December. 2022

Chapter 2: International Safe School Measures
1. BackgroundConsidering the situation surrounding schools in recent years, safety education in schools is becoming a very
important issue. At Konan Elementary School, we believe that as a school in Safe Community Toshima City, theschool can play a central role in creating a safe neighborhood with the community and parents/guardians bycontinuously organizing the school structure in addition to initiating safety measures. The number of students has
been increasing each year, with many in the lower grades (1st and 2nd grades) accounting for just under 40% of
the total. For students who have just started school, we need to provide ongoing safety instruction to ensure thatthey are safe and secure in school.
Konan Elementary School was certified as an International Safe School in 2018. Since we began our ISS
initiatives, we have seen a decrease in the number of injuries among our students, and we see that they are staying
safe. In addition, each student committee started activities with an awareness of safety and security, and these
activities spread to the classrooms. Now, each student can act proactively with an awareness of safety.
Our efforts to re-certify as an International Safe School are important for students to be aware of the importanceof safety and security in their school. Furthermore, school safety and security are not the school’s responsibility
alone but for the parents and the community as well. We would like to further deepen cooperation among thesethree parties to realize a school where students can feel safe and secure.

2. Measures to Date

Table 2-1 History of ISS measures

General measures (See pages 21 to 32)
SY2017

June: Declaration to initiate International Safe
School measures
Observation of preliminary review of ISS

Measures led by students (See pages 21 to 32)
June: Declaration to initiate student measures
July: Konan 7 ISS measures start (4-2)

certified Ikebukuro Daiichi Elementary

Announcement of Planning Committee

Schoolslogan (4-2)

1st Community Task Committee meeting

Finalization of mascot character (4-2)

July: Conducted safety inspections

September: “What is ISS” Assembly (4-2)

September: Communication through lunch

October: Health Committee Safety Assembly (4-Bicycle safety class
2nd Community Task Committee meeting
November: Plaza Festival held inspection ofschool guard leader areas
February: Participation in Toshima City Safe

2)
November: “Working on ISS” Assembly (4-2)
December: Cleaning Assembly (standards forcleaning) (1-8)

Community Recertification Ceremony

January: Library Committee reading

3rd Community Task Committee meeting

February: Launch of Happy-Sad Meter (4-1)

March: Publication of first issue of newsletter
Mezase Safe School Konan Sho (Working
toward Safe School Konan Elementary
School)- 5 -Creation and announcement of community
safety map (4-4)
Start of patrol by Exercise Committee (4-10)

SY2018

April: Participation in Sakura Festival JB (3-3)

April: Inauguration of Student ISS Committee for
new academic year

Traffic safety class for first graders (4-12)

Start of Friendship Project (6-5)

June: 4th Community Task Committee meeting
Introduction to child social worker at

May: All-student field trip

morning assembly (3-5)

Start of one-phrase messages by Broadcast

Emergency drills, visit to Toshima Fire

Committee (4-3)
June: Library Committee safety and comfort

Department (4-8)

reading (4-11)

July: Preliminary review
September: 5th Community Task Committee

July: Preliminary review welcome assembly (4-2)

meeting

ISS preliminary review

Bicycle safety class (3-4)

November: ISS final evaluation

Communication through lunch (3-2)

January: Jumping rope week (1-11)

November: Onsite review by Asia Certification

January: Jumping rope week (1-11)

CenterCreation of posters reminding students toPlaza Festival held (3-3)

walk on right wide

February: 4th Community Taskforce Meeting
March: Publication of “Safe School Konan
Elementary School” newsletter
SY2019April: Participation in Sakura Festival JB (3-3)
Traffic safety class for 1st graders (4-April: Student ISS Committee starts new school
year

12)

Start of Challenge for G1

June: 5th Community Taskforce Meeting

ISS test

Introduction to child social workers

May: All-student field trip
June: Library Committee safety and comfort(All-student morning assembly)
Evacuation drills, visit to Toshima Firereading
October: Setting of ISS Week

Department (4-8)

November: ISS Jumping rope program (1-11)
September: 6th Community Taskforce Meeting

February: Jumping rope week (1-11)

Bicycle safety class (3-4)
Friendship lunch (3-2)
November: Plaza Festival (3-3)
Human rights assembly
February: 7th Community Taskforce Meeting
Exchange with service dogs
Wheelchair riding experience
March: Publication of “Safe School Konan
Elementary School” newsletter
SY2020June: Start of staggered commute to school

July: Reminders for social distancing

July: Start of school commute by all students

September: Student ISS Committee starts new

September: Bicycle safety class (3-4)

school year
Start of schoolyard and school building

Traffic safety class (4-12)
November: Human rights assembly

patrols (Sports Committee) (4-10)

March: Publication of “Safe School Konan

January: ISS Jumping rope week (1-11)

Elementary School” newsletter

February: Jumping rope week (1-11)- 6 -SY2021

April: Traffic safety class for 1st graders (4-12)

April: Student ISS Committee starts new school

June: 8th Community Taskforce Meetingyear

Introduction to child social workers (All-

Flowers for human rights program(Environmental and Beautification Committee)

student morning assembly)
Evacuation drills, visit to Toshima Fire

Start of schoolyard and school building

Department (4-8)

patrols (Sports Committee) (4-10)

September: 9th Community Taskforce Meeting

June: Konan Festival
September: Start of Ultimate experience

Bicycle safety class (3-4)
February: 10th Community Taskforce Meeting
March: Publication of “Safe School Konan

November: Friendship time
Student assembly to celebrate 100th
anniversary (4-2)

Elementary School” newsletter

Safety map creation (3rd graders) (4-4)
Community exploration (2nd graders)February: Jumping rope week (1-11)- 7 -Chapter 3: Situation of Injuries
1. Safety Inspection Conducted (March 2022)
Safety diagnoses have been conducted since SY2018, when we received Safe Schools certification. The safety
diagnosis is an opportunity for teachers and staff to exchange ideas and share their concerns about their students' lives
inside and outside school.
The items listed below are some of the items that were discussed during the last school year.
• 1st graders are often injured.

• Students often bump into each other and injure themselves.
• There are many near-misses at railroad crossings and narrow streets.
• Impulsive bad language and violence are common in the lower grades.
• There is group teasing.
The contents discussed in the safety diagnosis are shared with the students during monthly safety instruction.
The students are asked to reflect on their own behavior. In addition, the Student Council, consisting of the chairsof each committee, shares issues related to school safety and security to make ISS activities more effective. The
Student Council also works with the faculty and staff to improve ISS activities.

2. Injuries in School

The school was temporarily closed in March 2019, and again in April and May 2020 toprevent the spread of Covid-19. Staggered attendance started in June.

(1) Situation of injuries including minor injuries (Injuries sustained at school; Source: “Nurse’s Office data”)
2-1.
Physicalinjuries (1)injuries
Injuries decreased
the launchdecreasedof ISS program
2-1.
Physical(1) after
Injuries
iFig. 13

SY2018First
ofFirstyear
year
ISSdesignation

SY2019Annual

SY2020

SY2021Per student• The number of injuries has decreased since the launch of the ISS program.
• The rate of injury per student has also decreased.

- 8 -

i

Table 3-1 [Situation of injuries requiring hospital visit, including minor injuries]

SY2017

SY2018SY2019SY2020

SY2021

Number of injuries

937

753

699

444

552

Injuries
requiring
hospital visit

4 (0.42%)6 (0.79%)

17 (2.4%)

13 (2.9%)15 (2.7%)• While the number of injuries has been decreasing each year, the number of injuries requiring hospital visits increased eachyear from FY2017 to FY2020. In SY2021, the number decreased to 2.2% but is still high.

[Number of injuries by place and situation (SY2019 to 2021)]
incidents

2-1. PhysicalPhysical injuries(2) Injuries
2-1.
injuries(2)during recess
During recess, the lower grades may be playing tag and theRecessmid and upper grades playing ball games. The area of
movement overlaps, and the students fall when trying to
avoid each other. There are also many falls during PE class.

Classroom

Fig. 14Schoo

SchoolcommuteCleaning timeBeforeclass

Lab &practiceHall

ToiletPE

Recess

Lunch

Schoolevent

After school

OthersSpecialclassroom

Gym
Regular
class

Club

OthersOverall, most injuries occur during recess.
• Many injuries are sustained in the schoolyard during recess, and many are sustained in the schoolyard and gym during PE class.

[Number of injuries during recess by place (SY2019 to 2021)]
incidents

2-1. Physical injuries (3) Many injuries occur in schoolyard and classrooms at recess

Schoolyard

Fig. 15Class
SY2019Hallway
SY2020Gym

ToiletOthers

SY2021• The most injuries during recess occurred in the schoolyard, classrooms, and hallways, in that order.
• The injury records included causes such as, “I bumped into someone” and “I caught my finger when moving a desk.”- 9 -[Number of injuries in schoolyard by cause (SY2019 to 2021)]
incidents

2-1. Physical injuries (4)Falls

Human contact

Fig. 16

Many injuries are caused by falls or collision with people in the schoolyard

Flying objects

SY2019Heavy load

Inattentiveness

SY2020Tumbles

Others

SY2021• The most common injury in the schoolyard is “falls,” followed by “human contact,” such as bumping into someone.
• In recent years, the schoolyard area per student has become smaller due to the increase in the number of students. This
has led to a marked increase in the number of injuries caused by “human contact” and “flying objects.”[Number of injuries by grade (SY2019 to 2021)]

2-1. Physical injuries (5)1st grader injuries

SY2019, SY2020
School was temporarily closed
between March and May, andattendance was staggered in June

1st graders
have
the
most
injuries

SY2020SY2019
1st
grade

2nd
grade

3rd
grade

SY2021
4th
grade

5th
grade

6th
grade

Injuries
have
doubledamong
2ndgraders.
This maybe due toa lack ofexperienc
e inphysical
activity
duringthe Covid19
pandemic
and poor
enforceme
nt ofplaying
rules.

Fig. 17• The number of injuries decreased as students moved up through the grades.
• The number of injuries in the 1st grade was higher than in other grades, and more than four times higher than in the 6th grade.

Examination of the causes and symptoms of 1st grader injuries (Next page)- 10 -

[Causes and symptoms of 1st grader injuries (SY2019 to 2021)]
2-1. Physical injuries (6) 1st grader injuries caused by falls and human contact
in

1st graders like to play tag. When running aroundenthusiastically, they often end up in other playareas, falling and bumping into each other.

Falls

Fig. 18

Human contact Inattentiven Flying objects Tumbles

Blow

ScrapeBruiseLaceration

JammedfingerStab
wound

Heavy load

OthersSprainBonefracture• The most common cause of injury was “falls,” with many “scrapes” and “blows.”• Most injuries due to “human contact” were sustained during recess when students played games such as tag.

