, Traffic Safety Association, and bicycle shops. Officers from the Ikebukuro Police
Station give talks on the latest situation of traffic accidents and on how to ride bicycles correctly. Afterthe lecture, all students ride bicycles along a prepared course, and receive advice on their riding. The
PTA urges parents to purchase bicycle helmets at this time. If a student brings his or her own bicycle,
the bicycle shop performs a careful safety inspection.

[Safety instruction by teacher]At the morning assembly on Health and Safety Instruction Day in April and June,
the teachers demonstrate “how to safely commute to and from school”, and “howto safely ride a bicycle”.

- 49 -

(15) Preparation of safety map
1. “Community safety map” showing information on suspicious people and hazardous spots
The school prepares the “Community safety map” based on information of suspicious
persons and survey of hazardous spots received from parents. The map is distributed atparent meetings, and used for mimamori watching activities along the school route.

2. PTA “ISS Traffic safety map”
The PTA ISS Committee set up a “Safety Map Preparation Corner” next to the parent reception desk at
the Toshima Saturday Open School. Parents visiting the school were asked to indicate points they thought
were a concern in terms of traffic safety. The received information was organized by the PTA ISS
Committee and complied into the “ISS Traffic Safety Map, which was distributed to all homes.

- 50 -

SY2016ISS
Traffic Safety Map[SY2016 ISS Traffic Safety Map prepared by PTA ISS Committee](16) Mimamori watching activities by parents and community
The PTA ISS Committee created ISS key-holders for patrols. Parents
and people associated with Ikebukuro Daiichi Elementary School
attach this key-holder to their bag, etc., and actually walk around andpatrol the community. The school, parents, and entire community
watch over the Ikebukuro Daiichi Elementary School.
Community mimamori watching system and safety activities off theschool grounds are provided by the Kami-Ikebukuro Shinonome
neighborhood association. Twice a week, the members stand along
the school and greet the students. Community members associatedwith Ikebukuro Daiichi Elementary School also participate in theafter-school patrol activities conducted by Ikebukuro Jr. High School,
which is also aiming to acquire ISS Designation this year. Together we work to watch over the community.

- 51 -

(17) Investigation of bicycle helmet use
On Health and Safety Instruction Day, the school life
guidance section gives talks on riding bicycles safely andwearing helmets, and call for students to ride their bicycles
safely. To promote awareness of helmet use, each class
has graphs showing the number of students with bicycles,
and the number of students who wear helmets. This
information is also posted at the “3A Road” in front of thefaulty room so that parents can also see and understandthe situation. These graphs are prepared by the ISS
Committee students.

(18) Cooperation with Tobu Railway
We cooperate with Tobu Railway to give a safety talk about railways to the Grade 2 students. Images ofKita-Ikebukuro Station, the school’s closest station, are used to increase students’ awareness within their
daily lives. They learn about the proper actions to take when faced with potential hazards at railway
crossings or the station platform. The students also learn about railway safety using real train equipment
and devices at the trial corner.

Press the button if you

Various tools inform you ofthink it’s dangerous!

hazards.

- 52 -

Indicator 6: There are programs that document the frequency and causes of injuries.

1. Records of injuries occurring inside school
The data collected by the School Infirmary, and the responses from the Life Review Survey are collected
and analyzed by the School Life Guidance Section.

1

2

Records of injuries
occurring inside school

Factual survey onbullying
School Life Survey

Injuries including minor injuries(School Infirmary data)

The School Infirmary collects information on
injuries and accidents with the “School
Infirmary Visit Card (injuries)”, and tabulates
the results.

Analyzedmonthly

Injuries requiring hospitaltreatment (Disaster Mutual Aid
payment data)

The records submitted to the Japan SportCouncil to request payment of disaster medicalcare expenses for student injury occurring
during school supervision are also submitted to
the City.

Analyzed
once ayear

No. of incidents of bullying

All students are surveyed on whether they
have ever been bullied, or whether their friends
are being bullied.

