Application to become a member ofInternational Safe Schools Network

September 2012

Toshima City Hoyu Elementary School

Table of Contents
Chapter 1. Overview of Hoyu Elementary School __________________ 1
1. School Name, School emblem, and Educational Goals ........................................................ 1
2. School Personnel and Total Enrollment .................................................................................. 1
3. Environment around the School .............................................................................................. 2

Chapter 2. Endeavors for International Safe School _______________ 3
1. Background of the Endeavors ................................................................................................. 3
2. History of Our Endeavors ......................................................................................................... 3

Chapter 3. Overview of Injury Occurrences ______________________ 4
1. Injuries at School....................................................................................................................... 4(1) Injuries including minor ones (information collected by the school infirmary)(2)Overview of Occurrences of the Injuries Requiring Outpatient Treatment (Information for the
Casualty Fund)(3) Psychological Injury Brought by Bullying

2. Injuries outside the School ....................................................................................................... 8(1) The Number of Bicycle Accidents Involving Schoolchildren in the School District(2) Experiences of Potentially Serious Incidents (excerpt from "Questionnaire Regarding Children's
Safety" by Toshima City)(3) Emergency Transport at Traffic Accidents (Toshima City)

Chapter 4. Identifying What to be Prevented Based on Injury Occurrence _ 11
Chapter 5. Endeavors Based on the Eight Indicators _____________ 12
Indicator 1:An infrastructure based on partnership and collaboration, governed by a groupof teachers, pupils, technical staff and parents responsible for safety promotion in school;
The group should be chaired by a School Board representative, with the head teacher as a
co-chair; ....................................................................................................................................... 12
1. International Safe School Promotion Organization
2. Local Committee
3. Local Section Meeting
4. Curriculum Section Meeting
5. Organizations under the Student Council(1) Safe School Committee(2) Health Committee(3) Delegate Committee(4) Other Eight Committees

6. PTA
7. Sugamo Mukohara Local Safety Center Council

Indicator 2: Safe School policies, determined by the School Board and theCommunity
Council in a Safe Community setting ........................................................................................ 17
1. The Plan for Letting the "Phoenix" Fly Away from the Nest--Principles of School Administration(2012)
2. The Slogan for the Student Council's Activities (July 2011)
3. Principles regarding the Creation of the Safe School by PTA (April 2012)
4. Promotion of the Creation of the Safe and Secure School Based on Toshima Education Vision2010 (2010)
5. Principles regarding the School Safety in the Safe Community (2010)
6. Plans regarding Promotion of School Safety--Ministry of Education, Culture, Sports, Science,
and Technology (April 27, 2012)

Indicator 3: Long-term, sustainable operational programs covering both genders and allschool ages, environments, and situations .............................................................................. 19
1. Bringing Up the Students' Ability to Predict and Avoid Dangers
2 Safety Instruction System at School
3 Good Human Relationships
4 Enhancing the Awareness of the Traffic Safety
5 Measures for High Risks
6 Improvement of the Environment

Indicator 4: Programs that target high-risk groups and environments, and ones that
promotes safety for members of vulnerable groups ............................................................... 31
1. Measures for Large Scale Earthquakes
2. Group Walk to Home by the First Graders
3. Support to the Environment of the Special Needs Education Class (Class Bamboo Sprout)

Indicator 5: All programs should be based on the evidence................................................... 33
1. Cause Analysis for Finding Challenges
2. Twelve Major Endeavors(1) Students' awareness survey by the students(2) School patrol and creation of the map of possibly dangerous spots on the school premises(3) Safe School Assembly by the Students(4) Making Use of Teachers' Safety Guidance Check Sheet and Students' Safety Point Cards(5) Creating Safety Guidance Curricula for Subjects and Others