[Place and situation of 1st grader injuries (SY2019 to 2021)]in

2-1. Physical injuries (7)

1st grader injuries in schoolyard or classroom

It can be said that it takes time for 1st graders to fully settle
into the rules of playing in the schoolyard and staying safe in
the classroom.

Class

Fig. 19

Schoo
lyard

Recess
time

Gym
PE

SpecialHallway Toilet
Othersclassroom
DuringDuringRegular
Otherslunch
cleaning
class
time

• Most injuries occur in the “schoolyard” during recess. We also found many injuries occur in the classroom
and hallway during recess.

- 11 -

2) Emotional trauma due to bullying(from the lifestyle review survey)
At our school, we implement lifestyle review surveys
targeting all students three times a year (in June, November
and February) to understand the current situation and prevent
emotional trauma and bullying in advance.

Fig. 20 [Lifestyle review survey][Number of bullying or violence incidents (SY2020 to 2021)](13) Situation of violence incidents
SY2020: 11 incidents
SY2021: 11 incidents(14) Situation of bullying
SY2020: 75 incidents
SY2021: 40 incidents(15) Situation of parent-child troubles
SY2020: 2 incidents
SY2021: 2 incidents

Fig. 9 Number of bullying or violence incidents(SY2020 to 2021)
incidents

Bullying

Fig. 21

Violence• The “Situation of bullying incidents” above includes cases that may lead to bullying.
• A certain number of incidents, including “I felt uneasy,” are confirmed every year.

- 12 -

[Number of known cases of bullying by grade]2-3. Emotional injuries (2)
1st grade

Number of bullying or violence incidents by grade
2nd
grade

3rd
grade

4th grade

5th
grade

6th grade

SY2020

SY2021

Fig. 22

The number of complaints of bullying among 1st graders is increasing.

• The number of recognized bullying incidents increased in the 1st and 6th grades from the previous year,
while the number decreased in other grades.
• In SY2021, there were 51 incidents, a significant decrease of 35 incidents from the previous year’s 86
incidents.

• Nationwide, bullying has been increasing in lower grades. A similar trend has been observed
at Konan Elementary School. The details of the bullying incidents are shown below.

2-3. Emotional injuries (3)Details of 1st graders’ complaints

Details of 1st grader bullying in SY2021① Verbal bullying
5 incidents② Subject to nasty actions
5 incidents③ Light bumping, striking, etc. 3 incidents④ Ostracizing
1 incident

Fig. 23

No incidents
continued for a longtime

Spontaneous verbal bullying and violence are common in the lower
grades- 13 -

3. Injuries outside school(1) Number of bicycle accidents involving students within the school district
In the three years from SY2019 to SY2021, there was one traffic accident involving a Konan Elementary
School child within the school district. The student had a collision with a car coming from behind.
The students do notcommute to school bybicycle.

Table 3-2 Situation of accidents in the past three years (Source: “Toshima City Board of
Education report data”)
SY2019SY2020

SY2021

1

0

0

0

0

Number of incidents

Collision withSituation

automobile(2) Experience of close calls
In June 2022, we surveyed all grades and asked whether they had experienced a close call due to a traffic
accident, etc., since April of this year.

[Close calls along school route]

Arterial
road
Konan
Elementary
SchoolTramcrossing[Close call information]○ Tram crossing○ Narrow road
○ Tram crossing in front ofTokyo Sakura Tram
“Gakushuinshita Stn.”* Traffic manners must beemphasized

Fig. 24[Percentage of students who had a traffic accident close call]
Have you had a close call while walking in theschool district?

No

Yes

Fig. 25- 14 -• 38%, or 174 of the school’s 454
students, had experienced danger.
Conversely, 62% (280 students)
said they had not experienced
danger.

The Tokyo Sakura Tram (Toden Arakawa Line) crosses the school route in the Konan Elementary School district.
Students cross the tram crossing at Gakushuinshita Station during their school commute. The tram crossing is oneof the places where they feel unsafe.
[Close calls along school route]

Close call experiences during school commute(According to ISS Community Taskforce members)

People often feel unsafe at the
Gakushuinshita tram crossing
because of the movement of cars
and pedestrians when the gate isclosed.

Fig. 26

In addition to man-made traffic accidents and close calls with the Toden tram, the Konan Elementary School
district is also subject to close calls caused by natural disasters. The school is located at the bottom of a steep hill
and a cliff is at the back of the school. It is designated as a Tokyo Metropolitan Government sediment disasterwarning area. The Kanda River also flows through the school district. Heavy rains can cause the Kanda River toflood the area.
[Natural disasters in school district]

Cliff
Konan
Elementary
SchoolKanda River

Fig. 27- 15 -The school district includes the
Kanda River, has cliffs, and isdesignated as a flood-assumed
area and sediment disasterwarning area.

[Natural disasters

Toshima city flood hard map]

Konan
SchoolElementary

Kanda
River

Fig. 28

Under floor (No. ofbuildings)

Above floor (No. ofbuildings)

1989

Flood damage from the Kanda River
nearby Konan Elementary School(1989 to 2018)

1991
1993
buildings

1994
1999
2000
2011
2013
2018
Total
Source: Tokyo Metropolitan Government Bureau
Construction flood damage data by city, town and village

Under floor
inundationofAbove floor
inundation

Fig. 29(3) Injuries from violence or abuse
If violent behavior or abuse is suspected, the school responds immediately with the cooperation of
relevant agencies (Tokyo Metropolitan Child Consultation Center, Toshima City Children's Rights Group,
Toshima City Board of Education, police, etc.). At our school, we exchange information with several
families and continue to watch over the children. Currently, no injuries have been reported.
- 16 -

Chapter 4 Setting of prevention measures based on the situation of injuries

The following prevention targets have been set considering the situation and environment of injuries sustained
inside and outside the school.

Injuries to address as a priority, etc.

Reference data

Fig. 14

Inside theIssue (1) Injuries sustained in the classroom during recessschoolIssue (2) 1st grader injuries sustained in the classroom and Fig. 15

building

hallway in front of the classroom

Fig. 17

Outside theIssue (3) Injuries sustained in the schoolyard during recess

Fig. 14schoolFig. 15

building

Fig. 16

SchoolOutside the school

Physical aspects

Inside the school

Place

Issue (4) Close calls at tram crossing and narrow roads

Fig. 10commuteFig. 11route

Fig. 12Fig. 24
Fig. 25
Fig. 26

OthersIssue (5) Risk of landslide warnings

Fig. 5
Fig. 8Fig. 27
Fig. 28
Fig. 29

Emotional aspects

Issue (6) Spontaneous verbal abuse, violence, bullying

Fig. 20
Fig. 21
Fig. 22
Fig. 23

OthersIssue (7) Parent-child troubles

Fig. 20
Fig. 21

Fig. 30- 17 -

Chapter 5: Measures based on the 8 Guidelines
Indicator 1: Cooperative Management Structure Taking Measures to Improve Safety is
Established
1. Organization Promoting International Safe School
Our school is part of the Safety Countermeasure Committee and Community Task Committee of the Toshima City
Safe Community Promotion Council, and devotes efforts towards improving safety based on cooperation. There isalso an ISS Committee that consists of the PTA, each resident association, child social workers, members of thecommunity, Community Task Committee—which works on preventing traffic accidents involving students andcrimes such as by dealing with suspicious persons—and teacher organizations. Children’s organizations can stay
active through the background work of these organizations.
Toshima City Safe Community Promotion Council (Chairperson: Toshima City mayor)

Prevention of suicide and depression

Prevention of domestic violencePrevention of child abuse

Prevention of earthquake disasters

Safety of downtown area

Bicycle safety

Safety of the disabled

Safety of the elderly

Prevention of child injuries and accidents

Committees handling important issues

y
t
e
f
a
s
l
o
o
h
c
S

2 ISS Community Task Committee
Government
Education Division manager
Education Affairs Section manager
Public Works Management section manager
Regional Residents’ Square Section manager
SC Promotion Group Section manager
Director of Residents Square Konan

Community
Residential association chairpersons
Youth Development Committee
Toshima City Resident Social Welfare Council
Child social worker
Meiji Yasuda Life

PTA
PTA
chairperson
PTA executives

SchoolPrincipal andvice principal
SKIP heads

3 School: ISS promotion organization
3-(1) Teachers
Administration committee
Special Activity Department
Life Guidance Department

Through teaching

Fig. 313-(2) Students (Konan 7)
Planning, Health and Lunch,
Broadcasting, Exercise,Environment, Library, andAssembly

Each class and grade- 18 -

3-(3) PTA
PTA executives
Out-of-school GuidanceCommittee
Patrol (all parents/guardians)2. ISS Community Task Committee
The Community Task Committee is the main organization in the community that promotes safe school measures.
The representative of the resident association chairpersons acts as the chairperson on the committee, resident
Associations in the Takada District 、 which consists of resident associations, child social workers, Youth
Development Committee, resident squares, PTA executives the Toshima City Board of Education and, and Social
Welfare Council. The committee meets every semester in principle to report on school and community initiatives,share information on issues, and exchange opinions.
Date

Details
ISS Community Task Committee
School Management Liaison Council
Family Health Walk

May 16th
SY2019SY2020
SY2021

July 28th

ISS seminar
July 30th
Canceled to prevent the spread of Covid-19
July 1th
February 20th

ISS Community Task Committee
School Management Liaison Council

Table 5-1 [List of ISS Community Task Committee meetings](1) Resident Associations in the Takada District
The Takada 1-chome Resident Association, Sakashita
Mutsumi Association, Higashi Mejiro Resident Association,
Takada Chuo Resident Association and Takada 3-chome
Resident Association support the ISS activities of Konan
Elementary School.
Since SY2017, various activities have been conducted,
Fig. 32
including fire drills, joint community disaster preparedness
drills, radio calisthenics, festivals, Resident Square festivals, and night patrols. Activities have been downsizedsince SY2019 to prevent the spread of Covid-19, but have resumed since SY2022.
<Situation of community disaster preparedness drills>(2) Resident Square Konan
The resident squares are facilities located in each school district that

Fig. 33

can be used by anyone from infants to the elderly, and are bases of thecommunity. It is a place where the people of the community can interact
across generations. Resident Square Konan uses the characteristics of thecommunity to plan and implement many programs and events. The Plaza
Festival held in the schoolyard is an opportunity for exchange and is
attended by the Konan Elementary School students and many community members and PTA members.
Resident Square Konan was closed in September 2019 as a precaution against Covid-19 but is scheduled to reopenin September 2022.

(3) Child social workers
The child social workers participate in the “Smile” program. As supporters of all Konan Elementary School
students, many social workers even come to school events.
(4)

Toshima City Resident Social Welfare Council- 19 -

Held the resident’s meeting. The theme for the second meeting was “protecting and raising children in
the community as a whole.” The principal also attended to discuss the topic with people of the community.