Analyzed
every
other
month

(1) Collection of data on injuries, including minor injuries (School Infirmary data)
The injured student, Health Committee
student, or school nurse fills in the “School
池袋第一小学校 保健室来室記録（けが）なまえ
ひにち
いまのじかんクラス
男女
Infirmary Visit Records (injuries)” with
おとこ・おんな／：ー
entries including “type of injury”, “body part
なんのじかんにけがをしたのは、けがのどんなりゆうか？
そうなったか（〇をつける）
どうなったから？（〇をつける）
しゅるい
くわしくかいてください
injured”, “time of injury”, “place of①とうこうちゅう ②じゅぎょうまえ①ころんだ・つまずいた
occurrence”, “and “treatment”. This data
③じゅぎょうちゅう（きょうかは？）②【】
records the situation of the injury, and
③
④たいいく
⑤クラブ
けがの
④人にぶつかった
encourages students to think about injury⑥ぎょうじ⑦５ふんやすみところ⑤（ゆかなど）つよくついた⑧なかやすみ ⑨きゅうしょくまえ
prevention.
⑥おちた
⑦はさんだ
⑩きゅうしょく⑪そうじAfter the card is entered and the student
⑧ひねった
⑨きった
⑫ひるやすみ ⑬かえりのかい
has been treated, a color sticker (coded for
どこでしょち⑩たたかれた⑪けられた（ばしょ）⑭げこうちゅう⑮ほうかご
grade) is put on the monthly “Injury Map”.
⑫目に入った⑬ささった（ボールなどが）（ひじなどが）あたった

つくえなどにぶつけた・ぶつかった⑯そのほか【】⑭そのほか【】- 53 -

Table 6-1 Weekly injury report (excerpt)
July 10 to July 17, 2017
No. Date

Grade

Grade 2 Class 1 Male

2 July 10 Monday

Grade 2 Class 2 Female Lunch recess

Name of injury Place
SpecialBruiseclassroom
StabClassroom

3 July 10 Monday

Grade 4 Class 1 Female PE class

SprainGym

Was sitting in a row during PE class, and twisted left
ankle when standing up.

4 July 10 Monday

Grade 4 Class 2 Female PE class

ScrapeGym

Scratched an itchy place, and it started bleeding.

5 July 10 Monday

Grade 4 Class 2 Female Lunch hour

BruiseClassroom

When standing up after looking for tube of glue on
floor, hit head on TV.

6 July 10 Monday

Grade 4 Class 2 Female Cleaning time

BruiseClassroom

Was squatting down to look for something. Hit head on
corner of TV when standing up.

7 July 10 Monday

Grade 6 Class 1 Male

Regular class

BruiseSpecialclassroom

Hit corner of desk in Workshop room.

Grade 6 Class 2 Female Regular class

BruiseSpecialclassroom

9 July 11 Tuesday

Grade 1 Class 2 Female Recess

ScrapePlayground

10 July 11 Tuesday

Grade 4 Class 2 Male

ScrapeClassroom

11 July 11 Tuesday

Grade 4 Class 2 Female PE class

BruisePlayground

12 July 11 Tuesday

Grade 4 Class 2 Male

Lunch recess

Scrape13 July 11 Tuesday

Grade 6 Class 1 Male

Before class

Bruise14 July 12 Wednesday Grade 4 Class 1 Female Lunch recess

ScrapeSchool route
Specialclassroom
Playground

July 10 Monday

Class Gender Time

Accumulated No.: 363 cases (from April 6)

1 July 10 Monday

8Day

Total No. of cases: 23 cases

Regular class

School event

Cause
Hit R’s teeth when standing up after falling off chair.
Stabbed by thumbtack used on display.

When getting trumpet and case down from shelf in Music
Room, case hit left temple. Scraped upper arm with fitting
on case.
Scraped hand on monkey bars.
During evacuation drill, fell when moving to sideof classroom that suspicious person could notsee.
When done with parallel bars, was stepped on byother student.
Had a fight and fell.
Got caught on the School Infirmary door.

Grade 3 Class 1 Female Lunch hour

Insect sting

Fell when playing tag while holding hands.
When going down the stairs, a person behind the
Hallway stairs boy collided and fell, and cause student to pumpinto fireproof door and hurt left knee.
OthersStung by insect.