(6) Measures Based on Factual Bullying Surveys (Good Friends' Questionnaire)(7) Psychological Support at the School Infirmary(8) Activities by Different Graders, "Good Friends' Team"(9) Bicycle Safety Classes Based on the Cooperation among the School, Guardians, andCommunity(10) "Bicycle Rider's License" Effective for Six Years(11) Campaign for Bicycle Helmet(12) Creating Maps of Traffic Safety AwarenessIndicator 6: Programs that document the frequency and causes of injuries –both
non-intentional and intentional .................................................................................................. 47
1. Records of the Information on the School(1) Information Collected at the School Infirmary Including Minor Ones
(2)Collecting the Records of the Injuries Requiring Outpatient Treatment (Excerpt from the data for
the Casualty Fund)
2. Understanding the Reality of Bullying

Indicator 7: Evaluation measures to assess policies, programs, processes and the effects
of change ..................................................................................................................................... 52
1. Index and assessment of achievement
2. Evaluation Methods and Improvements
3. Program Management

Indicator 8: Ongoing participation in Safe Schools networks – at community, national andinternational levels ...................................................................................................................... 55
1. Participating in the Domestic Network
2. Participating in the International Network

Chapter 6. Future Endeavors and Perspectives for Safer School ___ 56
1. Mid- and Long-Term Achivement
2. Future Perspectives

Chapter 1. Overview of Hoyu Elementary School
1. School Name, School emblem, and Educational Goals
Toshima City Hoyu Elementary School was established by integrating Jishu Elementary School and Otsukadai
Elementary School, both schools with long histories. The newly-formed Hoyu Elementary School celebrated its
tenth anniversary in 2003.
The school name, Hoyu, came from a verse in the Analects of Confucius: is it not a joy to have friends comefrom afar? We have the verse incorporated into our principles of education, representing the spirit of fostering
the vitality, with which we work together and live together, into the future.

School emblem
The School emblem represents the Chinese
Phoenix, a folklore bird in China, spreading its
wings to fly away at the break of dawn
Objectives of Our Education
Greetings with a smile
Clear and pleasant words
Minds bright
As we unite

We are in pursuit of a school at which our students
work together with their friends, are full of hope, andfoster the ability to move forward.

2. School Personnel and Total Enrollment
Table: 1-1. The number of school personnel
Title

NumberTable: 1-2. Total Enrollment (as of June 2012)

Description

Male

FemaleTotal

Classes

Principal

1

1st gr.

40

32

72

3

Vice principal

1

2nd gr.

40

30

70

3

Chief teachers

2

Educational affairs: 1
Educational guidance: 1

3rd gr.

40

45

85

3

Grade management,
special activities
7 management, research
management, health caremanagement

4th gr.

40

41

81

3

Seniorteachers

5th gr.

31

39

70

2

6th gr.

35

53

88

3

Teachers

14

Total

226

240

466

17

Lecturers

8 Part-time, City personnel

Specialsupport class

11

4

15

2

Nutritionist

1

Grand total

237

244

481

Office clerk

1

Janitor, cook

* Special support classes are intended for the students
who need special support for education.

Outsourced1

Figure: 1-1. Trend of the school-building floor area and the school grounds area per student(Students)(Square meters)
30

25

600
School-building floor area (including the gymnasium)
一人当たりの校舎(体育館を含む)面積
per student
School grounds area per student
一人当たりの校庭面積
The number of students
児童数
444
418
392
20.06
388

503

487

508

481
500

465

20

400
308
15.93

15.77

14.78

13.92

15

13.29
12.11
9.61

9.52

10

300
12.69

12.29

12.17

12.85

8.92
200

8.40

8.02

7.66

7.42

7.75

7.34

05

100

00

0
2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

The school grounds area per student has decreased from the year of school establishment (2003) until 2012 by
4.36 square meters.
The school grounds area per student in 2011 is smaller than the average of the city elementary schools, 10.20
square meters, by 2.45 square meters.

