Matsubara Municipal Nunose Elementary School
International Safe School (ISS)
Application for Designation

November 14, 2017
Matsubara Municipal Nunose
Elementary School0INDEX

Chapter 1

Overview of Nunose Elementary School…………………………………………2

Chapter 2

Programs for International Safe School………………………………………….6

Chapter 3

Injury occurrence situation in school mentally and physically...……………9

Chapter 4

Setting priority problems based on injury occurrence situation...…………19

Chapter 5

Programs based on 8 indicators………………………………………………….20

Indicator 1

An operational infrastructure to work on safety improvement based on collaboration isdeveloped……………………………20

Indicator 2 The program policies are in conformity to the overall directions of the municipality, theBoard of Education, etc……….…..23
Indicator 3 There are long-term and sustainable school programs covering both genders, all ages,
environments, and situations……...25
Indicator 4 There are programs that target high-risk groups and environments……………………34
Indicator 5

All programs are conducted based on available and usable evidences. ………………37

Indicator 6 There are programs that document the frequency and causes of injuries. ……………43
Indicator 7 Evaluation measures to assess effects of change of school policies, programs, andthose processes ……………………..45
Indicator 8 There is proactive participation in community and domestic/international networks..48

Chapter 6

Future programs and outlook towards developing a safe school………….50.

1

Chapter1 Overview of Nunose Elementary School

1 School educational goal and emblem
Educational goal:
To nurture students who can develop their ability to “feel, think, and act”.
~ With a focus on developing academic competency and promoting friends’ circle making ~Nunose Elementary School was founded in 1874. The present school emblem wasadopted in 1953.
The emblem has been designed with a pattern of “pine needles” in honor of theCity’s name and in a form of a “cherry blossom” associated with many cherry trees
in and around the School. It symbolizes the warm heart of community people who
kindly watch the School that welcomes new students for the new school year in theseason of cherry blossoms.

2

2 School size
Nunose Elementary School is a medium-sized school with 381 students. The number of students hasremained nearly unchanged at about 400 for the past few years.
It is the average number of students belonging to elementary school in Matsubara City.
The number of classes is 16 in total (including 2 classes in each grade and 4 special support classes).

Number of students enrolled
as of May 1, 2017

Number of students enrolled in
special support class (includedin the students enrolled)

Grade

Male

Female

Total

Male

Female Total

1st
grade

31

18

49

2

2

4

2nd
grade

37

27

64

5

0

5

3rd
grade

27

35

62

7

0

7

4th
grade

32

40

72

4

1

5

5th
grade

28

24

52

0

0

0

6th
grade

33

27

60

1

0

1

Total

189

171

360

19

3

22

[Chart 1]

3 Daily schedule
It consists of 3 semesters, 1st semester is from April to middle of July, 2nd semester is from September
to end of December, 3rd semester is from beginning of January to end of March. In between semesters,
there are school closure, and summer closure between 1st semester and 2nd semester is about 40
days long closure. As for time table, school starts at 8:30 and 1st period starts at 8:50. Classes are 45

3minutes and 4 classes conducting by lunch. Break time is between classes. After 4th period, lunch time,cleaning hours, play time and 5th period and 6th period classes conducting.
Importance is placed on playing in group before class hours and in noon recess hours. The objective isto nurture students’ body and soul and to develop their ability to cooperate with others. Physicalactivities have good influence on scholastic abilities. There are various play and activities, which
includes running activities such as tag, tag with rock-paper-scissors, ball game activities such as dodge
ball, activities using ground such as positioning game.

Leaving school

Guidance on safetyof walking home

Leaving school

6th period

Rest hours

5th period

Cleaning hours

Lunch time

4th period

Rest hours

Time schedule for Wednesdays and for

Guidance on safetyof walking home

6th period

Rest hours

5th period

Play time

Cleaning hours

Lunch time

4th period

Rest hours

3rd period

2nd period

3rd period

2nd period

Rest hours

Play time

Rest hours

1st period

Play time

1st period

Morning assembly

B scheduleMorning assembly

Play time

A scheduleTime schedule for Wednesdays and for days when school closing
time gets earlier due to training sessions for teachers and staffb[Chart 2]

4 Geographical location and the school routes of Nunose Elementary School
Matsubara Daisan
Jr. High School District

Nunose Elementary
School District

Chuo Elementary
School District

Matsubara Daisan
Jr. High School District

Matsubara City
Nunose Elementary School

This school district spreads out north and south. It takes about 30 minutes from the farthest area ofnorth side to school. All Students commute on foot. Commuting by bicycles or cars are not permitted.
4Chuo Elementary School, which is working ISS and in the same Daisan Jr.High school district, and thisschool are next to each otherThe school gate faces Yamato-Takada Road which is a main road. Yamato-Takada Road is a heavily
trafficked road and traffic accidents occurs frequently.

*There is a hospital right in front of the school gate, and*Students who live in the south side of thenext to the school gate, there is a convenience store

school district commute to/from school by

where many cars coming in/out.

crossing the pedestrian bridge.

Community residents and parents conduct watch-overactivity as there are many narrow roads with very heavy
traffic within the school district.

(Source: “Traffic Safety Points Map” prepared by the Traffic
Safety Taskforce Committee of Matsubara City Safe

5

Chapter 2 Programs for International Safe School
1 Background of programs○Matsubara CityMay 2011

Mayor Sawai declared the start of Safe Community Program

November 2013

City acquired Safe Community International Designation○Matsubara Daisan Jr. High School district
May 2015

As in Matsubara Daisan Jr. High School district, Matubara Daisan Jr.Hight School,
Chuo Elementary School, and Nunose Elementary School conduct ISS Program
Declaration Ceremony

November 2016 Sanchu School District received an advanced guidance by ISS

62 Situation of activities in the past
[Progress of activities in FY 2015]
Activities inside school
Activities of parents and community
ISS netw ork
May Declaration of launching ISS activities (May
Declaration ceremony of launching ISS programs by
21)
Matsubara Daisan JHS District
June Safety & Secure Assembly, Group w alking Announcement of launching ISS programson the w ay from school
to community residents and parents
July
Announcement of launching ISS programs Visited Kameoka City
to school counselor
Sep. Organizing school system
ISS seminar of Matsubara Daisan JHS District
Started activities by students
Announcement of launching ISS programs at
Matsubara City SC Progress Report Meeting
Oct. Declaration by Health Working Group at
Visited Atsugi City and Toshima WardStudent Morning Assembly
Nov.
Study presentation meeting at Matsubara Daisan JHS
District
Presented a question at the Students Meeting of
School District (elimination of level-difference)Dec. Calling for entries for the mascot character
Disaster drill cooperating w ith the city
Jan. Sharing tasks at School Health Working Explained about ISS program to school
Group Meeting
doctorFeb.
Established PTA’s ISS w orking group
Participated in “Safe School Summit in Toshima”
Mar. Decided Mascot Character “SAFY”[Progress of activities in FY 2016]
Activities inside school
Activities of parents and community
ISS netw ork
Apr. ISS w orking group w as positioned in the ISS w orking group w as positioned in PTA
school systemMay
PTA new ly established the library ISS ISS study w as held at the Region Education Council ofcornerMatsubara Daisan JHS District
June Safety & Secure Assembly, Group w alking
Visited Toshima Wardon the w ay from school
Nunose Elementary School Tow n-w orks
School-w ide ISS Assembly
July Preparation of School Safety Map
Preparation of School Safety Map
ISS Students Meeting of Matsubara Daisan JHS Districtw as established
Requests from students
The members of Toshima Ward visited Chuo
Elementary School and held an exchange gathering
Presented a question to the city mayor at
the Children’s City Assembly
Sep. Installation of convex mirrors in response to
Activities w ere reported at the SC progress report
students’ request
meeting
Sports meeting based on ISS view point
Oct. White lines on the hallw ay, Warning Human Tow n Festival (festival participated ISS Students Meeting
displays for injury prevention in stairw ay
by parents, community people, & students)
Nov. Nunose Elementary School Tow n-w orks
PTA lecture meeting “ Real Situations of Study presentation at Matsubara Daisan JHS District
Internet Related Troubles
ISS Students Meeting
Participated in Toshima main examining board, Atsugi
investiture ceremony
Dec.
Disaster prevention drill (together w ith
parents and community people)
Jan. Prior examination for ISS international Earthquake evacuation drill
Matsubara Daisan JHS District ISS Students Meeting
certification“How to eliminate bullying”
Feb. School-w ide ISS Student Assembly
City ISS promotion committee