3. Organizations Promoting ISS in the School (Teacher, Student and PTA Organizations)
Existing organizations were utilized to promote ISS activities, and efforts are devoted while confirming theactivity details for each duty. The progress situation, issues, results and other topics are discussed at the monthly
Administration Committee meeting to share information. The same is done at the PTA Administration Committee
meeting held once a semester.

(1) Teaching Organizations
1. Administration Committee
The committee consists of administrative staff, education supervisor, life guidance supervisor,
research promotion supervisor, special activity leaders, and health leader. However, a representative
may be added depending on the matter.
2. Life Guidance Department
・ Creates safety guidance plans, disaster prevention plans, annual evacuation drill guidance plansand other plans. Each time the plans are executed, it is looked over and revised based on the actual
results.
・ Analyzes and discusses the data collected by the nurse office and spreads information. Mutual
understanding of issues is achieved at life guidance evening meetings.
・ Holds road traffic safety classes so first graders who just enrolled in our school can safely travel
to and from school, bicycle safety classes for third and fourth graders, and coordinates the safety
guidance done in cooperation with Mejiro Police Department. Also, a main part of measures are
to increase the percentage of bicycle helmet-wearers.
3. Special Activity Department
・ Promotes and assists student-led activities. Plans are created to help students work with a goal inmind for Konan 7 (committee activities) and class activities.
・ Holds exchange activities with ISS promotion schools in the city.
(2) Student Organizations
Konan 7 is a monthly 45-minute activity in which all students in Grades 5 and 6 join one of the sevencommittees listed below.
Chairpersons of each committee attend a meeting called the Representative Committee. Here they plan anddecide ISS activities, and report on the progress of ISS activities.
Table 5-2 [Konan 7 (Committee activities)]
Planning
Committee

ExerciseCommittee

This is the central committee of Konan 7. They lead autonomous activities and activities related to school events from theperspective of safety and comfort. They also moderate the Representative Committee and notify all students about theimplementation status of ISS activities.
They analyze injuries that occurred in school from a student’s point of view and notify the results to the rest of the school tocall for safety. They also implement activities that form the foundation of a healthy body, such as calling for the strict
enforcement of gargling, washing hands and toothbrushing, and introducing the school lunch of the day on the nutritionboard and broadcast.
They think of rules for playing in the schoolyard, and prepare and cleanup play equipment. They also patrol to see thatstudents are playing safely and to see if anyone needs help.

Environmental
Committee
Library
Committee
Assembly
Committee
BroadcastCommittee

They handle plant cultivation in the school and issues related to garbage in the school. They call for activities that allow forsustainable developments.
They promote the use of the school library. They established a section for books on mental and physical health, and safety,
and also read instructive books to other students to prevent discriminating thoughts.
They plan and hold assemblies that can be enjoyed by all students. At the ISS Quiz Assembly, students were able to learn
about safety in a fun way.
During the lunch broadcast, each member thinks of a comment to promote the weekly lifestyle goals in addition to thenormal broadcast.

Health andLunchCommittee(3) PTAPTA executives and the Out-of-school Guidance Committee conduct ISS activities. They conduct
afterschool patrols, confirm child #110 houses, and patrols during festivals.
- 20 -

Indicator 2: There are Safe School Policies Established by Safe School Promotion
Organizations and Safe Community Regional Promotion Committees
1. Measures by Toshima City Konan Elementary School(1) Basic Views of School Administration
Our school, based on the “Toshima City Education Vision 2019,” is conducting educational activities topractice and realize the “Seven Articles for Toshima Children” and the “Toshima Teacher Minimum.” Our slogan
is “Inspire children to learn, inspire teachers to teach, and bring joy to schools.” Our school follows the “School
declaration to eradicate bullying and to eliminate corporal punishment.” Teachers are committed to promoting
education based on a spirit of respect for human rights, building relationships of trust with the community andparents, and aiming to be a group of educators who take pride in their work.
Our priority goals for SY2019 are listed below.

Toshima Education Vision 2019 [Objectives]
Toshima children, learning from the past, living in the present, and walking withdreams and aspirations

Toshima City Konan Elementary School Educational goals
Students who dream with sparkling intellect, exciting sensibility, and richthoughts.
(2) Student Organization Activity Slogan
Konan Elementary School: Friendly, Full of Smiles, Safe and Comfortable
In June 2017, the Planning Committee—the central organization for ISS activities—
discussed what kind of measures Konan 7 will implement. After the principal explained the
purpose and goals of ISS, the committee decided to create a slogan and symbol as the first step.
Currently, the Konan 7 lead their respective committees to think of projects they could workon and implement them.

[Mamocchi](3) PTA Policies for Creating a Safe School
Parents/guardians—mainly PTA executives—work with the school to understand the safe school measures and enhance activities that have alreadybeen implemented.
・ Instructions for going to school and waving traffic flags during the traffic safety exercises in the Spring and Autumn, and greeting students at theschool gates・ Helping at bicycle safety classes
・ Afterschool patrols by all parents/guardians
・ Promote the ISS activities of each grade, and the anti-theft bicycle sticker activities

2. Measures by Toshima City
With “safety and security” as the foundation of its policy, Toshima City has positioned the Safe
Communities and Resident Squares programs in its “Basic Ordinance Related to Promoting Toshima City’s
Autonomy.” The City is promoting community development through participation and collaboration.
- 21 -

(1) Establishment of “Toshima City Safe Community Steering Committee” (from May 2010)(2) “Toshima City Education Vision 2019” Creating safe and secure schools• Cultivating rich minds [Basic policy 3]• Developing healthy bodies [Basic policy 4]

Indicator 3: Long-term, sustainable, operational school programs covering both genders
and all ages, environments, and situations
General table of programs and direction of seven measures

Students

Inside the school building

emotional

aspects

SchoolInside school

Safety for

Issue (1) Injuries
sustained in theclassroom during
recessIssue (2) 1st grader
injuries in theclassroom andhallway
Issue (3) Injuriescaused by collisions
in the schoolyard
during recess
Issue (4) Close calls attram crossing andnarrow roads
Issue (5) Risk oflandslide disasters
Issue (6) Verbal abuseand violenceIssue (7) Teasing bygroupsDisaster

OutsideSafety for physical aspects

Direction of measures

InsideIssue (8) Troubles in
the homeschool: Programs mainly led by students

Teachers

Grade

Grade

Grade

Grade

Grade

Grade

1

2

3

4

5

6

Parents

Community

1st grade projects (Indicator 4: 6-5,
Indicator 5: 2-3)

Recording of injuries by students(Indicator 5: 4-5)
Schoolyard patrol by students (Indicator
5: 4-10)
Sharing of injury occurrence data (Indicator 5: 1-2)

School district safety inspections and traffic safety classes, etc.
(Indicator 5: 1-7, 3-1, 3-4, 3-7, 3-9, etc.)
Evacuation drills anticipating landslides (Indicator 5: 6-16)
Factual investigation and surveys, etc. (Indicator 4: 2-1, 2-2, 2-4, 27, 6-10)
Multiage group activities (Indicator 5: 1-11, 2-3, 2-5, 4-11, 6-5, 66)
Special support and Bullying Prevention Committee (Indicator 4:2-1, 2-2, 2-4, 4-1, 6-10): Programs mainly led by teachers, PTA, and community- 22 -

Relationship of indicators 3 and 5 (image)

Programs thatwere improved,changed, or
newly started
with ISS

2-4 2-6 2-9 2-10 2-11 3-2 3-3 3-7 3-8 3-9
4-1 4-2 4-6 4-9 4-11 4-13 5-2
6-1 6-4 6-6 6-8 6-9 6-11 6-12 6-13 6-14 6-15
1-1 1-2 2-1 2-2 2-3 2-5 2-

3-5

7 2-8 3-1 3-4 3-6 4-3 4-4

4-12

4-5 4-7 4-8 4-10 5-1

6-5 6-10 6-16

6-2 6-3 6-5 6-7 6-10 6-16
Indicator 4

Indicator 5- 23 -

Indicator 3

Programs thatcan be handled
as before

1-3 1-4 1-5 1-6 1-7 1-8 1-9 1-10 1-11

Programs for creating safe and secure schools

1. School’s leadership

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

1-1: Revising matters regarding safety instructions for thedifferent duties in the school organization

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(1)

Students/Inside school building(2)

The life guidance supervisor, teacher responsible for cleaning and teacher responsible for foodeducation each create rules for playing, cleaning standards, and lunch standards, respectively, tolower the risk of injuries during recesses and other times that teachers are not constantly
watching.

(3)

Students and Teachers

1-2: Sharing weekly injury occurrence data (life guidance
evening meetings)(1)

Teachers/Inside and outside of school building(2)

Every Thursday, the life guidance supervisor and others
meet for 15 minutes starting at 4:30 p.m. to share
information about the occurrence of student injuries andissues that arose in life guidance. Using the data fromthe school nurse and the current state, we think ofpreventive measures to spread through instructions inclass and student organization activities.

(3)

Students and Teachers

1-3: Safety Instruction Day

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(1)

Students/Commuting routes and school district(2)

Every month, the homeroom teacher instructs students about traffic rules outside of school.
Under the guidance of the annual instruction plan, it is conducted with themes such ascommuting to/from school, bicycles, walking on rainy or snowy days, and automobiles.
Students review the lessons through the ISS file.

(3)

Teachers

1-4: First Aid Workshop

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(1)

Teachers/Inside and outside of school building,commuting routes, and school district(2)

Every year, teachers visit the fire department to receive practical first aid training, before
swimming lessons begin.

(3)

Fire department- 24 -

1-5: Clothed swimming

New

(1)

Teachers and students/Outside of school building(2)

Every year, depending on their development level,
students learn about measures to take if they fall into
water while clothed to prevent water accidents. They
also learn about using PET bottles in emergencies andproper ways to use a life jacket.

(3)

Teachers

1-6: Safety Inspections

New

(1)

Teachers and staff/Inside and outside of school building(2)

Every month, teachers and staff conduct safety
inspections of all facilities inside and outside of theschool building. The facilities are checked by the person
in charge according to the safety inspection list to detect
dangerous locations early. The list is submitted to thesafety inspection staff of the Life Guidance Department,
and checked by the vice principal and principal.

(3)

Teachers and staff

1-7: Near-accidents map for safety inspection of the school
district(1)

Teachers/School district(2)

The Life Guidance Department and others conductsafety inspections of the school district from theperspective of both traffic and crime prevention. The
persons in charge mark dangerous locations on theschool district map to clarify locations to be aware of.
This map is posted on the ISS Road to inform students
and parents/guardians.

(3)Students and Teachers

1-8: Lunch standards

New

New

(1)

Students/Inside school building(2)

Injuries were occurring while preparing for lunch andcleaning up afterwards. We reviewed the procedures andstandardized them so all students of each class canfollow the proper procedures no matter who is
instructing them.