July 13 Thursday

Grade 3 Class 1 Male

Lunch recess

BruiseHallway stairs

18 July 13 Thursday

Grade 6 Class 1 Male

Lunch recess

OthersClassroom

19 July 14 Friday

Grade 1 Class 1 Female Recess

ScrapeClassroom

20 July 14 Friday

Grade 3 Class 2 Male

RecessBruiseClassroom

Other child was playing nearby, and their hand hit the
injured student’s hand.

21 July 14 Friday

Grade 4 Class 2 Male

Lunch hour

ScrapeOthersWas coming out of the toilet; collided with edge ofdoor when someone entering opened the door.

22 July 14 Friday

Grade 4 Class 2 Female On way home

ScrapeSchool route

Was running on way to school and fell.

23 July 14 Friday

Grade 4 Class 2 Female On way home

BruiseHallway stairs Fell when going up the stairs; scraped shin.

15

July 12 Wednesday Grade 6 Class 1 Male16 July 13 Thursday
17

On way home

BruiseWas scratching forehead while entering classroom. Doorclosed, and pinched fingers between forehead and door.
Got caught between desks, and developed blood
blister.
Was scratched by X.

(2) Injuries that required hospital treatment (Source: Toshima City’s original injury surveillance)
All injuries and accidents requiring occurring during school administration and requiring hospital treatment
are recorded regardless of whether they were eligible for Disaster Mutual Aid payment or emergency
treatment fees.
Table 6-2 Excerpt from Toshima City original injury surveillance data (SY2016) * Nine out of 20 cases
Grade

Gender

Time

Place

Situation

1 Grade 1

MaleApr. 10, 2017 Mon. 10:13

Roof

PE class

2 Grade 3

Male

May 27, 2017 Wed. 14:45

HallwayAfterschool

3 Grade 2

Male

May 9, 2017 Tues. 10:15 Playground PE class

4 Grade 4
5 Grade 6
6 Grade 4
7 Grade 5
8 Grade 3
9 Grade 6

Date

Cause
Fell while playing Green Light Red Light, other student running from side collided
into head.
Was jumping to touch classroom sign above entrance. Hit hooks for hanging gym
clothes.
Was “IT” during tag. Fell onto color pylon stomach first. Fell on grown and hit face.

Noon
Male May 11, 2017 Thu. 13:36 Playgroundrecess
Noon
Male May 30, 2017 Tues. 13:30
Roof
recessLong
Female June 16, 2017 Fri. 10:42 PlaygroundrecessCommuteMale June 26, 2017 Mon. 15:25
Stairshome
LongFemale June 29, 2017 Thu. 10:42 Hallway
recessNoon
Male
July 7, 2017
Fri. 13:22
Class
recessFell backwards when playing with ball. Landed on and hurt hand.
Fell forward while playing tag. Hit and injured left knee.
Was playing on monkey bars. Hand slipped, and hit head and back on ground.
Was running down the stairs when tripped by another student. Fell face down, down
the stairs.
Was entering classroom from hallway. Caught hand when door was slammed shutfrom classroom side.
Got poked in the eye when playing Niramekko game with other student.

- 54 -

Table 6-3 Record format for injury requiring hospital treatment(1) Attributes of injured person (gender, grade, age) (2) When (3) Where
Recorded data

(4) What activity(5) Arbitrariness (6) Involvement of others (7) Cause(8) Name of injury/sickness (9) Injured/affected part of the body(10) Examination results

Surveillance of injuries occurring while under the supervision of school (For Elementary/Junior high schools)
Victim(1) Gender 1 Male 2 FemaleTime(1) Date (yy/mm/dd)

Place

Inside school Inside school building: 1. Classroom(2)(2) GradeDay(3) Age (Date of birth yy/mm/dd:)(3) Time AM or PM (hh/mm)
2.Science room

3. Gymnasium / outdoor sports field

4.