3. Environment around the School
Our elementary school is in Toshima City, the local government district that has one of the highest population
densities in Japan. The school is about one kilometer east of Ikebukuro Station, one of the major terminal stations
in Tokyo. The school is surrounded by skyscrapers, including Sunshine 60. In this area, several major traffic
networks converge, including the JR Yamanote Line, subway lines, Toden Arakawa Line, Metropolitan
Expressway, and Kasuga Dori Avenue. It is an extremely urbanized environment that our school is located in.
Surrounded by the busy shopping areas around the stations, by the commercial districts along the major streets,and by the dense residential areas, our school district has tall and ultra tall condominiums being constructed,
which is further increasing the already high population density as new residents flow in.
To sum up, our school district is in an environment representative of Toshima, high-population city.
School district of Hoyu Elementary School
Tokyo Metropolitan’s 23 wards
Toshima City

2

Chapter 2. Endeavors for International Safe School
1. Background of the Endeavors
In 2003, the two elementary schools in this district, Jishu Elementary School and Otsukadai Elementary School,
were united to establish Hoyu Elementary School.
As a result, a bigger school district was formed, involving the busy shopping areas around the Ikebukuro Station.
Thus, our school students have been in an environment which presents a high risk of injuries or traffic accidents.
Furthermore, there have been an increasing number of multistory residences, bringing an extreme increase in thenumber of school students. Among them, we have those school students who are from other school districts,
taking advantage of the adjacent-school option system.
Considering these circumstances, we are aiming to achieve designation as an International Safe School, hopingthat the activities undertaken for this will help to teach our students how to predict and avoid dangers, and toenhance our organizations to watch over the school students in cooperation with the community and theguardians and parents.

2. History of Our Endeavors
2010

2011

Endeavors by All
November
Declaration of launching programs forInternational Safe School
February
Local Commission established(Curriculum Meeting, Local Meeting)
March*Great East Japan Earthquake occurredMay
Bicycle safety class
June
Site-visit by Safe Community Certifying
CenterJuly"Aim for Hoyu the Safe School," public
relation newsletter, first issue published2012
February
Preliminary examination by the Asia
Authentication CenterMay"Aim for Hoyu the Safe School," public
relation newsletter, second issue published
June
Bicycle safety class
OctoberSite-visit by Safe Community Certifying
Center3

Endeavors by School Students

April
Students' declaration for the endeavors
Safe News, first issue published

July
Slogan announced by the student council
September
Safe School Committee established
OctoberFirst Safe School Assembly
January
Second Safe School Assembly

April
Safe School Committee reorganizedMay"Safe Man," the safe school hero,
determined through students' competition
June
The Wear-Your-Bicycle-Helmet Campaign
startedChapter 3. Overview of Injury Occurrences
1. Injuries at School
The information on the injuries having occurred at school is collected by the school infirmary. Among them, theinformation on the serious injuries that require outpatient treatment is collected as the information for thecasualty fund.
Fig. 3-1. Injuries at school (2011)

All injuries including minor ones
(information collected by the school infirmary)1869 cases

Injuries requiring outpatient
treatment (information forthe casualty fund)23 cases* The casualty fund compensates (as the compensation by the casualty fund) the guardian of a school student for the expenses andthe like when the school student suffers an injury or the like under the management of the school. All the City elementary andjunior high schools keep records of the situations, types, and causes of injuries to analyze them once a year.
Fig. 3-2. Injuries including minor ones (information collected by the school infirmary)(Cases)(Cases per 100 students)

2000

600

Cases
per 100 students（児童100人あたり）

1800

Injuries
including minor ones
(left scale)
軽微なものを含むけが(左目盛り）

1600

1869

500

1400

400
1395

1200

1288

1000

1151

1215

300

800
200

367

600
276

259

400

249

277
100

200
0

0
2007

2008

2009

2010

2011

* The number of cases in fiscal year 2011 increased because the "Injury Record" card was revised to collect moredetailed information from every case (see page 44).
Fig. 3-3. Injuries requiring outpatient treatment (information for the casualty fund)(Cases)(Cases per 100 students)
30

30
28

25

28

25
23

20

20

20
15

15

Cases
per 100 students（児童100人あたり）
Injuries including minor ones
通院を要するけが（左目盛り）(left
scale)