(3)

Students and teachers- 25 -

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1-9: Cleaning standards

New

(1)

Students and teachers/Inside and outside of schoolbuilding(2)

Cleaning procedures are the same throughout Konan
Elementary School. We created these standards so allstudents can clean calmly without confusion. The
Environmental Committee used these standards to holda cleaning assembly.

(3)

Students and teachers

1-10. Learning standards

New

(1)

Students and teachers / Inside and outside of schoolbuilding(2)

There were students who were injured in classes otherthan PE. The school has standardized the rules for the
beginning and end of classes so that everyone canbehave with the same rules, thereby encouraging safe
behavior.

(3)

Students and teachers

1-11. Jumping rope with all students

New

(1)

Students / Outside school of building(2)

Cards for Mamocchi Level 1 to 5 were prepared. Even
1st graders can complete the requirements for Level 1
with a little effort. The program officially starts in
November. The teachers are trying hard so they don’tlose to the students.

(3)

Students and teachers

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2. Fostering a Good Relationship
2-1: Special Assistance and Bullying Prevention Committee

New

(1)

Students/Inside and outside of school building, commuting routes, and school district;
Teachers/Inside and outside of school building(2)

The committee meets once a month to discuss the situation of the students’ life and learning.
When there is bullying or a suspicion of bullying, an emergency meeting with related parties isheld, to quickly resolve the issue in an organized manner.

(3)

Teachers and related organizations- 26 -

2-2: Emotional support by the nurse office and counselors

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(1)

Students/Inside and outside of school building,commuting routes, and school district(2)

The number of visits to the nurse office is recorded for each individual student. Throughcooperation with homeroom teachers and counselors, emotional support is given to students that
visit often. Additionally, interviews by the counselors are conducted for all fifth graders, whohave many issues that may worry them.

(3)

Teachers (school nurse) and school counselors

2-3: Amigo Group activities (vertically divided multiage group
activities)(1)

Students/Inside and outside of school building(2)

All students of all grades are vertically divided into
groups for activities. Every month, sixth graders plan
activities to do during all-student field trips, playtime
and lunchtime.

(3)

Students and teachers

2-4: Ethics class open to the public

New

New

(1)

Students, teachers, parents/guardians, andcommunity/Inside of school building(2)

Each year, the ethics class of each grade is open to the
public, with the goals of proceeding with emotional
education conducted by households, the school and thecommunity as a whole. The class subject focuses on
relationships with others.

(3)

Teachers

2-5: Reading by Library Committee students

New

(1)

Students/Inside and outside of school building(2)

Library Committee students read to others at theschool’s Library Information Center during middle
recesses and lunch recesses. It is used as a time forstudents to emotionally connect with each other. Books
related to ISS are also read to students in the lower
grades.

(3)Students (Library Committee) and teachers

2-6: UNICEF donation activityNew- 27 -

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(1)

Students, teachers, and parents/guardians/Inside ofschool building(2)

Each year, Planning Committee members and otherstudents introduce UNICEF at students assemblies andcall for donations from the whole school.

(3)

Students (Planning Committee)

2-7: Fostering good relationships through class activities(1)

Students and teachers/Inside of school building(2)

Activities such as Presents of Words, Tree of Greetings,
and Glad to Have Friends, are conducted during classactivity hours. Results are posted for better
visualization.

(3)

Students and teachers

2-8: Pachi-pachi Cards

New

(1)

Students and teachers/Inside of school building(2)

After school events such as sports day and musicpresentations, messages are written on these cards andexchanged between students and teachers.

(3)

Students and teachers

2-9: Wheelchair basketball

New

(1)

Students/Inside and outside of school building(2)

Even before Olympic and Paralympic education began,
we had athletes currently playing the sport come to theschool every year to conduct lessons for fourth and fifth
graders. It is meant to not only be fun but also act as anopportunity for students to think.

(3)

Fourth and fifth graders

2-10: Interaction with service dogs

New

(1)

Students/Inside of school building(2)This is conducted for third graders every year. Theyinteract with Frasier the service dog and his successor
Dante, and listen to stories directly from their user.

(3)

Third graders

2-11: Prosthetic leg experience
(1)

New

New

Students/Inside of school building- 28 -

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(2)

This activity started in 2017. This lesson led to otheractivities to learn about various disabilities. Many
students started volunteer activities after thisexperience.

(3)

Fifth graders

3. Cooperation with the community and parents/guardians
3-1: ISS Community Task Committee

New

(1)

Resident association chairpersons and other members of
the School Administration Liaison Council/Inside andoutside of school building, commuting routes, andschool district(2)

Members of the community and school discuss what
they can do and what is necessary in building a safe andcomfortable school and community from theirperspective. Details of measures are decided and thesituation of measures implemented are reported.

(3)

Teachers and community

3-2: Communication through lunch

New

(1)

Students, parents/guardians, and community/Inside andoutside of school building(2)This measure is conducted to deepen the relationship of
the students and the people of the community. Throughcommunication, they can become familiar with eachother’s faces, and students can gain more appreciation
towards the community.

(3)

Students and teachers

3-3: Participation in community events

New

(1)

Students, teachers, parents/guardians, andcommunity/Inside and outside of school building,commuting routes, and school district(2)

By participating in community festivals, people of thecommunity can gain a better understanding of theschool’s educational activities, while also giving
students the opportunity to deepen their relationshipwith the community.

(3)

Students, teachers, parents/guardians, and community

3-4: Bicycle safety classes through the cooperation of theschool, parents/guardians and community- 29 -

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(1)

Students, parents/guardians, andcommunity/Commuting routes and school district(2)

The goal of the measure is to raise awareness towards
traffic safety and prevent accidents on bicycles. It is
conducted for third and fourth graders as part of theeducational curriculum, through cooperation by thepolice, Traffic Safety Association and school. We ask
people of the community to help with looking overstudents while commuting to and from school.

(3)

School, parents/guardians, community, police, andTokyo Bicycle Security Cooperative

3-5. “Smile Activities” by child social workers(1)Students and parents / School district(2)

The child social workers wear this card when walking
around our community. The students know they cansafely talk to people who have this card.

(3)

Community and social workers

3-6. PTA safety map creation and after-school patrols(1)Students and parents / School district(2)

The PTA voluntarily conducts after-school patrols.
Dangerous areas found through these patrols are
displayed at the school entrance. With the motto“Each one protecting themself,” students are alerted
to the danger areas.

(3)

Parents

3-7: PTA school guard leader

New

New

New

(1)

Students and parents/guardians/Commuting routes andschool district(2)

PTA executives and members of the Out-of-school
Guidance Committee actually walk around the school
district with officers from the Mejiro Police Department
to conduct inspections from both the perspective oftraffic safety and crime prevention. Any concerning
points are improved with the help of relatedorganizations.

(3)

Parents/guardians and Mejiro Police Department

3-8: Publication of Safe School Konan Sho (Working toward- 30 -

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Safe School Konan Elementary School)

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(1)

Community, parents/guardians, students and teachers/Inside and outside of school building,commuting routes, and school district(2)

The Community Task Committee publishes a newsletter to introduce measures conducted
towards International Safe School certification. Information about the activities of the student
organizations and comments from parents/guardians and the people of the community are
written in a simple way so people of all ages will read it.

(3)

ISS Promotion Committee (teachers)

3-9: Safety provision during commutes to and from school bytraffic instructors (silver)(1)

Students/Commuting routes(2)

Three instructors conduct safety guidance oncommuting routes to prevent traffic accidents, crimes
and disasters while commuting to and from school.

(3)

Traffic instructors, school and parents/guardians

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4. Developing the children’s ability to predict and evade danger
4-1: Happy-Sad Meter

New

(1)

Students and teachers/Inside and outside of schoolbuilding(2)

The idea was conceived by sixth graders in 2017. It
started from the opinion that students wanted to think
about the importance of emotional strength to overcome
sad feelings. Various awareness is developing instudents through this activity.

(3)

Students and teachers

4-2: Student ISS assemblies

New

(1)

Students/Inside of school building(2)

With students of the Planning Committee promoting,
the Assembly Committee conducts assemblies that leadto even better measures.

(3)

Students, Planning Committee, Assembly Committee,
and teachers

4-3: Broadcast by students
(1)

New

Students/Inside of school building- 31 -

(2)The Broadcast Committee thinks of comments andbroadcasts them during lunch to raise awarenesstowards the weekly goals.

(3)

Students and Broadcast Committee

4-4: Creation of safety map by students

New

(1)

Students and teachers/Commuting routes and school
district(2)

Third graders create a safety map of the school districtin groups, with easy-to-access and hard-to-see locations
as the keywords. Dangerous locations are compiled andpresented to all students. The maps are posted in eachclassroom.

(3)

Students, third graders, teachers, and parents/guardians

4-5: Presentation of injury data by students

New

(1)

Students/Inside and outside of school building(2)

Students who got injured mark the location where theinjury occurred with a sticker on the map of the insideand outside of the school building posted in front of thenurse office. The stickers are color-coded by grade anddata is compiled to show the situation of the occurrenceof injuries. Data is taken every semester. The number ofdaily injuries is also posted on the board.

(3)

Students (Health Committee) and teachers

4-6: Safety class

New

(1)

Students, teachers, parents/guardians, andcommunity/Inside and outside of school building,commuting routes, and school district(2)

Every year, lecturers such as police and information
education experts are invited to the school on the day
open to the public, to give instructions to prevent
delinquencies and becoming a victim of a crime.

(3)

Students, teachers, police department, experts, etc.

4-7: Safety instructions (repost)
(1)

New

Students/Inside and outside of school building,commuting routes, and school district- 32 -

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(2)

On the monthly safety instruction day, instructions according to the grade’s development levelis given based on the plan. It is reviewed constantly to fit the current situation. It is creatively
crafted so students can discover issues on their own.

(3)Students and teachers

4-8: Evacuation drills

New

(1)

Students/Inside and outside of school building,commuting routes, and school district(2)

Drills are conducted every month based on the annual
guidance plan. Firefighters from the Toshima Fire
Department are surprised at how seriously the students
conduct the drills.

(3)

Students and teachers

4-9: Bicycle safety classes through the cooperation of theschool, parents/guardians and community (repost)(1)

Students, teachers, parents/guardians, andcommunity/Commuting routes and school district(2)

The goal of the measure is to raise awareness towards
traffic safety and prevent accidents on bicycles. It is
conducted for third and fourth graders as part of theeducational curriculum, through cooperation by thepolice, Traffic Safety Association and school. We ask
people of the community to help with looking overstudents while commuting to and from school.

(3)

School, parents/guardians, community, police, andTokyo Bicycle Security Cooperative

4-10: Schoolyard patrol by students

New

New

(1)

Students/Outside of school building(2)

Students of the Exercise Committee conduct patrols to
inform other students about how to properly play during
recesses.