Auditorium
5. Hallway

6. Entrance/exit

Outside school building: 9. Playground
Outside school

Situation

14. Road

15. Sports field

7. Stairway

8. Others

10. Sports/play facility 11. Pool 12. Ditch

16. Mountain

17. Forest

18. Sea

19. Lake

13. Others

20. River

21. Others

During class lesson based on curriculum
Regular subjects (subjects), Moral, Independent activities, Integrated study: 1. Physical education (Health & PE)
2. Other subjects
Special activity:

3. Class (homeroom) activity 4. Student Council activity 5. Extracurricular club activities
6. Ceremonial events

7. Art & cultural events

9. School excursion & Group overnight trip

8 Health/safety & sports events

10. Working & volunteer events

11. Others

During extracurricular instruction based on school education program
12. Extracurricular clubs activity 13. Camping school
15. Swimming lesson
19. Recess hours

16. Student guidance

20. Lunch & noon recess

22. Particular time after school day ends

14. Seaside school

17. Guidance counseling

18. Others

21. Particular time after school day starts

23. Others

While commuting to school via predetermined route or a route equivalent to it
24. On the way to school 25. On the way from school 26 Others(Means of commuting to school: 1. On-foot 2. Bus 3. Railway 4. Bicycle 5. Motorized bicycle 6. Motorbike 7. Others

ArbitrarinessInvolvementof others
Mechanismof injury

1. Unforeseeable accident
1. Independent accident
1. Traffic accidents

2. Self-injury 3. Violence/fighting
2. Other student involved

Other party:

1. Automobile

Person him/herself:
2. Collision

Other person: 1 Person

3. Compression (Pinched, stepped on)

2. Motorbike

From height of:

By what: 1 Personm / From where

6. Scratched or was scratched
7. Cut or lacerated

By what

8. Stabbed or stung

By what

9. Bite or was bitten
10. Burn

By what

11. Almost drowned
12. Poisoning

3. Bicycle

2. Motorbike/ Initiated collision

4. Tumble (Fell, tripped)
5. Fall

5. Unknown

3. Teacher/staff member involved

1. Automobile

2 Object

4. Others ( )By what

13. Others
14. Unknown- 55 -

2 Object

4. Pedestrian

3. Bicycle

1 Yes

4. Others ( )2 No

5. Unknown

5. Others

4. Pedestrian

5. Others)Name of injury

Injured body part

Injured body part

1 Bone fracture
2 Sprain

Whole bodyTorso

Arms/legs

0 Part of the body

7 Breast

Upper limb

8 Abdomen

11 Shoulder/upper arm

3 Bone dislocation
4 Contusion/bruise

Head/ neck

9 Pelvis/urogenital system

12 Elbow/ forearm

5 Ligament injury

1 Brain injury

10 Back/buttocks

13 Wrist/hand/finger

6 Contused wound
7 Cut
Enter
code
corresponding toinjuredbody
part.

8 Sting
9 Split wound
10 Lacerated wound
11 Scratched wound
12 Burn

Other than brain injury

Lower limb

2 Head14 Hip joint

3 Face15 Thigh

4 Eye

16 Knee

5 Teeth

17 Lower leg/ foot joint

6 Neck

18 Foot/toe

13 Tooth fracture
14 Poisoning
15 Near-drowning

Others16 Accidental
ingestion()

17 Others

Diagnosis results

1 No treatment required

2 Treatment completed on the same day

4 Hospitalization required

5 Others (3 Regular hospital visit required)

Table 6-4 "School Life Survey" response sheet(3) Factual investigation of bullying
The students participate in the “School Life Survey” (6times a year) every other month, and the “factual
survey of bullying” (3 times a year) at the end of thesemester so that we can examine the situation ofbullying. The survey has been designed so that thestudents can easily write their feelings.
In addition, the Grade 3 and higher grades participate
in the “Hyper Q-U” survey twice a year. This survey
aims to improve school life and friendships. Students
requiring special support are interviewed carefully sothat all teachers and staff have a common
understanding of situations.