7[Progress of activities in FY 2017]2017 Activities inside school
Mar. Creating school district hazard map

Apr. ★Given the prior instruction

Activities of parents and community
Creating school zone hazard map
PTA mobile phone risk learning meeting
LINE w orks shop
★Given the prior instruction

Inside school Netw ork

Meeting tow ards main examining board at
Matsubara City ISS promotion committee

Entire inside school training “ Progrrams of ISS in our School” Positioning of ISS at the PTA fiscal year
Explanation to the new ly transferred teachers
replacement general meeting★Given the prior instruction
Face-to-face explanation on “ Programs of ISS ” from the 6th
grades to the 1st grades
May Presentation on “ Goal of ISS Student Council ” by Student Programs of ISS are positioned, such asCouncilcommuting to school w atch-over by PTA
Due to increase in injuries, study of innovative approaches byHealth Working Group
June Meeting for protecting children ’ s safety / training of group Meeting to protect safety of children / Daisan JHS district teachers & staff
w alking from schoolgroup w alking from school training
members paramedic drill
School-w ide ISS student meeting
Health Working Group vision training [eye movement]
Strangers measure drill
Program of human rights seminar “ Nunose Elementary School
Tow n-w orks,” “ Heart-w orks ” to aim for safe and security ofminds

Daisan JHS district ISS student meeting

Display renew al at central stairs
July

School counselor meeting

All our teachers and staff members join
the city human rights aw areness raising
study meeting “Meeting to eliminate

Future Approaches to reduce injuries and approaches to make friends Program on “ Creating safe and secureand eliminating bullying
Daisan JHS District ” by cooperation andcollaboration w ith local PTA* Contents of each programs will be introduced in detail after this.

8Chapter 3 Injury occurrence situation in school mentally andphysically
1 Injury in school(1) Injury occurrence situation including minor injuries(1)The number of students who were treated in the school infirmary [Chart 3]
No. of cases perstudent

Total number of
injuries/year

Approx.5.0
cases

FY2012

Approx.3.6
cases

Approx.4.5
cases

FY2013

Approx.4.2
cases

FY2014

Approx.4.3
cases

FY2015FY2016

Source: 2016 Data from School Infirmary “Egao(smiley face)”[Chart 3 Number of students who were treated in school infirmary(2016 Data from School Infirmary “Egao(smiley face)”)]“Number of injury occurrence” in this school tends to be high compared to other schools.
Refer to P13 [Chart 9-① Injuries that required hospital treatment, ratio to the total number of students(Source: “Matsubara Children” (Compiled by Matsubara City Board of Education)]

As mentioned before, as program of playing in groups prioritized and most students play at schoolyardin break time, daily accidental injuries are increasing.

9[Chart 4 Number of students who were treated in the school infirmary (By month)
Source: FY2015 Data from School Infirmary “Egao” (smiley face)]
Because of many
rainy days, injury
inside the schoolbuilding increases.

Apr.

May

June

July

Bruise injury
increases.

Aug.

Sep.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

Cases

Many injuries occur in June and October in year.
It rains frequently in June and so, students can’t go play at schoolyard. They stay inside the building
during break time and it may cause injuries such as bumping each other in hallways or slip and fall on.
In October, students have many physical activities including Sports Day. School also has campaign forstudents to enjoy play more. Jammed fingers during ball game activities, sprains during running
activities, or bruise by bumping into each other increase through those activities and campaign.

[Chart 5 Injury occurrence by time zone Source: FY2015 Data from School Infirmary “Egao” (smiley face)]

On the wat to/from school
After class hours

Not under school
supervision

As an all school program of playing in groups, most of all
students play at schoolyard during break time. (Dodge ball,tag, etc.)

Schoollunch hour

Many injuries during break time occur at schoolyard.

Cleaning hours
Recess hours

Class hours

There are also many bumping at entrance on way fromclassrooms to schoolyard.

Physical
educationclass[Spots where injuries occur in recess hours]
1 Schoolyard 55.4%
2 Entrance of the school building 22.9%
3 Inside of classrooms an entrance of classrooms 21.7%
10

[Chart 6 Injury types (FY2015 Data from School Infirmary “Egao” (smiley face)]
Cut & sting

Bone fracture

The most common injury type is bruise, account for

Ear & nose
Teethapproximately half of injuries, which is mostly causedby collision.

Eye
Skin symptom

Student often bump into each other in classrooms or

Bruise (except for head)Pain

in hallways when going to or coming back from theschoolyard.

Sprain & jammed finger

Scratched wound& contusion

Head bruise[Chart 7 FY2015 Injury occurrence by place and by grade(FY2015 Data from School Infirmary “Egao” (smiley face)]
Schoolyard

Classroom

Hallway &stairway

Gymnasium

Entrance

Pedestrian
bridgeOutsideschooljurisdiction

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

By grade, injuries occur frequently in classrooms and hallway in 1st, 2nd and 3rd grade students, and inschoolyard for 4th, 5th, and 6th grade students. 1st grade students injure most frequently.
Injuries outside school jurisdiction means injuries playing in community after school or injuries during
Saturday activities.

11[Chart 8 Spots where many bumping cases occur(FY2015 Data from School Infirmary “Egao” (smiley face)]

East buildingWest building

No.2 Schoolyard ismainly used by
Grade 3 students
and above when
they play.

As the schoolyard islocated across the road,there is an overpass.

Many collision
injuries occur when
students rush out
for recess hours.

No.1 Schoolyard is mainly used by Grade1 & 2 students when they play.

Grade 1 classrooms. Many collision
injuries occur when students rush out
for recess hours.

There are 2 schoolyards in Nunose Elementary School. No.1 Schoolyard is the place where 1st and 2nd
grade students play and No.2 Schoolyard is the place where 3rd grade students and above play during
break time. Many collision injuries occur at the entrance on 1st and 2nd floor where both of 3rd gradestudents and above and 1st and 2nd grade students rush out to each schoolyard.

12

(2)

Situation of injury occurrence that required hospital treatment[Chart9-(1) Injuries that required hospital treatment, ratio to the total number of students(Source: “Matsubara Children” (Compiled by Matsubara City Board of Education)]

Nunose ES
Matsubara City

The rate of injuries that required hospital treatment to the total number of students in this school ishigher than the average of Matsubara City.

[Chart 9-(2) Injuries that required hospital treatment by gender(Source: School disaster report (Matsubara City)]

Male
FemaleInjuries that required hospital treatment by gender occur more frequently among boys in past 5 years
in Matsubara City. But there isn’t much of a difference in injury occurrence by gender in this school.
13[Chart 10 Causes of injuries that required hospital treatment(Source: FY2015 Data from School Infirmary “Egao (smiley face))]
The number of injuries caused by own carelessness
has decreased. The number of injuries caused by athird person has increased bit by bit.

Own carelessness

Poor skill

Third person

Fighting

Unintentional
accident

OthersComparison of over time data of causes of injuries that required hospital treatment shows that the
number of injuries caused by own carelessness has decreased year by year and it has decreased byhalf in 2015 when ISS programs started. However, the number of injuries caused by a third person has
slightly increased.

14

(3)

Situation of emotional injury occurrence

Ministry of Education defined that bullying is students experience mental pain by others in humanrelations who abuse the students mentally and physically.
This school focuses on promoting friends’ circle making as an educational goal.
Students closely relate to each other through play, group and discussion activities.
Students disagree with each other and get into serious trouble sometimes.
School aims is that bringing out each students’ feelings to understand and to bond each other throughthe trouble. However, there are some cases that the trouble develops the situation we recognize“bullying” when existing power relationship between the students or failing to bring out students’feelings to understand each other.
Chart 11 below shows the number of recognized “bullying” cases in 3 years. When “bullying” happens,
we have victims’ counseling with well consideration of their feelings and instruct assailants strictly tostop bullying and to solve their emotional and mental problems as organization.
Please refer to program for emotional injury which is on page 27 [program 4].
[Chart 11 The number of recognized bullying cases(Source: Survey on bullying situation (Ministry of Education, Culture, Sports, Science and Technology))]

FY2014FY2015FY2016

The number of recognized bullying cases

3cases4cases4casesThe number of bullying cases resolved

3cases4cases4casesAll the cases recognized bullying are resolved by the end of the fiscal year.