(3)

Students, Exercise Committee and teacher on attending
duty

4-11: Reading books to others by students

New

(1)

Students/Inside of school building(2)

Students of the Library Committee pick a term to readpicture books that warm the heart or those about
relationship with friends to other students during
recesses.
- 33 -

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(3)

Students and Library Committee

4-12: Traffic safety class for first graders

New

(1)

First graders/Commuting routes and school district(2)

Every April, new first graders receive instructions fromthe police about how to cross crosswalks and othertraffic rules such as the meaning of street signs. They
also actually walk the commuting routes and practicecrossing streets.

(3)

Police and teachers

4-13: First graders commuting from school in groups (for one
month from April)(1)

First graders/Commuting routes and school district(2)

For one month from the beginning of the school year,
first graders split into groups by their route to commute
home to go home with traffic instructors and teachers tolearn their route home and learn traffic rules to safely
commute from school.

(3)

Traffic instructors, teachers (homeroom and subject),and other staff

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5. Environmental improvement
5-1: Inspections of facilities inside and outside of schoolbuilding

New(1)

Teachers/Inside and outside of school building(2)

Every month, teachers and staff conduct safety inspections of all facilities inside and outside of
the school building. The facilities are checked by the person in charge according to the safety
inspection list to detect dangerous locations early. For the first inspection of each semester, allteacher and staff participate in the inspection to make sure nothing is overlooked.

(3)

School5-2: Covers on corners and anti-slip gutter lids

New

(1)

Students, teachers, parents/guardians, andcommunity/Inside and outside of school building(2)

The corner of concrete objects in the schoolyard andinside the school building are covered, and the gutter
lids in the schoolyard were changed to those with better
grip.

(3)

Toshima City and teachers- 34 -

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6. High-risk measures
6-1: Traffic safety class for first graders (repost)(1)

First graders/Commuting routes and school district(2)

Every April, new first graders receive instructions fromthe police about how to cross crosswalks and othertraffic rules such as the meaning of street signs. They
also actually walk the commuting routes and practicecrossing streets.

(3)

Police and teachers

6-2: Presentation of injury data by students

New

(1)

Students/Inside and outside of school building(2)

Students who got injured mark the location where theinjury occurred with a sticker on the map of the insideand outside of the school building posted in front of thenurse office. The stickers are color-coded by grade anddata is compiled to show the situation of the occurrenceof injuries. Data is taken every semester. The number ofdaily injuries is also posted on the board.

(3)

Students (Health Committee) and teachers

6-3: Bicycle safety classes through the cooperation of theschool, parents/guardians and community (repost)(1)

Students/Commuting routes and school district(2)

The goal of the measure is to raise awareness towards
traffic safety and prevent accidents on bicycles. It is
conducted for third and fourth graders as part of theeducational curriculum, through cooperation by thepolice, Traffic Safety Association and school. We ask
people of the community to help with looking overstudents while commuting to and from school.

(3)

School, parents/guardians, community, police, andTokyo Bicycle Security Cooperative

6-4: Posting information about the rate of usage of bicycle
helmets(1)

New

Students and parents/guardians/Commuting routes andschool district- 35 -

New

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(2)

Information about the change in helmet usage rate since
starting ISS certification measures is posted on ISS
Road so everyone can check(3)

Teachers

6-5: Visits to first grade classrooms by sixth graders(1)

Students/Inside and outside of school building(2)First graders can easily become confused during lunch
preparations and cleaning due to being unaccustomed. A
first grader is assigned to each sixth grader, and is
involved in various aspects of their school life. It is agood experience for both first and sixth graders,(3)

Students and teachers

6-6: Amigo Group activities (vertically divided multiage group
activities; repost)(1)

Students/Inside and outside of school building(2)

All students of all grades are vertically divided into
groups for activities. Every month, sixth graders plan
activities to do during all-student field trips, playtime
and lunchtime.

(3)

Students and teachers

6-7: Rules for playing

New

New

New

(1)

Students/Schoolyard(2)

To decrease injuries in the schoolyard, the areas
available for playing has been limited depending on the
day of the week. This way, students playing tag will notbump into those playing dodge ball.

(3)

Students and teachers

6-8: Lunch standards (repost)

New

(1)

Students/Inside school building(2)

Injuries were occurring while preparing for lunch andcleaning up afterwards. We reviewed the procedures andstandardized them so all students of each class canfollow the proper procedures no matter who is
instructing them.

(3)

Students and teachers- 36 -

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6-9: Cleaning standards (repost)

New

(1)

Students and teachers/Inside and outside of schoolbuilding(2)

Cleaning procedures are the same throughout Konan
Elementary School. We created these standards so allstudents can clean calmly without confusion. The
Environmental Committee used these standards to holda cleaning assembly.

(3)

Students and teachers

6-10: Lifestyle review survey to eliminate emotional trauma(1)

Students/Inside and outside of school building,commuting routes, and school district(2)

The survey is conducted once a semester. In addition tonegative experiences, positive experiences are also
listed. The homeroom teachers speak with each student
who wrote about relationships with friends, and compile
and report data according to categories set by the Boardof Education.

(3)

Students and teachers

6-11: Fostering good relationships through class activities(repost)(1)

Students and teachers/Inside of school building(2)

Guidance that lead to fostering good relationships is
conducted during class activity hours. Currently,
activities such as Presents of Words, Tree of Greetings,
and Glad to Have Friends, are being conducted.

(3)Students and teachers

6-12: Happy-Sad Meter

New

New

New

(1)

Students and teachers/Inside of school building(2)

The idea was conceived by sixth graders in 2017. It
started from the opinion that students wanted to think
about the importance of emotional strength to overcome
sad feelings. Various awareness is developing instudents through this activity(3)

Students and teachers

6-13: School events conducted by students and teachers
together- 37 -

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(1)

Students and teachers/Inside and outside of schoolbuilding(2)

Teachers are taking a more hands-on approach in school
events such as music presentations and sports day. By
working with the students, they are able to have fun andfeel accomplished together, while raising trust.

(3)

Students and teachers

6-14: Bullying Prevention Committee: Bullying Prevention
Campaign Month

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(1)

Students and teachers/Inside and outside of schoolbuilding(2)

Bullying Prevention Committee meetings are conducted monthly for the prevention, early
detection and early handling of bullying. It is attended by administrative staff, special assistanceeducation coordinators, education supervisor and life guidance supervisor. When there are cases
to handle, the homeroom teacher of the student in question also participates in an emergency
meeting. June and November were set as Bullying Prevention Campaign Months during which
enhanced activities were carried out.

(3)

Students and teachers

6-15: Establishment of Konan SNS rules

New

Conti

Expa

Revis

nued

nded

ed

(1)

Students and parents/guardians/Inside and outside ofschool building, commuting routes, and school district(2)

In the current state of society, we believe it is important for the school to transmit information
about proper use of cellphones and smartphones to households, in order to foster good
relationships and prevent bullying.

(3)

Teachers

6-16: Evacuation drills anticipating landslides

New

(1)

Students/Inside and outside of school building(2)

Since our school is located near a landslide alert area as
designated by Tokyo’s hazard map, we anticipate
continuous heavy rain and conduct drills to practicegoing home in groups and emergency evacuation drills
to nearby schools.

(3)Students and teachers- 38 -

Conti

Expa

Revis

nued

nded

ed

Indicator 4: Programs for High-Risk Groups and Environments are EstablishedThe following high-risk issues were set based on the results of the safety diagnosis, and programs to resolve the issues
were implemented.

High risk (1st graders)

Peop
le

1st grade students

PlaceClassroom, schoolyard,
outside school

Situa
tion

Immaturity indevelopmental stages

High risk (emotional injuries)

Peopl
e

All students

Place

School and home

Situation

There are complaints ofbullying, violence, andtrouble between parents andchildren.
High risk (disaster)

Peopl
e

All students, teachers andstaff, parents, community
members

Place

School and home

Situation

Environment in whichlandslide disasters could
occur

Evidence

There aremany 1st
grade
injuries.
Figs. 18,
19

ProgramEnvironment

3-5. “Smile Activities” by child social workers

Educationandawarenessraising

4-12. Traffic safety class for 1st graders

Regulations
and rules

6-5. 1st grade projects
6-7. Rules for playing

Evidence

Every year,
there arecomplaintsof bullying
andviolence
Figs. 20, 21
Figs. 22, 23

ProgramEnvironment2-1. Special support and Bullying Prevention
Committee
2-2. Emotional support
3-2. Friendship time

Education andawarenessraising

6-10. Lifestyle review survey
2-4. Ethics class open to the public

Regulations
and rules

6-6. Amigo Group activities
2-7. Fostering good relationships

Evidence

The school
area isdesignatedas alandslidedisasterassumedarea
Figs. 27, 28

ProgramEnvironment

6-16. Evacuation drills anticipating landslides

Education andawarenessraising

1-3. Safety Instruction Day

Regulations
and rules

6-16. Evacuation drills anticipating landslides

Fig. 34
See pages 31 to 33 for details on programs for high-risk issues.

- 39 -

1. Measures for First Graders(1) Traffic Safety Classes for First Graders (4-12)
Immediately after the 1st graders start school, the Mejiro
Police Department conducts a traffic safety class. The students
learn about dangerous places in the school district and how towalk on the roads to and from school. For the next month, theylearn their own routes to and from school by walking in groups
with their homeroom teachers and a full-time teacher. Thanks tothe cooperation of parents and community members, the students
can safely commute to school without any major accidents.
Fig. 35 <1st graders learning from the police>(2) One-on-one First Graders Project by Sixth Graders (65)
The First Graders Project teaches 1st graders, who are juststarting to get used to school life, how to play during recess, how
to spend recess, etc. 6th graders also join 1st graders in theclassroom to teach them how to serve school lunch and clean theclassroom.

Fig. 36 <1st graders being taught by 6th graders>

2. Programs for emotional injuries(1) Early identification and early resolution of bullying through school life questionnaires and fact-finding
surveys on bullying (6-10)
The school conducts a school life survey three times a year (June, November, and February) to ensure
early response and resolution when bullying is suspected.
(2) Bullying Prevention Committee - Bullying Prevention Campaign Month (6-14)

During the Friendship Months (June and November), students, teachers, and staff maintained a strong
awareness that bullying must never be tolerated. Everyone worked to strengthen the school culture to nottolerate bullying. Comparing SY2020 and SY2021, the program has resulted in a decrease of 35 cases ofbullying.