- 56 -

Indicator 7: Evaluation measures to assess school policies, programs, processes
and the effects of change are implemented
1. Managing progress of programs
The progress of the entire program is managed by the Community Taskforce using the data collected andmeasures planned by the Curriculum Working Group. The effect is evaluated and the program improved
based on the performance indicators.
ISS Committee
ISS Working Groups
1. Collection of injury data
2. Student’s Awareness Survey
3. Questionnaire survey

Developing a safe
educational environment
in a high density cityStudent Guidance GroupSpecial Activity Group

Research Promotion Group

Plan (planning)
Planning and studying measures,
Enacting an action planDo (implementation)

Action (improvement)
Improving measures, continuing

Community
Taskforce

activities, and creating a mimamoriwatching network

Implementing of measures withcooperation
Developing a safety education
programCheck (assessment)
Measuring the effect based on
performance indicators
Verifying indicators, andidentifying new challenges

Safe Community Steering Committee

Japan Institution for Safe Communities (JISC)

Evaluation of overall Safe Community activities

Third-party evaluation[ISS Preliminary Evaluation][ISS Community Taskforce meeting]

In June 2017, a preliminary evaluation was conducted by Prof. Pai Lu, deputy director of the Asia
Certifying Center, Dr. Yoko Shiraishi, director of JISC, and Hisahito Imai, secretariat of JISC.

- 57 -

2. Performance indicators for priority challenges
Priority challenge and direction

Short-/mid-term performance indicators

1. Confirmation procedures
2. Confirmation target
Long-term performance indicators

1. Development of students' ability to predict & avoid risks, and improvement of physical fitness(1) Discussions for ISS
activities by eachCommittee(2) School patrols andpreparation of Hiyari
Close Call Point Map by
students(3) Student-led ISS Assembly

Indicator 1: Occurrence of injuries, andunderstanding of cause
1. Investigation of hiyari close call points (daily)
P. 39
2. All students
1. Investigation of place of injury occurrence(daily) P. 52
2. All students
Indicator 2: Changes in awareness and actions
for prevention
1. ISS Notebook (utilize for each program) P.
24
2. All students
2. School's educational guidance system(4) Program for research in
Indicator 3: Awareness and implementation ofschoolsafety(5) Preparation of ISS activity 1. ISS Notebook (Utilized for each ISS class)curriculum for regularP. 43 to 45
subjects, etc.
2. All students(6) Safety inspections inside
1. Safety inspection table (monthly) P. 45
and outside school
2. Teachers and staff
building

3. Prevention of bullying(7) Measures based on
survey of bullying(8) Emotional support from
School Infirmary andcounselors(9) Improvement of special
support education(10) Greeting campaign(11) Cross-age group activities

Indicator 10:
No. of injuries occurring in school
1. School Infirmary data
2. All students
1. Toshima City’s original injury
surveillance data
2. All students

Indicator 11:
No. of injuries occurring during PE
class
1. School Infirmary data
2. All students
1. Toshima City’s original injury
surveillance data
2. All students
Indicator 12:
Improvement of physical strengthand skills
1. Tokyo Municipal physicalstrength test data
2. All students

Indicator 4: No. of incidents of bullying
1. School Life Survey, factual survey ofbullying P. 9
2. All students
Indicator 5: Situation of greetings
1. School evaluation (1 to 2 times a year)
2. Teachers and staff, parents

4. Programs to prevent SNS trouble(12) Measures based on cell
Indicator 6: Thoroughness of SNS usage
phone and smartphonemethods and rules, rate of filter use
survey1. SNS Survey (twice a year) P. 10(13) Safety Class
2. All students and parents(middle/upper gradestudents)
5. Enhancement of awareness of traffic safety(14) Traffic safety classes andIndicator 7: Rate of bicycle helmet use
traffic safety guidance
1. Survey on helmet use (twice a year) P. 51(15) Preparation of safety map 2. All students(16) Mimamori watching
Indicator 8: Implementation of traffic rules
activities by parents and1. ISS Notebook
community
2. All students(17) Investigation of bicycle
Indicator 9: Community and school route traffic
helmet use
safety(18) Cooperation with Tobu
1. Survey on hiyari close call experiences
Railway(once a year)
2. Students
1. Preparation of safety map (once a year)
2. Parents
1. School evaluation (once or twice a year)
2. Teachers and staff, parents- 58 -

Indicator 13
Rate of bicycle accidents outsideschool grounds
1. Traffic report statistics (everyyear)
2. Students