15[Chart 12 Situations that can lead to bullying(Source: School education self-diagnosis: Questionnaire survey with all students)]

I like myself.
I have good points.
Bullying is bad regardless of the reason.
I have an experience of having something bad (violence, name-calling, etc.) done to me by my friend.

I have an experience of having done something bad (violence, name-calling, etc.) to my friend.

I can tell someone to stop it when he/she does something bad to me.
I can tell someone to stop it when he/she is doing something bad (violence, namecalling, etc.) to others.

I have a friend who understands my feeling.

According to the data of School education self-diagnosis: Questionnaire survey with all students, there
are 42.1% of students answered “I have an experience of having done something bad (violence, namecalling, etc.) to my friend” last year. It contains “a third person student who hurt others [Chart 11].
There are 60% of students answered “I have an experience of having something bad (violence, namecalling, etc.) done to me by my friend”, which is higher than the students “experience of having done
something bad to friends”.
[Chart 13 Survey results on students who do something bad to friends(Source: FY2015 School education self-diagnosis: Questionnaire survey with all students)] (n=83 %)I like myself

I have good points

Bullying is bad
I like myself

I experienced something
bad done to me

I can tell aperson to stop

I can give advice
to a person

I have a friend
who understands

Students who have done something bad to friends

The survey showed “the students who have an experience of having done something bad (violence,
name-calling, etc.) to my friend” tend to answer “No” to the question for self-affirmation such as “I likemyself”, or “I have good points”. They tend to answer “No” to the question “I have a friend who
understands my feeling”.

16[Chart 14 Comparison with others in terms of self-affirmation(Source: FY2015 Nationwide Survey on Academic Performance and the State of Learning” by Ministry of
Education, Culture, Sports, Science and Technology)]
Whole country

Osaka Pref.

Elementary
School “A”

NunoseElementary School

I have dreams and goals for the future
I think I have good points
The ratio of students who think that they have good points is about 20 % lower than those of thenational and Osaka Prefecture-levels and lower than that of the other school within the school district,too.
[Chart 15 Situation of possession and use of smart-phones, etc. by grade(Source: FY2015 School education self-diagnosis: Questionnaire survey with all students)](n=372 %)I have my own cellphone/smartphone
Grade 6
Grade 5
Grade 4
Grade 3
Grade 2
Grade 1

I exchange mails and messages with friends
Grade 6
Grade 5
Grade 4
Grade 3
Grade 2
Grade 1

The chart above shows the ratio of students who have their own cellphone/smartphone and who havecellphone/smartphone which is shared with their families. The ratio is much higher than the national
average.
4th grade 69.2% (National average 27%) 5th grade 74.6% (National average 31.2%) 6th grade 63.8%(National average 31.6%) (From Benesse cooperation survey)
More than half of the 1st grade students possess their own cellphone/smartphone and it is possible thepercentage of possession will rise from now on.

Exchanging emails increases among higher gradestudents and more than 60% of them are doing it.

17

[Chart 16 Current use state and problems related to smartphone use(Source: School education self-diagnosis: Questionnaire survey with all students)]

I have my own cellphone/smartphone.
I keep a promise with my parents about use of a cellphone/smartphone.
I exchange emails and messages with friends
I have an unpleasant experience about a cellphone/smartphone.

I discuss at home with my child on use and rules of acellphone/smartphone.
My child has got involved in a trouble on a cellphone/smartphone.

According to the data of School education self-diagnosis last year, there are 21.3% (77 students) “havean unpleasant experience about a cellphone/smartphone”, 9.5% (37 students) “have got involved in atrouble on cellphone/smartphone”. More than 20 cases were actually dealt with by guidance.
Example: Posting a portrait of a friend without asking permission, posting name-calling of a friend, etc.

18

Chapter 4 Setting priority problems based on injury occurrence situation

Identify priority problems from data of School Infirmary “Egao (smiley face) and School education selfdiagnosis below.
[Chart 17 Identifying priority problems]

Physical problems

InsideschoolOutsideschoolInsideschoolbldg.

Problem 1: There are many injuries that occur at the doors of classrooms.
[Chart 5 & 8]
Problem 2: There are many injuries among Grade 1 students. [Chart 7]
Problem 3: There has been an increase in the number of injuries caused
by a third person that require medical treatment. [Chart 10]

Outsideschoolbldg.

There are many injuries that occur during recess hours on the schoolyard.
[Charts 5, 6, 7, & 8]

Schoolroute

Traffic is heavy on the school route. [p5 of this application]

Emotional problems

Problem 6: There are an increase in the number of internet-related troubles.
[Charts 15 & 16]
Problem 7: There are bullying and the behaviors that can lead to bullying.
[Charts 11, 12, 13 & 14]

Listing programs based on 8 indicator the following chapter 5.
*A third person in [Problem 3 injuries caused by a third person that required hospital treatment] means
students who hurt other students.

19

Chapter 5 Programs based on 8 indicators
Working on programs based on indicator 1 through 8 to solve these problems

Indicator 1 An operational infrastructure to work on safety improvement
based on collaboration is developed.
1 International Safe School cooperation and coordination
This school cooperate with Matsubara City Safe Community Steering Committee and Community’s
Taskforce Committee for ISS which consists of administration organization and related organization incommunity to work on programs.
Matsubara City Safe Community Steering Committee
Safety at the time ofdisaster

Suicide prevention

Crime prevention

Children’s safety

Traffic safety

Elderly’s safety“Community Education Council” isplaced in every junior high school districtin Osaka Prefecture. It was founded in
FY2000 in accordance with the policy ofOsaka Prefectural Board of Education
with the aim to develop an educational
community in cooperation among
schools, parents, and communities.

Community’s Taskforce Committee for ISS

Cooperation &coordination<Matsubara Daisan JHS
school district>
Student ISS Assembly
Teachers, staff members,
and PTA of 3 schools<Administrative organs>
Citizen Collaboration
Department of
Matsubara City
Matsubara City Board of
Education<Related organizations in community>
Community Education Council of
Matsubara Daisan JHS District ※Matsubara Police Station Matsubara
Fire Department

2 ISS organization in school
Nunose Elementary School ISS Promotion Department work on the programs with Student Council and
PTA, by ISS promotion Committee conducting. ISS Nunose Elementary School Community Working
Group consists of School Councilors, Safety Watch-over Team, and Saturday Community School, etc.
some more about community will be mentioned later.
<ISS Promotion Committee>•Principal•Vice-principal•Teacher in charge of human right education coordinator•School nurse•Special support education coordinator•Teacher in charge of Student Council•Teacher in charge of student’s guidance

Nunose Elementary School

ISS Promotion Department

Human Rights Education
Promotion Committee
ISS Promotion Committee
Student Council

PTA Executive Committee

Bullying Prevention
Committee

ISS Nunose Elementary
School Community Working
School Councilors
Safety Watch-over Team
Saturday Community20

3 PTA, Community, In School (Student Council) organization
Executive committee conducts PTA and each committee, and the slogan is “the person who is available,
when he/she has time, take it easy, enjoy”.
Headquarter executive members conduct PTA, ISS which work on students’ safety and other 6committees. Since started ISS activities, PTA has been strived for “keep students safe and secure” as acheer group of this school. Especially, Safety Watch-over Team promotes its’ activities in the morning andafter school with encouraging all members of PTA to participate in.
Student Council is the organization that students manage. Student Council conducts ISS activities inschool.
Student Council consists of Health Working Group which fulfills the central role of ISS activities,
Broadcasting and Lunch Service Working Group, etc. Each Group works on ISS activities under theleadership of Student Council executive members who are elected from 5th and 6th grade students.
Daisan Jr.High School District ISS Student Meeting which started last year now fulfills the central role of
ISS activities in this school.