Total

1st grade

2nd grade

3rd grade

4th grade

5th grade

6th grade

SY2020

10

23

14

14

23

2

86

SY2021

14

6

8

10

8

5

51

Table 5-3 [School life survey: Number of students who responded they had an “uncomfortable experience”]- 40 -

3. Measures to Secure Safety According to the Condition of the School District(1) School district safety map and child social workers’ “Smile” activity (3-5)
The teachers in the Life Guidance Department have created a safety map of the school district area
reflecting the results of a close call survey the students completed. The map is used as a resource formonthly safety instruction and helps ensure students' safety and security during their school commute andafter-school activities.
In addition, the "Smile" activity by the Takada District child social workers, which utilizes this school districtarea safety map, is underway. This activity started with to "protect local children in the community." Thecommittee members have been mimamori-watching the students regarding traffic safety, crime prevention, anddisaster prevention in the school district area.

Fig. 37(2) Implementing Evacuation Drill and Reviewing Contents (6-16)
The contents of evacuation drills are reviewed at the beginning of each school year. Parents and members of
the local community help plan and conduct evacuation drills. These drills include group evacuation drills,
handover evacuation drills, and evacuation drills for responding to suspicious persons. Evacuation methods andplaces for evacuating from this sediment disaster warning area, which is a characteristic of the area, are also
discussed and reviewed by the ISS Community Task Committee.

Fig. 39 <Drills for handing
over students toparents/guardians>

Fig. 38 <Simultaneously
going home in groups
depending on direction ofhomes>- 41 -

Indicator 5: Programs are from the Evidence Base

1. Cause analysis to identify challenges (Conducting safety diagnosis)

Inside the schoolbuilding
Outside theschoolbuilding
School commute
route

Other

Inside the school

Issue

ProgramIssue (1) Many injuries occur in the classroom during
recess.

4-5. & 6-2. Presentation of injury data by
students

Issue (2) 1st graders are often injured in theclassroom and hallway in front of the classroom.

2-3. Amigo Group activities
6-5. 1st grade projects

Issue (3) There are many injuries from collisions inthe schoolyard during recess.

1-2. Sharing weekly injury occurrence data
4-10. Schoolyard patrol by students
6-7. Rules for playing

Issue (4) There are many close calls at tram
crossings and narrow roads.

3-4. & 6-3. Bicycle safety classes through thecooperationoftheschool,parents/guardians, and community
3-6. After-school patrols by PTA
4-12. Traffic safety class for 1st graders

Issue (5) The school district includes the Kanda
River, has cliffs, and is designated as a floodassumed area and sediment disaster warning area.

6-16. Evacuation drills anticipating landslides

Inside theschoolOutside theschoolEmotional aspects

Place

Outside the school

Physical aspects

Place

Issue

ProgramIssue (6) There is spontaneous verbal abuse and violence, especiallyin the lower grades.
Issue (7) There is group teasing.

6-5. 1st grade projects
2-7. Fostering good relationships throughclass activities

Issue (8) Every year, there are incidents of family problems involving
violence and verbal abuse between parents and children.

6-10. Lifestyle review survey to eliminate
emotional trauma

Fig. 40
The number of bullying incidents has decreased
throughout the school.
All teachers and staff have taken various approaches to make the school safe and secure for the children. We
reviewed these initiatives and reconsidered the dangerous places in the school and the time of day when injuries
occur. Then, the nurse’s office injury records were reviewed to determine “under what circumstances injuries
occur.” All teachers and staff conducted a safety diagnosis, focusing on what they could do to prevent students
from being injured.
It was found that many injuries were caused by a lack of attention by each student, that there were hazardous
areas inside and outside the school that were difficult to recognize, and that most injuries occurred during hours
when teachers were not around.
Therefore, the following measures were taken to raise each student’s awareness of the need to predict danger
and to develop the skills to avoid danger.
- 42 -

2. Programs to eliminate injuries at school<<Physical aspects>> Issue (1) Many injuries occur in the classroom during recess.
Programs 4-5. & 6-2 Entry of “Injury Records” by students and creation of “Konan Injury Map”
When a student is injured, they fill out an “Injury Record”
card. On the card, they record the situation of their injury andalso write down their thoughts on how they could have
prevented that injury. This practice aims to prevent an injury
when a similar situation occurs. The goal is for each student todevelop the skills to predict situations and avoid danger.
In addition, stickers are placed on the “Injury Map” to show
where injuries have occurred in the schoolyard or schoolbuilding and remind all students of where injuries are likely to
Fig. 41

occur.

<<Physical aspects>> Issue (2) 1st graders are often injured in the classroom and hallway infront of the classroom.
Program 2-3 Amigo Group activities
Students learn the importance of compassion and well-behaved behavior through Amigo Groups, which are
different grade level activities. Through various events each year, we emphasize the importance of safety, suchas how to walk in the hallways and how to spend time in the classroom. This is passed on from the upper gradestudents to the lower grade students. For example, Amigo Group activities are used in the school-wide walkrally to encourage discussion among the students in their groups. This is an important way to convey safety
awareness from upper grade to lower grade students.

Fig. 42

Fig. 43- 43 -

Program 6-5 One-on-one First Graders Project by Sixth Graders (* Also see Indicator 4)
The One-on-one First Graders Project teaches 1st graders,
who are just starting to get used to school life, how to playduring recess, how to spend recess, etc.
[Example: Spending recess together]
The 6th graders take turns playing in the 1st graders’classrooms during recess. The 6th graders teach how to besafe through fun and games.

Fig. 44<<Physical aspects>> Issue (3) There are many injuries from collisions in the schoolyard
during recess.
Program 1-2 Sharing weekly injury occurrence data
Life guidance evening meetings are held every week after school.
Teachers share how the students spend their recess time in the schoolyard
and classrooms, discuss the causes of injuries, and plan countermeasures.
The injury data from the nurse’s office is compiled monthly and used asa resource for mid-term measures.

Fig. 45

Program 4-10 Schoolyard patrol by students
Members of the Exercise Committee conduct voluntary patrols during
the recess and lunch recess to remind students who are absorbed in theirplay.

Fig. 46

Program 6-7 Rules for playing
Many students play in the schoolyard during recess.
The schoolyard is crowded with students playing tag or ballgames. Of course, there are injuries from collisions and balls
hitting students.
The Life Guidance Department assigned playing areas toprevent these types of injuries.
Fig. 47[Schoolyard and gym assignment table]- 44 -

<<Physical aspects>> Issue (4) There are many close calls at tram crossings and narrowroads.
Programs 3-4. & 6-3 Bicycle safety classes through the cooperationof the school, parents/guardians, and community
A bicycle safety class is held for 3rd graders. Police, parents, andmembers of the local bicycle association help the students raise theirawareness of traffic safety through this hands-on class. Members of thecommunity help watch the students as they push their bicycles to andfrom school for this class.
Fig. 48

Program 4-12 Traffic safety class for first graders
A traffic safety class is held for 1st graders. The 1st graders, who havejust started school, learn about traffic safety outside the school from a
police officer.
They walk along the school route, practice crossing the pedestriancrossing, and identify safe areas.

Fig. 49

Program 3-6 After-school patrols by PTA
Members of the PTA help to mimamori-watch the students after school.
They record and share with the school and community what they
notice about how children spend their time in parks and about traffic andcrime prevention in the area.

Fig. 50<<Physical aspects>>
Issue (5) The school district includes the Kanda River, has cliffs, and is designated as aflood-assumed area and sediment disaster warning area.
Program 6-16 Evacuation drills anticipating landslides
The students learn how to protect themselves during
typhoons and heavy rains through evacuation drills heldwith the community's and parents' cooperation. Disaster
preparedness materials from the Tokyo Metropolitan
government are used in drills for 1st and 4th graders toraise their awareness of disaster prevention.
Fig. 51- 45 -

<<Emotional aspects>> Issue (6) There is spontaneous verbal abuse and violence, especiallyin the lower grades.
Issue (7) There is group teasing.
Program 2-7 Fostering good relationships through class activities

Program 6-5 Visits to 1st gradeclassrooms by sixth graders
We believe that emotional injuries can be reduced through compassion for one another. Various programs to
improve relationships are implemented during class activities, moral ethics classes, and integrated learning time.
Through Amigo Group activities and 1st grade projects, students share what they have learned in the verticaldivision multiage group activities. This enables them to build better relationships with each other.
Table 5-4 Examples of classes for fostering good relationships
Grade

Example of class

Outcome

1st[Afternoon homeroom] The students look for what

They recognize each other’s good qualities,

grade

their friends made a good effort and what they did

leading to the development of a sense ofwell during the day and present their findings tofriendship.

each other.
2nd[Daily activities] Students look for “what their

The students recognized each other’s good

grade

friends are making an effort to do well and how they

qualities, focused on how they were doing

have grown” and post them in their classrooms.

their best and growing, learned from each[Afternoon homeroom] The students on duty

other, and motivated each other. The overall

present the good qualities they found about theirclass atmosphere became warmer and morefriends each day, and applaud each other.

proactive.

3rd[Moral ethics] “Pleasant greeters” ⇒[ClassThis was an opportunity to develop a sense

grade

activity] The class discussed ideas for encouraging

of self-esteem and understanding of others.

greetings. The students formed a class greeting

The students were able to make a unified

group and increased their awareness of greeting

effort as a grade in later school events.

each other by reminding each other.
4th[Class activity] A survey was conducted on the mostThe 4th graders saw the 5th and 6th graders

grade

common types of emotional injuries. Students inworking on their respective programs, andcharge of each section thought of and implemented

some students appeared proud to finally bemeasures to deal with the identified problems.

part of this program in their class. The

Example) We Noticed You section representative:

atmosphere of the class became warmer.

Students who found other students doing something
good in the background were announced and postedon the bulletin board.
5th[Class activity] “Creating a better school life”

This activity helped increase awareness of

grade[Japanese language] The students focused on mental

thehealth in their school life, found challenges andrelationships with others. The students

good points that concerned them in their daily life,

developed an attitude of respect for others

and worked in groups to develop improvement

through greetings, language, and behavior- 46 -

importanceofbuilding

bettermeasures.

toward others.

6th[Class activity] In preparation for Sports Day, theThe students enhanced their feelings by

grade

students wrote messages of encouragement to theirrecognizing each other’s good points andfriends, including good points and areas they

confirming their feelings.

thought could be improved.
<Creating a better school life>

Fig. 52

Fig. 53

Fig. 54<1st grade project><<Emotional aspect>> Issue (8) Every year, there are incidents of family problems involving violence andverbal abuse between parents and children.

Program 6-10 Lifestyle review survey to eliminate emotional trauma
An “Emotion Survey” is conducted at the start of each semester to identify students' worries and any issues
they might want to discuss. The survey asks about school and students' concerns about their home life. We will
establish a system in which all teachers, staff, and school counselors are available for anyone to consult. Thissystem will allow us to understand the student’s current state of mind and its causes of concern.
In addition, as necessary, we coordinate with the Toshima City Board of Education, the Children’s Rights
Group, the Tokyo Metropolitan Child Consultation Center, etc..