3. Evaluation methods and future programs[Short-/mid-term performance indicators]
Indicator

1

2

3

4

5

6

7
8

9

○Evaluation method ◇Future programs○Injury-causing actions and hiyari close calls in each floor’s hallway are indicated on a map, and clearly showwhether the number of incidents has increased or decreased.
○Injury data is indicated on a map to show places with a high frequency and the increase/decrease of incidents bygrade.
◇Each student will review the evaluation, and work to improve awareness so they can predict and avoid
dangers.
○After a Student Council activity, such as the ISS Assembly, each student reviews what they have written andevaluates changes in their thinking.
◇To ensure each student can review their findings with a high awareness, we will work to set clear targets for the
students’ activities.
○After classes and programs, the students write their reviews, and evaluate their changes.
◇The teachers and staff will check for hazards inside and outside the school building during their monthly safety
inspection. Actions will be taken to improve the school environment.
○Changes in the students’ behavior is investigated and evaluated with the School Life Survey held six times a
year, and the factual survey of bullying held three times a year.
○All students and the parents will each participate in a yearly SNS Survey. Changes will be investigated andevaluated.
◇We will have each student think about changes identified through the various surveys, and make an effort tocreate a school and society free of bullying.
○A school evaluation survey is held twice a year for teachers and staff, and once a year for parents. Changes
regarding situation are evaluated.
◇The students will work on taking the initiative to greet people so that they can deepen a relation of trust.
○Changes in the students’ behavior is investigated and evaluated with the SNS Survey (student/parent) results.
◇Regarding changes identified from the survey, we will carefully watch each student, and strive for thoroughsupervision.
○Twice a year, a survey on bicycle riding and helmet ownership/usage is conducted, and changes in bicycle useare evaluated.
◇The teachers and parents will work together to promote educational activities to ensure traffic safety for the
students.
○After classes on traffic safety, the students write reviews and evaluate changes in their thinking.
◇We will review previous safety education, and will improve the details and methods of the classes.
○Once a year, the students check for hiyari close call incidents along the school route and community, andevaluate the changes.
○Awareness of safety in the community and along the school route, and the safety of the school route isinvestigated and verified once a year.
○A school evaluation survey is held twice a year for teachers and staff, and once a year for parents. Changes inthe students’ awareness of traffic rules are evaluated.
◇Instruction methods will be improved to increase students’ interest and familiarity of matters along the schoolroute on a daily basis.

[Long-term performance indicators]○The number, rate, and situation of injuries occurring in the school are shown in tables and graphs. The generalcharacteristics and chronological changes are analyzed and evaluated throughout the year.
10◇In hopes of reducing injuries as much as possible, we will have each student review how they walk in the
hallway and stairs, and will repeatedly work to ensure they walk correctly.
○The number, rate, and situation of injuries in during PE class are shown in tables and graphs. The generalcharacteristics and chronological changes are analyzed and evaluated throughout the year.
11○◇Our school’s original “Ike-Ichi Dynamic Exercises” will be designed and continuously implemented sothat we can make a chronological comparison of injuries occurring during PE class.
○The physical strength of our students is compared against data of all Elementary students and Tokyo, andverified.
12◇We will continue to research and improve the curriculum for “PE Class”, and will devise methods so thateven city children can increase their physical strength.
○The number, rate, and situation of traffic accidents involving bicycles is analyzed, and used for to analyze andevaluate what is taught daily.
13◇Even in the past few years, there have been several incidents of traffic accidents involving bicycles. We must
convey why traffic accidents occur to the students and remind them to act calmly during daily life.

- 59 -

4. Actual examples used for evaluation
Priority challenge
and direction

Priority challenge 5 Improvement of traffic safety awarenessMeasure 17 Investigation of bicycle helmet use

Performanceindicator

Indicator 7 Bicycle helmet usage rate
1. Confirmation method Survey on helmet use (twice a year)
2. Confirmation target
All students

Fig. 7-1. Bicycle helmet ownership rate/usage rate (Survey on helmet use June 2016, January and October 2017)[reprint Fig. 5-6 on page 36]
Helmet ownership
ヘルメットの所有率(June 10, 2016)(H28.6.10)

Helmetownership
ヘルメットの所有率(January 16, 2017)

Helmetownership
ヘルメットの所有率(October 12, 2017)

20%

22%

18%

(H29.1.16)(H2９．１０.1２)

ヘルメットをもっている。
Have a helmet.