10
9

5
4.50

6.01

1.85

10
5

5.57

4.52
0

0
2007

2008

2009

4

2010

2011

(1) Injuries including minor ones (information collected by the school infirmary)Fig. 3-4. Trend of the number of treatments in one year (fiscal years 2011 and 2012)(Cases)14.0Monthly total number in fiscal
year 2011
Monthly total number in fiscal
year 2012
Daily average number in fiscal
year 2011
Daily average number in fiscal
year 20122011年度月別総数
2012年度月別総数
2011年度1日あたり
2012年度1日あたり

12.1
12.0

10.8
9.3

10.0

9.8

278

8.7

8.7
7.9

7.8
8.0

350
300
250

7.4

182

177

5.3

5.3 5.1

5.3

171

163

4.6

135
112

4.0

8.1

400

205

194
6.0

(Cases)

200
150

126

117 122

79

5.9

100

77

2.0

100 * There were a less
50

16
0.0

0

Apr.
4月

May
5月

June
6月

July
7月

Aug.
Sept.
8月
9月

Oct.
10月 Nov.
11月 Dec.
12月

Jan.
1月

number of cases inAugust because of
the summer
holidays.

Feb.
2月 Mar.
3月

There were a less number of cases in fiscal year 2012 in comparison with the number in fiscal year 2011
because of the endeavors for the safe school, the major project of which started in fiscal year 2012.
Fig. 3-5. Injuries by grade and gender (fiscal year 2011)(Students)
600

400

The first graders, whojust entered theschool, were involved
the most; there were
572 cases. The third
graders followed this,who experienced a bigchange in theirenvironment becauseof the class shuffle.
These trends arerepeated every year.

Female
女

500
280

Male
男

300

277

241

200
292

114

92

100
99

141

134

103

23
73

3rd
３年gr.

4th
４年gr.

5th gr.
５年

6th gr.
６年

0

1st
gr.
１年

2nd
２年gr.

Fig. 3-6. Injuries by time zone (fiscal year 2011)(Students)
600
500
400
300
200
100
0

483
391
275
231
158
89

87

79
51

15

10

20-min. AfterClean- Before
5-min. School Club
Gym- Other
Lunch GoinginterlunchIng
schoolinter- activ- activnastics classes
time homemission intertimes hours
missions ities
ities
classesmission5

A largest number ofcases occurred in the
20-min. intermissions
followed by theafter-lunchintermissions (15 min).
There were a large
number of injuries in the
gymnastics classes andother classes.

Fig. 3-7. Injuries by location (fiscal year 2011)(Students)
1000
900
800
700
600
500
400
300
200
100
0

926

557

124

90

68

48

21

15

13

There were 926
injuries in the school
grounds, followed by
the classrooms (557cases).

7

School Class- Gym- Hall- Stair- Special Roads EnToilets Others
grounds rooms nasium ways cases classtrance
rooms
Hall
Fig. 3-8. Injuries by symptom and condition (fiscal year 2011)(Students)
1000

949

900
800
700

578

600
500
400
300

Bruises, grazes, andcontusions are themost frequent injuries.

171

200

99

100

27

18

14

5

3

2

1

0
Bruises Grazes Sprains Cuts Pains Eye- Burns Skin- Bone ToothEar- or
related frac- related
andandrelatednoseandtroubles tures troubles relatedtroublescontu- jammed stabs
troublessions fingers* "Pains" indicates the cases where no external injuries were seen but the student was feeling a pain.
Fig. 3-9. Injuries by time and place (fiscal year 2011)
After-lunch inintermission,
school grounds(Students)
500

Hallways
5%

36.2%

Gym-

体育館
nasium7%

400

Yearlyinjuries by
location(n=1869)

School校庭
grounds

教室
Classrooms
300

Class教室
rooms

Gymnasium
体育館

School校庭
grounds

49%

Gym classes inschool grounds
9.4%

30%

Hallways
廊下

371
23

Special
特別教室
classrooms

200

階段
Staircases

During classes,
in classrooms

307
2

177

149
100

2

14
1
32
0

9

5
5-min.
intermissions

25

73

40
3
8

7.9%

9

Going
home

71
Lunch
time

4

31

5
Beforeschool
hours

105
6 12
31
6
Classes

6

5
75

27
12

11

CleanIng
times

83
122
Gymnastics
classe11 6
1 14
20-min.
intermissions

44
2
17
16
AfterLunchintermissions

(2)Overview of Occurrences of the Injuries Requiring Outpatient Treatment (Information for the Casualty Fund)Fig. 3-10. Comparison of the occurrence trends with the city average
6%