<Student Council><PTA>

ISS Students Meeting
ISS Committee

Classroom Lifestyle Committee
Classroom Lifestyle Committee
Library volunteers
PTA Sports Working GroupPR Activity Committee

Student Council executive
members

Headquarter executive
members

Lifelong Learning Committee

Broadcasting & Lunch Service
Working Group
Beautification & Bulletin
Boards Working Group
Health Working
Group
Animal Rearing
Working Group
Library Working
Group
Cultivation Working
Group
Sports WorkingGroup

One of the traits is that there are community people working hard for this school.
21

There are many elder people live in this community and many facilities for them and these facilities’ staff
cooperates with school well. They started “Safety Watch-over Team” and watch over in the morning andafter school.
People in community started “Saturday Community School” where they teach students so that students
have opportunity to experience sports activities, flower arranging, etc.
This school is supported by not only elder people, but people in workplace, stores and business places
who really care students and work for students immediately.

<Community>〈地域〉
ISS Nunose Elementary School
Community Working Group

School Councilors
Safety Watch-over Team
Saturday Community School

22

Indicator 2 The program policies are in conformity to the overall
directions of the municipality, the Board of Education, etc.
1

Nunose Elementary School policy based on Matsubara City programs“Developing safe and secure school” is noted in Promotion of Education program in Matsubara City andeducational principles of Matsubara City.
“This school promotes programs for safe, secure and healthy, such as educational activities incooperation with school, parents, and community based on Jr. high school district, food education byschool lunch and aiming for certification of ISS and positively provides information”.
Based on this policy, this school promotes ISS programs based on programs of Matsubara City Safe
Community and its’ direction with learning from nationwide precedent cases.
Nunose Elementary School “Developing
safe and secure school” policy

Matsubara City Safe Community Steering Section

Safety at the time ofdisaster

Suicide prevention

6 To learn from the precedent cases of otherschools in Japan that have already beenworking on.

Crime prevention

5 To work on in accord with the efforts of
Matsubara City Safe Community.

Traffic safety

4 To develop programs based on cooperationand collaboration in the Daisan JHS District.

Approval of reports

Taskforce Committee for each priority program
Elderly’s safety

3 To work on programs in cooperation withparents and the community.

Reports from Taskforce Committee

Children’s safety

2 To develop evidence-based programs thatare based on actual situations of students.

Matsubara City Safe Community Steering Committee

Injury Examining and Assessment Board

1 To develop student-initiated programs with afocus on “feel, think, and act”.

23

2 Programs Student Council works on[Program1 Participation in Safe Community-related event]Students have actively participated in the Safe Community- related event and report programs they are
working on for ISS. Matsubara City Mayor and person concerned related organization admired students
that “it is amazing that students think by themselves and act by themselves”.
Participation in Safe Community-related event

Participation in Matsubara City Children’s City Assembly[Program 2 Participation in Matsubara City Children’s City Assembly]
A student representing the Student Council presented a request “safe and secure community” to City
Mayor at the Matsubara City Children’s City Assembly. Last year, representative of Student Council of
this school requested “promoting safe and secure parks” at the Matsubara City Children’s City
Assembly. It resulted that posters of “take your garbage back home for safe and secure parks” createdby Student Council of this school post in main parks in Matsubara City.

24

Indicator 3 There are long-term and sustainable school programs
covering both genders, all ages, environments, and situations.
[Chart 18 List of programs based on indicators]
Daisan JHS
District
Student ISS
Assembly

Students
1st grade

2nd grade

3rd grade

Teaching staffs
4th grade

5th grade

Parents andthe community

6th grade

Inside school bldg.

Inside school

Physical safety

ISS Student Assembly・Safety Assembly (Indicator 3 program 3)
Programs to reduce injuries that are initiated by Student Council (Indicator 5 program 12, 13) (Indicator 6 program 20)

Creating environment to reduce injuries (Indicator 5 program 13, 15, 16, 17,)
Improve awareness of safe and secure by use of the ISS mascot character named “SAFY” (Indicator3, program 7)

Outside school

Outside school bldg. School route Others

Disaster prevention & evacuation drill (Indicator 4 program 8)
Creating School Safety Map and School District Safety Map (Indicator 5 program 14)
Lecture of internet-related troubles (Indicator 4 program 10)

Safety assembly and group walking from school (Indicator 3 program 3)
Watch-over on the way to/from school and traffic safety guidance (Indicator 5 program 19)
Program to keep parks safe and secure (Indicator7 program 2)
Creating classes all students study with safe and secure (Indicator 3 program 5)
Learning through the original curriculum for emotional safety & security (indicator 3 program 4)

Emotional
safetyCreating play time rules for safe & secure and promoting students’ independence (Indicator 3 program 6)

Creating rules for use of smartphones (indicator 4 program 9)
Joint declaration for Making Trustful Friends (Declaration to eliminate bullying) (Indicator 5 program 18)

Education etc.
(knowledge, recognition)

Environmental
improvement

Preparation of regulations (rules, promises)

Teachers and staff have investigated school to find “spots that are not safe and secure” once a monthand have improved them after communication and coordination with Matsubara City Board of Education
for a long time, it is not mentioned in the chart though.

25

1 Programs by all students participating[Program 3 ISS Student Assembly]

New (New program since started ISS activities)

ISS Student Assembly is a general term that means school assembly to develop safe and secure schoolby students.

When ISS program started, students didn’t understand what ISS activities was. That was because not allteachers and staff understand and promote ISS program. Every Teacher and staff understood and started
working on the programs, then Student Council started working on it.
“Making Nunose ES fun”, which is what we have been hoping. ISS gave us an opportunity to promote
programs as one towards our goal “no bullying, everybody feels comfortable, safe and secure Nunose
Elementary School” with students’ hope.
First of all, discussing among students how to lead “programs of playing and greeting friends in daily” to“Developing safe and secure school with no bullying”.
Students answering programs are grade-wide, so” knowing own grade programs and efforts but notrecognizing other grade’s efforts.”
Then decided to organize all student meeting by Student Council conducting for every student to shareand discuss their efforts for “Developing safe and secure Nunose ES”, which is the beginning of ISS
Student Assembly.
Currently, ISS Student morning meeting is held every Thursday. Proposal and reporting from Student
Council each Section and each grade for creating better school by students’ initiating.
Once a semester ISS Student Assembly which all students work on for current issue about safe andsecurity of school is getting established. Students of each grade discuss about issues of school,program of “Developing school with no bullying in collaboration with ISS”, issues regarding “making
trustful friends”, and one’s own feeling. Comments and advices frominvited parents and community residents received. It is a good
opportunity to consider “Developing safe and secure school andstudents’ place to be” for students, parents and community residents
together. Especially for lower grade students, it is a valuable time tolearn from higher grade students.

26

[From 6th Grade Student’s Report]
In the discussion class in the 3rd semester, I told the otherstudents “I want to make friends who I can discuss in true
faith, and to be able to resolve fights that way.”

I wanted

to say our true feelings to each other and to be able tobuild better friendships. However, when the 3rd semester
started, there were not many friends that I can hangaround with. I could not tell the truth that I was lonely.
During that time, I was a part of backbiting, just to become
friends with them.

I felt that “I would not be in their groupif I didn’t participate; I won’t be able to talk to students that
I want to be friends with.”

But, when I discussed thatfeeling to my another friend, he told me “I know how you
feel, but backbiting is not right.”

I thought that I had been

doing awfully wrong thing, and spoke about it in the classmeeting.

I think that what I can do now, is “for myself tostop backbiting” and “to express my true feeling.”

In every June, as a start of the Student’s Safety Protection Month, “ISS Safety Gathering (Gathering toprotect children’s safety)” group walk home drill is performed.

400 school students, 30 teachers andschool staff, as well as about 50 community resident/parents participate.

In every June at “group walk

home,” many community residents and parents watch over for the students.
ISS Safety Gathering / groupwalk home drill27

2 Learning through the original curriculum for emotional safety & security[Program 4 Nunose ES Town-works/Heart-works]
Improvement and enrichment (Program that has improved andenriched since started ISS activities)
As chart 12 and 14 show, there are many students with low self-affirmation in this school.
To develop students’ self-affirmation and lead them to live with pride, curriculum for human rights are
conducted. This curriculum is held during moral education and integrated study class with cooperation ofmany community people.
Working on way of living, symbiosis program “Nunose ES, Town-works” during integrated study class.
(1) To nurture students who value human rights and life(2) To develop students’ self-affirmation, ability to take action, and communication ability
Going out into Nunose Town, students meet and learn lessons from many people such as people
working in the community, parents, and graduates.