80%

78%

Do not have ahelmet.

82%

ヘルメットをもっていない。

Havea helmet.
ヘルメットをもっている。
ヘルメットをもっていない。
Do
not have a helmet.

248
people248人
62people62人

ヘルメットをもっている。
Havea helmet.
Doヘルメットをもっていない。
not have a helmet.

Rate of helmet use
ヘルメットの着用率(June 10, 2016)(H28.6.10)

Have
a helmet.
ヘルメットをもっている。
ヘルメットをもっていない。
Do
not have a helmet.

238
238
66
66

230
230
61
61

Rate
of helmet use
ヘルメットの着用率(October 12, 2017)

Rate of helmet use
ヘルメットの着用率(January
16, 2017)(H29.1.16)(H2９.１０.1２)

Wear it whenever
毎回かぶっている

35% 44%riding bicycle

41% 43%

35% 46%

ときどきかぶっている
Wear it sometimes
Do not wear it
かぶっていない

毎回かぶっている
Wear it wheneverriding bicycle
Wear it ときどきかぶっている
sometimes
かぶっていないDo not wear it

19%

16%

21%
109109人
people51人
51 people
88人
88 people

毎回かぶっている
Wear it wheneverriding bicycle
ときどきかぶっている
Wear it sometimes
かぶっていないDo not wear it

10110139 39
96
96

毎回かぶっている
Wear it wheneverriding bicycle
ときどきかぶっている
Wear it sometimes
かぶっていないDo not wear it

10910944 44
81
81

Evaluation method and improvements
Evaluation method:

Twice a year, a survey on bicycle riding and helmet ownership/usage isconducted, and changes in bicycle use are evaluated.

Future actions:

The teachers and parents will work tighter to promote educational
activities to ensure traffic safety for the students.

- 60 -

Indicator 8: There is ongoing participation in national and international networks.
1. Participation in national networks
2016.

May 18June 10
July 13
July 29.
October 7
November 17

2017

November 17
December 22
February 8
February 9
February 20
April 13
June 1
June 23
From July 4
July 26
October 31
November 8
November 10

ISS Declaration Assembly [Venue: Ikebukuro Daiichi ES] Examiners from the ISS Certifying Center
visited our school
Visited the preliminary evaluation of Toshima Municipal Gyoko Elementary School and Toshima
Municipal Ikebukuro Honmachi Elementary School
Visited the preliminary evaluation of Saitama Municipal Jionji Elementary School
Visited the Matsubara Municipal Chuo Elementary School, Nunose Elementary School, and Matsubara
Daisan Jr. High School (collaborating elementary and jr. high schools) in Osaka
Visited the on-site evaluation of Atsugi Municipal Shimizu Elementary School in Kanagawa Prefecture
Visited the on-site evaluation of Toshima Municipal Gyoko Elementary School and Toshima Municipal
Ikebukuro Honmachi Elementary School
Held exchanges with Ikebukuro Jr. High School [Venue: Ikebukuro Daiichi ES]
School ISS Activity Study Session Teacher: Certified ISS examinerStudent exchange with Toshima Municipal Ikebukuro Jr. High School [Venue: Ikebukuro Daiichi ES]
Visited designation ceremony for Toshima Municipal Gyoko Elementary School and Toshima Municipal
Ikebukuro Honmachi Elementary SchoolStudent Exchange with Toshima Municipal Ikebukuro Honmachi Elementary School and Gyoko
Elementary School [Venue: Ikebukuro Honmachi Elementary School]
Examiners from the ISS Certifying Center visited our school and had lunch with Student ISS Committee
members
Student Library Committee visited Toshima Municipal Ikebukuro Honmachi Elementary School Learning
Information Center
Visited preliminary evaluation of Toshima Municipal Ikebukuro Jr. High School
Participated in after-school patrols organized by Toshima Municipal Ikebukuro Jr. High School
Visited Chichibu Municipal Minami Elementary School and Chichibu Daini Jr. High School (collaborating
elementary and jr. high schools) in Saitama Prefecture
Visited onsite evaluation of Atsugi Municipal Tsumada Elementary School in Kanagawa Prefecture
Participated in Toshima City Safe Community re-designation evaluation [Venue: Community Plaza
Kami-Ikebukuro]Student Exchange with Toshima Municipal Ikebukuro Honmachi Elementary School [Venue: Ikebukuro
Honmachi Elementary School]

Visits to Safe Schools
We visited schools that have been designated as ISS schools, and learned about their activities.