- 47 -

3. Student-led Activities
At Konan Elementary School, there are student organization activities for fifth graders and above called Konan 7.
The representative committee also implements many measures towards acquiring ISS certification, based on student
daily life experiences. The measures by each committee to acquire ISS certification are listed below.

(1) Nurse Office Data Used by Each Committee
The following data, summarizing the injury records filled out by students, is used by each committee when
considering various activities.
The data from the nurse’s office is important evidence when the committees think about ISS.

By grade (per student)

By grade and gender

Female
Male

1st
grade

2nd
grade

3rd
grade

4th
grade

5th
grade

6th
grade

1st
grade

Time

2nd
grade

3rd
grade

4th
grade

Place

Type of injury

Per day (per month)Fig. 55- 48 -

5th
grade

6th
grade

(2) Programs by each committee

Legend (1) Thoughts on ISS (2) Actions students can take (3) Actions students are implementing[Planning Committee] Physical aspects

Issues (1) (2) (3)1) Encouraging safety and security for all students at school
events. We can do ISS and SDGs activities with our friends.
2) Issue reminders, hold patrols, and post posters at the Konan
Festival.
Suggestions for activities that focus on connections between
people (different grade levels)
3) Campaign at the Konan Festival to encourage all students towalk in the hallways.
Visualize connections among classes, grades, and Amigo

Fig. 56 <Patrols at Konan Festival>

Groups.
[Mammochi, everyone’s favorite ISS character][Assembly Committee] Physical aspects

Issues (1) (2) (3)1) The students were encouraged to think carefully about safety
and security in school life while having fun at the assemblies.
2) Hold an ISS quiz assembly

Assemblytocommemorate

theschool’s

100thanniversary.
3) In commemoration of the school’s 100th anniversary, anassembly was held to ensure that Konan Elementary
School will continue to be safe and secure.
An assembly was held to inform students about what theyshould be careful about in their daily lives.
[Broadcast Committee] Physical aspects<Assembly commemorating the school’s

Fig. 57

100th anniversary>

Issues (1) (2) (3)1) The Committee calls for safety and security in school life
through announcements at lunchtime and at the end ofrecess.
2) During the lunchtime announcements, students are reminded
of daily life goals and the need to be mindful of others.
Reminders are broadcast about washing hands and walking
in the hallways during recess. Broadcasts related to ISS andSDGs are made in cooperation with other committees.
3) During morning and lunchtime, weekly goals and briefcomments are broadcast.
Announcements promote safety and security at the end of recess.
- 49 -<Students cooperating with otherFig. 58 committees>

After an event, the Committee broadcasts good qualities of othergrades received from the students.

Fig. 59 <Using broadcasts to present the goodqualities of other grades>[Exercise Committee] Physical aspects

Fig. 60 <Promoting safety and security at theend of recess>Issues (1) (2) (3)1) Since many injuries occur in the schoolyard and gym, theExercise Committee wanted to address preventable injuries.
2) Patrolling the schoolyard and familiarizing students with rules
for using the schoolyard.
3) Preparing and cleaning up play equipment in the schoolyard;
Patrolling the schoolyard on sunny days; Patrolling the schoolbuilding on rainy days; Call out for the safe use of the schoolyard;

Fig. 61 <Schoolyard patrol>

Inform students of promises to keep during swimming lessons in thepool.

[Library Committee] Emotional aspects Issues (6) (7)1) The library has many books about safety and the importance ofcompassion. The committee decided to increase students’ interest insuch books.
2) There are people worried about emotional trauma. We would
like to lend and read books to others with compassion.
3) Read-aloud sessions of picture books with heart-warming
stories, etc.
Books having the same theme as the ISS program were selected.
Bookmark contest- 50 -

Fig. 62 <Online read-aloud session>

[Health and Lunch Committee] Physical aspects Issues (1) (2) (3)1) While looking at the data, we discussed how we can prevent
injuries in school. We thought about the types of injuries that occur andhow we can prevent them.
2) We want to share our thoughts with the rest of the students.
3) Held a quiz assembly to inform students about the grade, location,
time and month that injuries mostly occur and common injury types;
Created a Health and Lunch Committee bulletin and posted information
about what we presented about preventing injuries in each classroom;

Fig. 63 <Data on injuries sustained atschool (issued monthly)>

Created an injury map for each semester.

Fig. 64 <School building injury map (color- Fig. 65<Schoolyard injury map (color-coded
for each grade)>

coded for each grade)>[Environmental Committee] Emotional aspects Issues (6) (7)1) The students decided to encourage students to beconsiderate by watering the human rights flowers andcollecting recycled paper.
2) Watering the human rights flowers in the schoolyard andcollecting recyclables
3) Watering the human rights flower in the schoolyard
during recess. A quiz-style assembly was held to raise awareness of
issues related to recycling.

Fig. 66 <Planting the human rights flowers>- 51 -

Indicator 6: There is a Program that Records the Frequency and Causes of External Injuries

1. Collection and analysis of injury data
The nurse’s office data and various survey response forms are collected and analyzed by the Life Guidance
Department.
Table 5-5 Recorded data and example of usage

All injuries including
minor injuries(Nurse office data)

The nurse office statistically collects data
about injuries and accidents by recording
who visits for injuries.

Injuries requiring hospital
visits(Accident mutual aid
benefit data)

The school submits records on injuries tostudents under school management that
require visits to the hospital or
hospitalization to the city to bill accident
medical expenses to the Japan Sport Council.

Recording injuries inthe school

Analyzedmonthly
Analyzed
yearly(1) Recording All Injuries Including Minor Injuries (Nurse Office Data)
In addition to the type of injury, injured body part, where and when the injury occurred and treatment
received, the injured student, Health Committee members or the school nurse writes how and why the injury
occurred on the nurse office visit record for injuries. It records the situation of the injury while also helping
us think about how to prevent them.
Afterwards, stickers color-coded by grade are placed on the injury map every month.

Fig. 68

Fig. 67(2) Collecting Information about Injuries Requiring Visits to the Hospital (from Toshima City’s Independent

External Injury Surveillance)
Information on injuries and accidents that occur under school supervision and require a hospital visit is recorded
regardless of whether a claim is filed to the Japan Sports Council for medical treatment fees. This information isused to improve the school’s guidance and environment.

- 52 -

Table 5-6 Excerpt from Toshima City’s Independent External Injury Surveillance (up to July 2022)
SY2022 Injury Surveillance
No. Date Day
Grade/gender Grade/class Item
1

April
19th
April
28th

Wednesday Grade 4,
maleThursday
Grade 4,
male

42

April
13th
May
13th

Wednesday Grade 4,
male
FridayGrade 6,
male

42
62

Bone
fracture

5

June
8th

Wednesday Grade 4,
male

42

Others

6

June
17th

FridayGrade 4,
female

41

7

June
22th

Wednesday Grade 6,
male

62

8

June
29th

Wednesday Grade 6,
male

62

9

June
29th

Wednesday Grade 4,
male

41

Sprainsandjammedfingers
Sprainsandjammedfingers
Scrapesandbruises
Blow

10

June
30th

Thursday

52

2

3
4

Grade 5,
male

42

Bone
fracture
Sprainsandjammedfingers
OthersBonefracture

Body
Time
memberLeft
PE class (6)shoulderRight
Recess
wrist

Place

Cause

Schoolyard

Falls

Gym

Falls

Left sole Recess

Schoolyard

Leftmiddlefinger
Lower
back
pain
Neck

5minuterecessRecessClassroom

Jumping
down
Collision(chair)Schoolyard

Falls

Lunch
recessSchoolyard

Fall (iron
bars)

Neck

PE class (5)GymCollision(mat)

Front of
head

Class

Specialclassroom

Left eyePE class (4)OthersSwimming

Left
hand

Class

(1) Music(4)
Gym
Homeroom
activity

Music
Room

Collision(door
frame)
Swimming Collision(person’s
foot)
Falls

Table 5-6-3 SY2017 Injury surveillance(3) Lifestyle review survey (See Program 6-10)(4) i-check
A lifestyle review survey is conducted once a semester to identify the positive aspects of what students can
now do and the negative aspects of what they did not like when their friends did it. The results are used for
guidance. In addition, the i-check survey is also conducted and analyzed to gain a better understanding of thestudent's mental health.

- 53 -

Indicator 7: There are Methods to Evaluate Effects Due to Changes in School Policies,
Programs, and Processes
1. Progress Management of Programs
The Administration Committee—the school organization that promotes ISS—Life Guidance Department
and Special Activity Department manages the progress of programs they are in charge of, which is reported
at ISS Community Task Committee meetings. Based on performance indicators, the effects of the program
are evaluated and improvement plans are sent back to the school.
Fig. 69 Organizational relationship diagram
Konan Elementary School ISS Promotion
Organizations

Administration
Committee

1. Collection of data
2. Student awarenessSpecial Activity
Department

Life Guidance Department

Creating a safe educational
environment in a high-density
city

surveys

Plan
Planning and reviewing
measures

ActionImprovement and continuation of
measures and activities
Create a network for looking overstudents

Do

Community
Task
Committee

Implement measures
Develop educational curricula

Check
Measuring effects based on
performance indicators
Reviewing indicators anddiscovering new issues

Safe Community Promotion Council

Japan Institution for Safe Communities

Evaluating all safe community activities

External evaluation<ISS Community Task Committee>
The Committee met in May 2022. Members
confirmed and discussed this year’s implementation
plan and other matters.
<ISS preliminary guidance>
In June 2022, we received online advance guidancefrom Dr. Yoko Shiraishi, Director of the Japan Institution
Fig. 70

for Safe Communities.
- 54 -<ISS Community Task Committee meeting>2. Evaluation criteria and interim progress of prevention targets and main activities(1) Confirmation method(2) Confirmation target

Prevention targets and main

Interim progress (March 2022)

activities
1. Many injuries occur in the classroom during recess.
4-5 6-2
Presentation of injury data by
students

Number of injuries by place (SY2019 to SY2022)
incidents

The number of injuries in theclassroom and schoolyard is
declining.

Criteria 1: Analysis of thenumber of injuries byplace(1) Nurse’s office records(2) All students

ClassrSchoolyard

Gym

SY2019Specialclassroom

Hallw

SY2020

SY2021

ToiletOthersClassroom injuries have decreased since 2019. The student survey also
revealed that about 90% of the students are aware that they are acting
carefully to avoid injury. The student-led reporting of injury data helped toraise awareness.
Fig. 71
2. 1st graders are often injured in the classroom and hallway in front of the classroom.
2-3 Amigo Group activities
Number of injuries by grade (SY2019 to SY2022)
6-5 1st grade projects
incid

Criteria 2: Number of 1st grader
injuries in classrooms
and schoolyard, andanalysis of causes(1) Compile nurse’s office injury
data(2) All students

Number of 1st grader injuries
Percentage per student
SY2019 3.9 injuries/student
SY2020 1.1 injuries/student
SY2021 3.7 injuries/student

1st
grade

2nd
grade

4th
grade

3rd
grade

SY2019SY2020

SY2021

5th
grade

6th
grade

The number of 1st-grader injuries has decreased slightly over the school
year. As part of the One-on-one First Graders Project, the 1st graders and 6th
graders spend time together during recess, lunch, and cleaning time. The 6th
graders use the opportunity to teach the 1st graders how to play on theplayground, how to spend time in the classroom, etc.