Way of living, symbiosis program “Nunose ES, Town-works”
Grade 1

Friends

Learning good points of having friends

Grade 2

Community

Learning good points in the community

Grade 3

Symbiosis

Leaning mutual support and symbiosis

Grade 4

Exciting work experience(job)

Leaning to work with pride

Grade 5

Understanding international
relations and personal history

Learning to live with pride as humanbeing

Grade 6

Future path and dream experience

Leaning way of living with pride28

This program aims that students with low selfaffirmation because of problem of home

Good experience to talk and listen to many
people and tell them about oneself in
Town-works

environment could improve the awareness ofSomewhatdisagree4%

him/herself, families, community, and life and livewith pride. Presentation by students to parents
what students learned from Town-works is

Completely
disagree5%

Somewhat
agree

21%

important to fulfill accountability to parents.
Completely
agree

70%

In moral education class, implementing “Heart-works” program to build “friendship without bullying” and“values that students should have (intellectual understanding of human rights). Based on Town-work
lessons, students learn effective speech and behavior.

“Heart-work” programs are created in collaboration with lawyers in Osaka Bar Association. Educational
programs are created with their support such as class simulation for” preventing bullying” by lawyers,
messages from lawyers in ‘Heart-works” lessons, and advice at study group for lessons.

Nunose ES, Town-works

Nunose ES education of human rights are supported bymany adults such as elderly people, handicapped people
in community.

Heart-works

Leaning meaning of obey rules or rules tolive in the society with many people in theclass under lawyer’s participation.

29

3 Developing classes where everyone feels safe to make progress[Program 5 Developing an inclusive school/active school (A$)]
enrichment

Improvement andWhen the school management is not working effectively, a power relationship develops between thechildren.

Sometimes they cannot be kind to their friends, and sometimes an atmosphere develops

where the class burst out in laughter when a wrong answer was spoken out.
Further, it is also known that children with severe family environment has significant issues in theiracademic performances. To act on these issues in our school, programs such as “development of an
inclusive school” and “active school” are being promoted to aim for “classes where everyone feels
comfortable to make progress.”

With the in-school organization of the teachers and the staff members,

Academic Competency Promotion Department, Literature Department and the Mathematics Department
taking the core role, efforts are made to make clear blackboard writings, problems, structures of text
books and learnings, and experiment classes, for “development of effective class” and “development of
comfortable learning group.”
Effort on blackboard writing which allows easy reading and understanding

All teachers and school members look at each class to study how to make classes more effective

30

Table 19 Situations related to Learning(School Education Self-Assessment: From School-wide student questionnaire)]2016 1st semester

2016 1st semester

3. Mathematics
class is understandable
３．算数の授業はわかる

10%

3. Mathematics
class is understandable
３．算数の授業はわかる

5%

9%
10%

81%

Affirmative opinions 85%
50%

51%

35%

30%

6. Literatureclass is understandable
６．国語の授業はわかる

6. Literatureclass is understandable
６．国語の授業はわかる

6%

5%

11%

14%

83%

81%
52%

49%
31%

32%

2016 1st semester

2016 1st semester
11. １１．授業ではみんなで話し合う活動を
There are activities in the classinvolving discussions
by all students
行っている
12%

4%

11.１１．授業ではみんなで話し合う活動を
There are activities in the class
行っている
involving discussions
by all students
84%

83%

7%
10%

48%
55%
29%

35%

12. １２．授業中にまちがえてもからかわれ
No one teases or laughs at a student
who makesたり笑われたりしない
a wrong answer

72%

12.１２．授業中にまちがえてもからかわれ
No one teases or laughs at a student
たり笑われたりしない
who makes
a wrong answer

78%

14%

17%

8%
11%

50%

57%
21%

22%

2017, the affirmative opinions has slightly dropped for “mathematics class is understandable” and “there
are activities in the class involving discussions by all students.” On the other hand, the same percentage
is increasing for “literature class is understandable” and “no one teases or laughs at a student who makes
a wrong answer.”Analysis to find the root cause is currently ongoing.

The assumed root cause on why the students feelthe classes are understandable or not understandable are being reflected to the guidance.
31

4 Programs to promote students’ independent play time
– Creating rules for safe & secure play time
[program 6 Programs to promote students’ independent play time]
Improvement and enrichment
Promoting outside plays of various forms such as peer support by grade, by class, and in different age
group as an opportunity for students to develop good relationship with others. Student Council and Play
Committee plan and operate it with the aim to have nobody become ignored in a group and to expand
friends’ circle through pleasant play. Independently having discussion after play and confirmation of rules
sometimes under Student Council member’s initiative.
Play competition32

5 Awareness raising by use of the ISS mascot character[Program 7 Awareness raising by use of the ISS mascot character named “SAFY”]

New

As students independently fulfill the programs, they wish to expand the activities more by original
character use. So, as a symbol of promoting ISS programs and improving awareness, mascot character
was chosen from among many entries. The creator was 3rd grade student. The mascot character named“SAFY”. “SAFY” watches over students everywhere in school. Parent made “SAFY” knitter figure andstamp.

Believing that “safety &security is realized bypeople, where people’s
minds play an importantrole”, the mascot’s face
is “heart” shape.

○ Born in March 2016
○ Chosen from among
many entries○ The creator was 3rd
grade student

Handmade “SAFY” goods such as the knitted
figure, stickers, stamp, and T-shirt were also
made.

33

Indicator 4 There are programs that target high-risk groups andenvironments
New 1st grade students who need time to adjust themselves in new environment, students who enrolledin special support class, and students who do something bad to friends in chart 12, chart 13. There is asummary of the programs for high-risk groups.
As it turned out that high-risk environments are internet-related trouble as showed in chart 15 and 16,
and heavy traffic school route as noted in Chapter 1-4, programs were reorganized.
High-risk situation means disasters such as earthquakes based on the fact that Japan has many disasters.
[Chart 19 List of programs for high-risk]

Targeted high-risksGroup

Environment

Situation

Evidence

Grade 1 students

Injury occurrence rate ofgrade 1 is highStudents of thespecial support classStudents enrolled in thespecial support class needsupport for safe daily life andat times of disaster

Programs
11
3, 4, 5Students who dosomething bad tofriends

Have an experience ofharming a friend by violence,
name-calling, etc.
Charts 12 & 13

Increase of internetrelated troubles

Increase of internet-relatedtroubles Chart 15 & 16

9, 10

Traffic quantity on
school route

Heavy traffic on school route p5
this application

3, 14

Natural disaster

I Japan has many natural disasters.
Especially earthquakes occur
frequently. Assumed damage by
Nankai Trough Earthquake

4, 5

8

34

[Program 8 Disaster prevention & evacuation drill]

Improvement and enrichment

Disaster prevention and evacuation drill is held so that students and community residents could
evacuate safely whenever disaster occurs in cooperation with Safe Community. Drills include
experience to stay at shelter and training to protect him/herself when earthquake occurs under theguidance and cooperation of Matsubara City Risk Management Section. Higher-grade students gave
support to lower-grade students under members of Student Council conducting. Several times a year.

[Program 9 Creating rules for use of smartphones][Program 10 Lecture for real situation of internet-related troubles]

New

To prevent troubles related to smartphone and internet use, which is increasing year by year, creating
rules and educational campaigns are carried out.
Given each school situation, creating rules for smartphone use were discussed at Daisan Jr.High school
district ISS Student Assembly and the smartphone rules were introduced at the “Human Town Festival”
of the Matsubara Daisan Jr.High school district.
A lecture was held in joint cooperation by teachers & staff and parents for SNS troubles.

Creating rules for useof smartphones

Lecture for internetrelated troubles

35

[Program 11 Inheritance Program Towards the New Structure]New

As pointed out in the previous preliminary review, the month of April, where many peoples are replaced
due to the transfers of teachers and the school staffs, and when transitions to new organization occurs,is regarded as a risk to promote the programs. Among all, the most significant risk is the entrance ofthe 1st grades.
In this fiscal year, taking last year’s preliminary review into account, new programs were developed sothat the new 1st grades, who entered the school without any prior knowledge about ISS, can smoothly
become members of ISS.
Further, trainings were introduced for new teachers and new school staffs who came to Nunose
Elementary School due to transfers, for them to enroll into ISS without any issues.