Chichibu Municipal Daini Jr. High School and Minami
Elementary School in Saitama Prefecture

Atsugi Municipal Shimizu Elementary
School in Kanagawa Prefecture

Matsubara Municipal Daisan School
District in Osaka

Exchanges with Toshima Municipal Ikebukuro Jr. High School and Ikebukuro Honmachi Elementary School

Exchanges were held the students and Student Councils of Ikebukuro Jr. High School, which is also
aiming for ISS Designation, as well as with Ikebukuro Honmachi Elementary School, which is acollaborating school that has already received designation as an ISS school. The students exchanged
information, and hope they can work together to hold lively activities.

Exchange with Toshima Municipal Ikebukuro Jr.
High School

Exchange with Toshima Municipal Ikebukuro
Honmachi Elementary School and Gyoko
Elementary School- 61 -

Visiting the Toshima Municipal Honmachi
Elementary School Learning Information CenterChapter 6 Future efforts and prospects towards development of a safe school

1. Current problem points(1) There are still many students who cannot predict and avoid danger, and who are injuries for avariety of reasons.
(2) By improving the PE class, we were able to learn new instruction methods, but this did notnecessarily increase the students’ physical strength.
(3) Incidents of bullying, which can cause motional injuries, were not eliminated, and there are stillincidents that are being handled.
(4) Various programs for traffic safety have been implemented, but the student bicycle helmet usage
rate has not increased much. Awareness of traffic safety has not increased.

2. Mid-/long-term goals(1) We will hold exchanges between students and Student Councils at the Ikebukuro Honmachi
Elementary School and Ikebukuro Jr. High School, which are located in the same jr. high school
block. These exchanges will give students an opportunity to share their activities related to ISS
programs.
(2) Based on the causes of student injury and the results of the Tokyo Metropolitan physical strength
test, we must improve PE classes to increase the student’s motor skills and physical strength. We
will work to improve the students’ physical strength and foster the ability to predict and avoid
danger.
(3) We will actively promote prevention measures based on evidential data, and will conduct
investigations and interviews so that we may understand the actual situation of the students. We
hope to reduce the number of injuries and bullying incidents in the school so that students canlead a calm school life.
(4) We will work to increase traffic safety awareness, and will work to reduce incidents of injury andaccidents off school grounds. In particular, we will promote the use of bicycle helmets to reduce
the number of injuries and accidents occurring while riding a bicycle.
(5) The parents, school, and community will work together to expand the student mimamori-watching
network. We will also cooperate and coordinate with the parents and community in the Ikebukuro
Jr. High School block to protect the children. ISS key-holders will be distributed to the members of
the community to create a network of all adults in the community to watch over the students.

3. Future development(1) We will continue to promote the student-led International Safe School program based on
proposals made by the Student ISS Committee, and with cooperation of the Expanded Executive
Council students.
(2) The teachers involved will change each year due to transfers, etc. However, we will apply theschool and teacher’s organizational abilities to continue continuous analysis and evaluation ofvarious data and surveys, etc., related to the body and mind. We will hold periodic meetings to
exchange information with the staff of Children’s Skip Ikebukuro Daiichi, and will work to share acommon understanding of ISS initiatives.
(3) We will continue persistent promotional activities to increase bicycle helmet usage rates.
(4) The parents and school will cooperate to expand the student mimamori-watching activities. We
will also strengthen cooperation with the community, neighborhood associations, and“Community Plaza Kami-Ikebukuro”, a Safe Community base, and will promote the International
Safe School initiatives through heartwarming exchanges between the students and plaza users,
etc.
(5) We will further strengthen our coordination with Ikebukuro Jr. High School, which is aiming for ISS
Designation, and Ikebukuro Honmachi Elementary School, which was designated last year. We
will continue participating in national and international networks, and will actively promoteexchanges with ISS Designated Schools.
- 62 -