Fig. 72- 55 -

3. There are many injuries from collisions in the schoolyard during recess.
1-2
Number of injuries by place (SY2019 to SY2022)
Sharing
weeklyinjuryincidents
occurrence data
The number of injuries in the classroom
and schoolyard is declining.
4-10
Schoolyard patrol by students
6-7
Rules for playing

Criteria 3: Number of injuries byplace(1) Nurse’s office records(2) All students

Schoolyard

ClassrFig. 53

Gym
SY2019Specialclassroom

SY2020Hall

ToiletOthers

SY2021

Schoolyard injuries are down from SY2019. Exercise committee members
conducted schoolyard patrols and call out to the students to prevent injuriescaused by collisions. Students are encouraged to spread out when playing.
Teachers also go outside to supervise the students’ behavior. Observed issues
are shared at the Life Guidance evening meeting. We continued to raise
Fig. 71 Reprint

students’ awareness of safety through weekly reviews and by presenting daily
life goals to the students.

4. There are many close calls at tram crossings and narrow roads.
3-4

About 40% of students said they

6-3

Bicycle safety classes throughhad experienced a close call in

the cooperation of the school,

SY2022. Fewer students had closeparents/guardians, andcommunity
3-6

calls

than

in

the

past.

The

awareness of safety varies from

Have you had a close call while walking in theschool district?

No

Yes

grade to grade. The figure below
shows a record of places where

After-school patrols by PTA

children have experienced close

4-12

calls. There continued to be zero

Traffic safety class for 1st

traffic accidents in SY2022. We will continue to investigate whether students

graders

are paying attention to their behavior outside of school.

Criteria 4: Traffic safety incommunity and schoolroute(1) Close call experience survey(2) Students(1) Creation of safety map- 56 -

(2) Teachers → Students
Fig. 73

Fig. 25 Reprint

Information on students’ behavior outside of school is collected throughongoing PTA crime prevention patrols. Entries in the PTA patrol duty
notebooks are used to provide instruction about after-school safety in theclassroom. As of June 2022, there have been zero inquiries from parents
regarding thesafety of theirchildren after
school and outsideof school.

5. The school district includes the Kanda River, has cliffs, and is designated as a flooding and landslide hazard
warning zone.
6-16

In preparation for the group

Evacuation drills anticipating

evacuation drill, 1st and 4th graderslandslides

learn about the school district's
high-risk wind and flood disasters
by using “Tokyo My Timeline.” In
addition, at the first School

Criteria 5: Community feedback(1) School evaluation(2)
Student
andSchoolManagement Liaison Council
members

Management Liaison Council
meeting in SY2022, we received
feedback from the community
about reviewing evacuation sites in
anticipation of a landslide disaster.

Fig. 74
6. There is spontaneous verbal abuse and violence, especially in the lower grades.
7. There is group bullying.
8. Every year, there are incidents of family problems involving violence and verbal abuse between parents andchildren.

- 57 -

6-5. 1st grade projects
2-7. Fostering good relationships
through class activities

incidents

Fig. 9 Number of bullying or violence
incidents(SY2020 to 2021)

6-10. Lifestyle review survey toeliminate emotional trauma

Criteria 6: Number of bullying
incidents(1) “Survey for Better School
Life”(2) All students
Criteria 7: i-Check results(1) Students showing signs ofbullying(2) Grades 3 and higher

Bullying

Violence

Number of bullying or abuse complaints by grade2-3. Emotional injuries (2)Number of bullying or violence incidents by grade

1st
grade

Figs. 21 & 22 Reprint

2nd
grade

3rd
grade

4th
grade

5th
grade

6th
grade

SY2020
SY2020The number of complaints of bullying among 1st graders is increasing.

Criteria 6: The number of bullying incidents reported by students in the“Survey for Better School Life” has dropped by 35 incidents for the entire
school. In addition, the number of cases per grade level has also decreased,
except for 1st grade. We believe this results from our efforts in emotional
education centering on the following activities.
<Examples of activities considered to have been effective in reducing
bullying>
6-5. 1st grade projects
2-7. Fostering good relationships through class activities
2-3. Amigo Group activities
In the lower grades, the students still tend to have sudden outbursts of bad
language and violence. It is thought that such behavior decreases as theenrolled students, who are continuously engaged in activities to develop- 58 -

compassion for each other, grow older and mature.
Criterion 7, “i-Check results: Students showing signs of bullying,” showeda higher number in the middle grades. These results deviate from the actual
number of bullying cases because the question asked, “Do you feel hurt when
you see or hear bullying around you?” We will continue to watch the students
carefully as we are aware of several cases of bullying in each class above themiddle school level.
Table
Table 5-7 i-Check
Students showing signs of bullying
i-checkresults:
いじめのサインが出ている児童
5 7[Class]【学級】

Number of students

3-1
3-2
4-1
4-2
5-1
5-2
6-1
6-2
Total
合計

児童数
34
34
30
29
31
31
39
40
268

- 59 -

Male
男

Female
女

9
9
7
11
5
2
5
3
51

Total
合計

6
5
1
3
2
2
3
3
25

Percentage
割合

15
14
8
14
7
4
8
6
76

44.1
41.2
26.7
48.3
22.6
12.9
20.5
15.0
28.4

Indicator 8: We are Continuously Participating in Domestic and International Networking
June 10, 2016: Observed the preliminary reviews of Toshima City Gyoko

1. Participation in Domestic Networks

Elementary School and Toshima City Ikebukuro Honcho Elementary
School
We visit ISS certified schools

November 17: Observed the on-site reviews of Toshima City Gyoko
Elementary School and Toshima City Ikebukuro Honcho Elementaryand learn from them to improve
our activity contents

SchoolMay 17, 2017: First workshop with Toshima City ISS Support Staff
July 31: Second workshop with Toshima City ISS Support Staff
June 23: Observed the preliminary review of Toshima City Ikebukuro
Daiichi Elementary School
August 22: Official ISS Certification Review Committee visits school
October 18: Participated in residents’ meeting
December 14: Observed the on-site review of Toshima City Ikebukuro
Daiichi Elementary School
February 1, 2018: Observed the Safe Community Certification Ceremony
February 6: Observed Toshima City Ikebukuro Daiichi Elementary
School’s certification ceremony
June 25: Official ISS Certification Review Committee visits school
July 18: Preliminary review of our school

With the goal of creating active
programs, we conduct student
exchange activities with Seiwa

September 25: Atsugi City Tsumada Elementary School

Elementary School, another2019: Participated in Gyoko Elementary School, Seiwa Elementary School,

school aiming for ISS

and Ikebukuro Honcho Elementary School onsite evaluation
2020: Attended joint designation ceremony for Gyoko Elementary School,certification. We also exchange
information about the measures

Seiwa Elementary School, and Ikebukuro Honcho Elementary

implemented with ISS certified

SchoolHoyu Elementary School.

2021: • Participated in Sakura Elementary School and Ikebukuro JuniorHigh School onsite evaluation (online)• Participated in Chichibu Municipal Elementary and Junior HighSchool onsite evaluation (online)• Participated in joint designation ceremony for Sakura Elementary
School, Senkawa Junior High School, Ikebukuro Daiichi
Elementary School, and Ikebukuro Junior High School- 60 -

Chapter 6 Future efforts and prospects toward development

Achievements of ISS initiatives, mid-and long-term goals, and future prospects
Achievements

Problem points

Goals, future prospects

System of

Even during the Covid-19

Areas that were downsized due

At the ISS Community Task

initiatives

pandemic, the school,

to Covid-19 must be reviewed

Committee meetings held threeparents, and community

and improved.

times a year, we always read[Indicator 1]

cooperated and devised new

In addition, we have found thatover our application for the ISS[Indicator 2]

methods of holding school

it takes time for newly

program and identify any[Indicator 8]

events. The school andtransferred teachers and staff,

modifications that need to beparents are united in theirand parents of newly enrolled

made.

efforts to look after the

students to understand the ISS

students.

activities.
Opportunities for exchange andWe will use online services andoutreach with other

other means to hold ISS activity

organizations were reduced

exchanges with other schools in

because of the Covid-19

the district.

pandemic.
Details andWe were able to continue

It takes time for newly

Training for teachers and staff

method ofand implement the programs

transferred teachers and staff

will be held at the beginning of

initiatives

developed at Konanand parents of newly enrolled

the school year to ensure a

Elementary School by

students to understand the ISS

common understanding of ISS

innovating the content.

activities.

activities. Parents will be able to[Indicator 3][Indicator 4]

hear about the ISS activities at[Indicator 5]

the parent-teacher meeting in
April.
Initiatives for early detection

The setting of high-risk items

Initiatives should be reviewed

and early resolution ofneeds to be reviewed.

with attention to the risk ofbullying have decreased thelandslides, countermeasuresnumber of cases.

against infectious diseases, etc.
As the number of students
increases, we must also consider
the challenges in terms offacilities.

The students' independence

We must encourage student-led

We will conduct a survey on ISS

was developed through theactivities, and motivate them toactivities so that the students canactivities of the Konan 7, atake on new initiatives.

understand the achievements ofcore ISS activity.

the ISS activities. The- 61 -

achievements will be sharedwith parents and the local
community.
Outcome of

We found that some aspects of

In addition to paper-based

initiatives

emotional injuries could not be

surveys such as emotional[Indicator 6]

fully captured solely throughquestionnaires and i-Checks,[Indicator 7]

surveys.

regular in-person interviews will
be conducted.

We saw results in the three areas of "increased independence of the students," "strengthened cooperation with thecommunity and parents," and "a decrease in the number of injuries." The most important achievement of ISS activities
is the result of the concerted efforts of students, teachers, parents, and the community.
However, from the perspective of whether the activities themselves were reviewed thoroughly, we did have somedifficulties. These include reduced time for activities due to the impact of the Covid-19 pandemic and the timerequired for the 100th-anniversary events. In addition, it took time for teachers and staff who transferred from otherschools to understand the ISS activities fully. We must continue to encourage the school organization to continue ISS
activities effectively.
We will continue our efforts to effectively set opportunities to share the results of ISS activities so that students,
teachers, parents, and the community can be more proactive and enthusiastic about the activities.

- 62 -