[Introduction of ISS to the 1st gradesby face-to-face][6th grades teaching play time to
new 1st grades][ISS teachers and school staffs
training in early April]36

Indicator 5 All programs are conducted based on available andusable evidences.

P19 [Chart17] Re-posting

Task
Inside school
bldg.
Outsideschool bldg.

Inside school

Physical problems

Schoolroute

OutsideschoolEmotional
problems

Program

Problem 1: There are many injuries that occur at the doors of classrooms. [Chart 5 & 8]
Problem 2: There are many injuries among Grade 1 students. [Chart 7]
Problem 3: There has been an increase in the number of injuries caused by a third
person that require medical treatment by. [Chart 10]

There are many injuries that occur during recess hours on the schoolyard.
[Charts 5, 6, 7, & 8]

Traffic is heavy on the school route. [p5 of this application]

Problem 6: There are an increase in the number of internet-related troubles.
[Charts 15 & 16]
Problem 7: There are bullying and the behaviors that can lead to bullying.
[Charts 11, 12, 13 & 14]

37

1 Programs that are initiated by students[Program 12 Educational campaign by students]

New

As a result of survey of injury in school by Health Working Group, it turned out there are many bruises
by collision, especially head-on collision. Campaign held to reduce injuries by visiting each classroom.
To reduce head-on collision especially, vision training (eye movement) which is useful to broaden
his/her outlook was introduced in June 2017.
What is vision training (eye movement)?
Vision training (eye movement) means functional training to move eyes smoothly. It may cause various
accidents when eyes don’t move smoothly.When playing ball games, if heads and necks move to follow
ball, it would end up failing to catch ball. Eyeballs move smoothly means following ball by eyes only, it
would end up catching ball quickly while keeping balanced.To move eyeballs are also useful in daily life.
From: Eye function-related food manufacturer [Wakasa life] HP
Vision training was formally introduced in 2nd semester FY2017.
Handmade posters and display posted in school for students to aware of “safe and security” at school.

[Handmade poster][Picture story show][Lecture of eye movement by HealthWorking Group grade 6 students][watchword display][Example of eye movement]

38

[Program 13 requests to principal]

New

Based on discussion in Student Council, a request was madeto the school principal. The requests of this year were 1. To
have a convex mirror installed on the connecting hallway on
the 1st floor. 2.To have white-line tape mounted on the
hallways to promote Keep Right walking[Program 14 Making School Safety Map and School District Safety Map]

New

Making School Safety Map with parents and community residents at Saturday Community School toreduce injuries in school.
Furthermore, making School District Safety Map by recognizing hazard spots to reduce injuries in school
district by the utilizing the knowhow in this program.

39

[Program 15 Change of students’ route]New

As countermeasure for hazard spots where many collisions occur, students’ route has changed basedon the result of program 13 and 14.

There are many collisions occurred, so students’ route
was changed..

[Program 16 Installation of convex mirrors]

New

In response to Student Council’s request under Program 13, convex mirrors were installed to T junctions
where many head-on collisions occurred so that students could see each other.

[Program 17 Installation of white line] NewNew

In response to Student Council’s request under Program
13, white lines were installed for “Keep Right” walking on
hallways and stairs to reduce head-on collision.

Installed white line preferentially to the hallway in front of 1st
grade students’ classrooms where the number of collisioncases was especially high, so that students could “KeepRight” walking.

40

[Program 18 Joint Declaration for Making Trustful Friends]

New“Joint Declaration for Making Trustful Friends” (Declaration to eliminate bullying) was prepared at ISS
Student Meeting on Student Council of Nunose Elementary School, Chuo Elementary School, andMatsubara Daisan Junior High School initiative. Expressing to each other “own life”, “friend’s life”, and“the heart to believe in correctness”, declaration to eliminate bullying was presented in front of all students,
parents and community residents

しんあきょうどう せ ん げ ん

信じ合えるなかまづくり協働宣言
ぜったい

ゆる

ひと

こころ

きず

わたしたちはいじめを絶対に許さない。人の 心 を傷つけ、ボロボロにしてしまういじめ
よ

なか

ぜったい

は、この世の中に絶対あってはならないことだから。いじめをすることも、させることも、
し

ぜったい

ゆる

がっこう

だれ

たの

そして知らないふりをすることも、わたしたちは絶対に許さない。学校は誰にとっても楽
あんしん

しくて、安心できるところでなくてはならないから。
え がお

かがや

つぎ

たいせつ

みんなの笑顔が 輝 くために、わたしたちは次の 3 つのものを大切にしていこう。

じ ぶん

いのち

一． １つしかない自分の 命
じ ぶん

いのち

たいせつ

いのち

たいせつ

こま

自分の 命 を大切にできないのなら、なかまの 命 は大切にできない。困ったときは、
ひとり

なや

じ ぶん

き

まわ

ひと

い

おも

い

１人で悩まず周りの人に言おう。いじめられたときには、思ったことをはっきり言おう。
も

つた

じ ぶん

たいせつ

おな

自分の気持ちを伝えることは、自分を大切にすることと同じだから。
たいせつ

いのち

二． 大切ななかまの 命
ひとり

い

たす

あ

い

わたしたちは１人で生きることはできない。なかまと助け合いながら生きている。そん
たいせつ

ひと

きず

かな

ななかまを大切にしていかなければならない。人を傷つけたり、悲しませたりしてはいけ
ひと

しっぱい

わら

げん き

ない。人が失敗したときは、それを笑ったりからかったりせず、元気になるようにやさし
はな

き

も

き

しん

こころ

き

も

かんが

たいせつ

く話しかけよう。そして、なかまの気持ちを聞こう。なかまの気持ちを 考 えよう。大切ななかまだから。
じ ぶん

なか

ただ

き も

三． 自分の中にある正しい気持ちを信じる 心
じ ぶん

なか

ただ

き

も

しん

し

せんせい

か ぞく

み

自分の中にある正しい気持ちを信じよう。いじめがあることを知ったときや見たとき、
とも

はな

くる

いじめにあったときには、先生や家族、友だちなどのなかまに話そう。苦しんでいるなか
ひとり

ひとり

い

きょうりょくじ

まを１人ぼっちにさせてはいけない。１人で言えないときは、なかまと 協 力 しよう。自
ぶん

なか

ただ

き も

しん

おも

い

分の中にある正しい気持ちを信じて、思ったことははっきり言おう。
たいせつ

みんながこの 3 つを大切にできたなら、いじめはきっとなくなる。
がっこうせいかつ

え がお

おく

みんながあたりまえに学校生活を笑顔で送れるように、わたしたちはいじめをなくすた
ぜんりょく

せんげん

め、全 力 でがんばることを、ここに宣言します。
さんちゅうこうく こ

かいぎ

ちゅうおうしょうがっこう じ ど う か い

ぬの せ しょうがっこう じ どうかい

まつばらだいさんちゅうがっこうせい と かいＩＳＳ三中校区JHS
子ども会議（
中央小学
校児童会・布
忍 小ES
学校Student
児童会・松Council・Nunose
原第三 中 学校生徒会）
ISS Daisan
District
Student
Meeting(Chuo

ES Student Council・Matsubara Daisan JHS Student Council)

41

2 Programs working on with community[Program 19 Watch-over on the way to/from school and traffic safety guidance]
Improvement and enrichment
Watch-over activity on the way to/from school that is conducted by community residents and parents tokeep safety of Nunose ES students. Greetings by Watch-over team lead to improve student’ awarenessof community safety

Watch-over activity on the way to /from school42

Indicator 6 There are programs that document the frequency andcauses of injuries.
[Chart 21 The School keeps records of injuries, etc. based on the following data and the datacollecting method]
Injury type

Category

Emotional
injuries

Minor and serious injuries

Physicalinjuries

Recording method

Frequency[Program 20]
Data are input every day andUsing the school infirmary use card, injury data are
Injuries that do collected and subject to statistical processing. (Smile
subject to analysis every weekand every month. (Data entry
not requireData)hospital treatment To update the map, student who got injured attaches a and accumulation by school
seal to the spot where injury occurred. (Student Council) nurse)

Injuries that
require hospitaltreatment

The number ofbullying cases andsituations that canlead to bullying

As for injuries occurring under school supervision,
records are submitted to Matsubara City Board of
Education for request for the disaster mutual aid
payment and applications are made to the Japan Sports
Council.
[Program 21]〇The questionnaire survey with all students is
conducted under the scheme of the school education
self-diagnosis.
*School education self-diagnosis is a program
conducted by each school under guidance of Osaka
Prefectural Board of Education.
〇In addition to the above, the questionnaire survey onbullying is conducted and diary-writing so that students
can directly report bullying cases has been practice.

Applicable cases areaggregated every month anddata are submitted to
Matsubara City Board of
Education. (Data entry andaccumulation by school nurse)

Every term (Questionnaire
survey on bullying)Once a year (Questionnaire
survey with parents andstudents under the school
education self-diagnosis)
Students write the diary every
week.

Using the school infirmary use card, physical injury data are collected and subject to statistical processing.
(Data entry and accumulation by school nurse)
The questionnaire survey with all students is conducted under the scheme of the school education selfdiagnosis.
The questionnaire survey on bullying is conducted and diary-writing so that students can directly reportbullying cases has been practiced.

[Program 20 Creating Injury Situation Map]

New

Making injury situation Map that has stickers on the
spot injuries occur by members of Health Working
Group and posting in front of school infirmary andreporting to students at ISS Student Meeting.

43

Program 21 Conducting questionnaire survey on bullying]

Improvement and enrichment

Conducting questionnaire survey every semester such as “I have an experience of having done
something bad (violence, name-calling, etc.) to my friend in this semester.”, “I have an experience of
having something bad (violence, name-calling, etc.) done to me by my friend in this semester.”, “Bullying
is bad regardless of the reason.” etc. This questionnaire survey is for school to know troubles between
students, which might develop to bullying.

44

Indicator 7 Evaluation measures to assess effects of change ofschool policies, programs, and those processes[Chart 22 Indicators to assess effects of programs]
Measures

Indicators for short-to mid-term achievements

Reduction of injuries and elimination of bullying

Objectives: Development of risk-prediction, prevention
capability, and improvement of aw areness(1) Preparation of injury map(2) Daily survey of injury(3) Preparation of saf ety map(4) Disaster prevention and evacuation drill(5) Aw areness activity initiated by students(6) ISS Student Council

Indicator: To fully understand causes of injuries and thepreventive measures〇 Questionnaire survey w ith students
・ Target : All students
・ Frequency : 1 – 3 times per year

Objectives: Reduction of internet-related troubles(7) Creation of rules on smartphone use(8) Implementation of a lecture meetings

Indicator: To improve literacy〇 Questionnaire survey w ith students
・ Target : All students
・ Frequency : 1 – 3 times per year
〇 Questionnaire survey w ith parents
・ Target : All parents
・ Frequency : 1 or 2 times per year

Objectives: Development of secure & saf e group(8) Learning based on the original curriculum(9) Promotion of students’ independent play time

Safety onschool routes

Objectives: Improvement of saf ety aw areness(11) Traf fic saf ety class(12) Safety assembly(14) Preparation of saf ety map

Indicators for long-term
achievements〇 Injury incidence rate in school ・School inf irmary data “Egao(smile)”〇 Disaster report data of
Matsubara City
〇 Osaka Pref ecture
questionnaire survey on sociality
scale〇 School education selfdiagnosis〇 Internal review (school selfIndicator: To build trustful human relations and to improve diagnosis) and the School
Councilor Meeting (school external
self -af f irmationassessment)〇 Factual survey on bullying〇 Questionnaire survey w ith students
・ Target : All students
・ Frequency : 1 – 3 times per
Indicator: To reduce Hiyari-hatto (near-miss) experience〇 Questionnaire survey w ith students
・ Target : Grade 4,5,6 students
・ Frequency : once a year

〇 Disaster report data of
Matsubara City〇 Evaluation by safety assembly
including parents and community
peopleThe observed changes as a result of each program are divided into “short-term/mid-term achievements”
and “long-term effects,” goals are set for each, and then effects are measured.

<Example 1 Program for Injury>(1)The number of students who were treated in the school infirmary [Chart 3]

After starting the ISS programs, the number ofstudents who were treated in the school infirmary

No. of cases perstudent
Approx.3.6 cases

Total number of
injuries/year

Approx.5.0
cases

due to physical injury inside school has seen a

Approx.4.5
cases

Approx.4.2
cases

Approx.4.3
cases

glimpse of improvement as the programs wererolled out through fiscal year 2015 and 2016.

Infiscal year 2016, the total number was reduced toless than 15000, which is equal to 3.6 per student
in last fiscal year.

FY2013

FY2012FY2014FY2015FY2016

Source: 2016 Data from School Infirmary “Egao(smiley face)”

P9 [Chart 3 Number of students who were treated in school infirmary(2016 Data from School Infirmary “Egao(smiley face)”)] Re-posting

In particular, the number of injuries in the first semester of fiscal year 2016 is showing a reduction by
210 compared to the last fiscal year’s first semester.

The student council researched the injuries,

studied the cause of injuries and discussed the countermeasures.

According to the requests by

student council, curve mirrors were placed on the places where injuries are occurring frequently and thetraffic lines were changed.

(Program 11, 13 and 14) The number of injuries at the location was45

studied. The number of injuries was 16 cases in the 1st term in FY2016, but after a convex mirror
installed to the place, there is no injuries there. Injuries due to collision on the hallway has drasticallydecreased.
Inferred that route change and “Keep Right” walking were effective.
The number of injuries in the 1st term
〇As a result of [Programs 11 & 14], the number of
injuries at the place with a convex mirror has
decreased from 16 cases in the 1st term to 0 case in
the 2nd term.

〇As a result of the route change under [Programs 11& 13], the number of injuries due to collision on the
hallway has decreased.
2014

2015

2016

The ratio of injury occurrence that requires hospital treatment has decreased since ISS programs started.
However, the ratio is still higher than the average of Matsubara City, and it would be task to be worked
on hereafter.

<Case2 Program of Student Council・ISS Student Meeting>As described in program 2, making proposal about the details of discussion that held in Student Council
and ISS Student Meeting in Matsubara City Student Assembly. Representative of this school requested“reduce litters in community parks to play with safe and secure”, and “carrying out patrols as acountermeasure for suspicious person”. Matsubara City Mayor answered, “planning to put up poster toreduce litters and requiring the posters Nunose ES students make”, and “requesting to strengthen patrols
to the police”.It resulted in no suspicious person by strengthened policeman patrol.
Matsubara City Board of education posted posters that Nunose ES students made in parks.
(1) Discussion atStudent Council at
Nunose Elementary
School “we wish we
could play safety at
community parks.

(2) Participated in the ISS
Students Meeting of
Matsubara JHS District anddiscussed about community(6) As a result of patrol, there
has been no report of a
suspicious person and students
can play in community parks ina safe & secure manner.

(3) Matters requested to
City Mayor at the
Matsubara City Children’s
City Assembly: Appeal toreduce litters forprevention of tumbling
Patrol to secure against asuspicious person(4) Response from City Mayor:
Reinforcing patrol is requested
to the police station. City will
make a poster to appeal for
reducing litters, for which
students of Nunose ES are
requested to make a design.
(5) Completed poster to be
displayed in the park46

<Example 3 Questionnaire result of increased affirmative evaluations, due to school-wide
activity>
As explained in [Program 3], the student council independently addressed “developing friendship that thepeople’s feelings can be expressed to each other, to achieve zero bullying,” and by linking that to thestudent council’s target, and structured a movement as school-wide program of friends making in each
grade.

Specifically, the program was handled to form a cycle, where as in the friends making months ofMay, October and February, “play time festival” was held at each grade, activities were conducted to talktruthfully over the “speaking meeting,” and sharing the results at ISS student council meeting.
In the last fiscal year, the progresses were appearing in the student questionnaire at each semester.

Nunose elementary school student council
questionnaire, comparing 1st semester and2nd semester

Friends have given you a hard time (violence, abuse, making fun,ignoring) in this semester

Friends have given you a hard time (violence, abuse,making fun, ignoring) in this semester

1st semester

1st semester

2nd semester

I point out to the children who is behaving in a bad manner
against another childst

1 semesternd

2 semester

I can tell my friend to “stop” when they are behaving in abad manner

1st semester

2nd semester

2nd semester

I experienced bad feeling using mobile phones and smart phones

1st semester

Developed
Daisan JHS
district “mobile
phone/smart
phone rule”

2nd semester

I believe bullying is wrong, despite any circumstances

1st semester

2nd semester[Source: FY2016 ISS Student Meeting Presentation in January]
47

Indicator 8 There is proactive participation in community and domestic/international networks
Visiting other municipalities that have advanced efforts for ISS activities and initiatively receiving visitors
as well.
Reporting ISS activities of this school at the Matsubara City Safe Community Progress Report Meeting
every year, and participating in the local network such as Sanchu School District Student Meeting
initiatively as program 1, program 8, and program 16 show. Participating in “Safe School Summit in
Toshima” and making a presentation on our programs.

[Networks in Matsubara City]

Sanchu School District
ISS Student Meeting〇Daisan JHS District Student Meeting (July 2015)〇Daisan JHS District Student Meeting (Oct. 2015)〇Daisan JHS District Student Meeting (July 2016)〇Daisan JHS District Student Meeting (Oct. 2016)〇Daisan JHS District Student Meeting (Nov. 2016)〇Daisan JHS District Student Meeting (Jan. 2017)〇Daisan JHS District Student Meeting (July 2017)〇Question at Matsubara City Children’s City Assembly(Sep. 2015)〇Question at Matsubara City Children’s City Assembly(Aug. 2016)〇Question at Matsubara City Children’s City Assembly(July 2017)〇 Matsubara City Safe Community Report Meeting(Sep. 2015)〇Matsubara City Safe Community Report Meeting (Sep. 2016)

Matsubara City Safe
Community Report

48

49

[Domestic network]〇Kameoka Municipal Sogabe Elementary School (July 2015)〇Atsugi Municipal Shimizu Elementary School・Hoyu Elementary
School of Toshima Ward, Tokyo (Oct. 2015)〇Visiting and reporting of programs at SS Summit in Toshima (June2016)
〇Receiving visitors from Toshima Ward (July 2016)〇Visiting Toshima Ward and Atsugi City (Nov.2016)

SS Summit in Toshima[International network]〇Planning to receive visitors from ISS promoting school in Taiwan (Oct. 2017)

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Chapter 6 Future programs and outlook towards developing a safe school

1 Achievements until now(1) The perception against injury has started to changeEver since the start of ISS programs, the children’s perception against injury has started tochange.
Injuries can happen.

However, if we look deeply into the cause, there are injuries due to lack ofattention, injuries by accidents and injuries by violence from another friend.

By having the school

nurse and the teachers letting the children think by themselves “why did this injury happen” and being
particular on having them say it in words, the children started to think about how to reduce injuries due
to lack of attention.
As a result, the injuries in fiscal year 2016 was below that of 2015.
However, as pointed out in the preliminary review of last year, during the big change of organization in
fiscal year 2017, the injuries have gone up by a little.

This will be further discussed in the later

direction part.

(2) Children are now thinking by themselves and acting proactively.
It can be said to all the schools in Daisan JHS district, inany cases, children are now thinking by themselves andacting proactively.

The big contributor to this was the“Daisan JHS district ISS children meeting.”“Daisan JHS district ISS children meeting” was initiated in2015, however, the predecessor started eight years ago,
as an exchange meeting between students and thestudent council.

Then the programs of ISS started, andbecame a meeting where it does not just end as an exchange, but started a “brainstorming” of Daisan
JHS district program development.

Within this initiative, the children were able to experience thepassionate spirit of the seniors of Daisan JHS district who state, “we will become the driving force todevelop a safe and comfortable junior high school,” which the children of the student council werelargely stimulated by and came back to the schools.

51Ever since, the representatives of the student council of our school had changed dramatically.

Even inthe Student ISS Assembly, more children are proposing to become a candidate to become arepresentative of the student council to work on “safe and comfortable school development.”

Insidethe school, there are increasing number of children who proactively think and act on how to reduce theinjuries and how to develop a school without bullying.

The student council’s activities after this arequite remarkable, where they develop many programs, such as the born of “Safety,” installation request
to the school president for curve mirrors and center lines, creation of posters from city student councils.

(3) The meaning of ISS “Developing a safe and comfortable school” has been understood by thecommunity and the PTA, and active participation was provided
The meaning of ISS did not penetrate the community or the PTA at the beginning.
reason.

There is only one

The teachers and the school staffs themselves, who were a part of the program, did notunderstand the meaning quite well.
However, as the children started to act, “ISS promotion council” also started within the teachers and theschool staff group, and then the ISS program became a part of all teachers and school staffs.

The

school news, grade news and the school web sites also communicated about the ISS programs andintroduced the efforts being made by the children.
For the adults from the community residents and the PTA members, whose original intention was tocome to school and to support the children’s activities “for the children,” it did not take long before it
became and understanding that “it is our job to protect the comfort and safety of the children.”Eversince, examples such as the watch-over during commuting to/from school and other support for thechildren’s program started as the community/PTA activities, as the center of developing comfortable
and safe school.

2 Current Issues(1) Handling of organization changes due to teachers and school staff’s transfer, as well as
students moving up to senior classes (maintain/develop the program level)(2) Deepening/completing the program for “comfort and safety of minds” which influences
student’s self-esteem(3) Continued awareness program and securing of continuity towards parents’ community (soto make it a more structured program)52

3 Future Challenges(1) For the sake of physical safety and security, efforts are necessary to further reduce
injuries.
As mentioned before, the program has developed into full-scale since fiscal year 2016. Ever since,
the children were motivated by their seniors and started to act proactively, which contributed insignificant reduction in number of injuries. Having that said, however, the number of injuries in our
school is increasing as we entered fiscal year 2017. The difference compared to last year, is thatthe children, the teachers and the school staffs took their time to seriously think about why the
number has gone up.
There was not a big change in April, however in May and June, the number of injuries haveincreased, mainly by the new 1st grades and the 2nd grades. We came to understand that the
injuries are increasing after the students got used to the big environment changes, such as the school
entrance and the class changes. We also found that children who are not confident about making
friends and have worries within themselves tend to visit the school infirmary frequently with relatively
small injuries.
The current situation of the injuries were acknowledged school-wide, and the following actions wereagreed as a school-wide program. School rules were explained by the 6th grades to the 1st and 2nd
grades. Eye movement exercise were conducted in the morning sessions by the student council
health department, to reduce head injuries at crossings. Each classes discussed about providing aplace to feel relieved for the children who are feeling unstable, and have them feel relaxed. Ways tolook at one selves affirmatively were discussed in the human rights education.
As shown above, the injury analysis are treated carefully and more and more school-wide programs
are being driven. This initiative must be carefully maintained to reduce the injuries.

Next step 1
To promote the school-wide program to analyze the injuries and further reduce injuries(2) For the sake of mental safety and security, it is necessary to continue efforts to raise selfaffirmation by human rights class or program to build group for “developing school with nobullying”
The human rights class, which the school is working on, will be studied in order to enhance thecontents for all grades, especially for the students who suffer by their severe living environment andwhose self-affirmation does not go up easily.
Additionally, by capturing the students who feel stressed about friendship relations throughquestionnaires, and also by checking the children’s inner feelings through daily class management,
the organization must be strengthened so to provide children’s spirit development.

Next step 2
To build the connections between the children where everyone is valued through playtime programs and ISS student council assemblies of the student council.

53

(3) Efforts must be made to expand the programs to cover PTA and the community.
As mentioned many times, there are many community residents who want to “do anything to help
children” in this school. The number of PTA and community residents who participate in ISS programs
increased over the past year. Efforts must be made to strengthen of networks in community fordeveloping safe and secure Daisan JHS District in cooperation with school, PTA, and organizations incommunity in the future.

Next step3
Making efforts to get PTA and community residents’ understanding about ISS
programs by publication of ISS news, and carrying out programs that is integrated
with community furthermore.

54

Matsubara Municipal Nunose Elementary School

1-6-17 Minami-shinmachi Matsubara City, Osaka Prefecture 580-0023
Tel: 072-332-0001
Fax: 072-332-0002
http://www10.schoolweb.ne.jp/weblog/index.php?id=2710008

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