6.0%

5.57%
4.72%
4%

3.86%

4.52%

3.01%

Hoyu
朋有小学校
Elementary
school

5.0%

City
区内平均
average

4.17%
4.0%
3.31%

3.57%

2.79%

2%

Fig. 3-11. Comparison of the 4-year averages

1.85%

Hoyu Elementary
朋有小学校
School区内平均
City
average

3.0%
2.0%
1.0%

0%
2008

2009

2010

0.0%

2011

4か年平均
4-yearaverage*Injury occurrence rate = The number of injuries requiring outpatient treatment ÷ The number of all students
The injury occurrence rate of Hoyu Elementary School (4.17%) was higher than the average of the city elementary
schools (3.31%).
Fig. 3-13. Average injury occurrence rate by location of the
4th to 6th graders (fiscal years 2008 to 2011)

Fig. 3-12. Average injury occurrence rate by location of the
1st to 3rd graders (fiscal years 2008 to 2011)

3.5%

3.5%
3.0%

Hoyu
朋有小学校
Elementary
Schools

区立小学校平均
Averageof the cityelementary schools

3.0%

2.5%

2.5%

2.0%

2.0%

1.5%

1.67%
1.38%

1.17%

2.11%

Averageof the city
区立小学校平均elementary
schools

3.05%

1.90%

1.94%

In theschool
校舎内
buildings

In theschool校庭
grounds

1.5%

1.13%

1.0%

1.0%

0.5%

0.5%
0.0%

0.0%

In the school
校舎内
buildings

朋有小学校
Hoyu
Elementary
Schools

In the school
校庭
grounds

When we see the injury occurrence rate by location, that of the 4th to 6th graders of Hoyu Elementary Schoolin the school grounds (3.05%) was especially higher than the average of the city elementary schools (1.94%).
Fig. 3-14. Average injury occurrence rate by time zone and location (fiscal year 2008 to 2011)

1st to 3rd Graders

In theschoolbuildings

4th to 6th Graders

Entrance hall

Gymnasium
Gymnasium

Hallways
Gymnasium
Laboratory
Classroom

Classroom
In a class

In an extracurricular activity

Classroom

In an intermission

In a classClassroom
In an extracurricular activity

In an intermission

Swimming pool
School
校庭 grounds

In theschoolgrounds

Swimming pool
School grounds

In a class

In an extracurricular activity

In an intermission

7

In a class

In an extracurricular activity

In an intermission

When we analyze the occurrence rate by time zone and location, the occurrence rates of both 1st to 3rd gradersand 4th to 6th graders were high in intermissions.

(3) Psychological Injury Brought by Bullying
Bullying is continuous physically and/or psychologically harmful acts inflicted unilaterally on somebody lessstrong than the doer, where the bullied is feeling a serious pain. This is a violation of human rights, which by nomeans can be tolerated.
We do not see bullying as a body injury; we see it as a psychological injury, which cannot be easily healed. We
attach importance to bullying.
We use "Good Friends' Questionnaire," which is intended for the 4th to 6th graders, to make research every
month.
<Excerpt from "Good Friends' Questionnaire"(See page 48.)>

Are you bullied?

 Somebody is picking on me or telling me something
terrible.
 Somebody is stealing or hiding my things.
 My friends leave me out.

Is your friend bullied?

 My friends give me the silence treatment.
 Somebody is hitting me, kicking me, or doing
something terrible to me.
 Anything else
*The teachers observe the 1st to 3rd graders as a way of research.

Table 3-1. Bullying occurrences (result of "Good Friends' Questionnaire")

FY 2010

FY 2011

As of July in FY 2012

Case of bullying(reported)

9

10

11

Solved case

9

10

8

Under continuous guidance

0

0

3

* Fiscal years 2010 and 2011 included such cases that were solved promptly or solved after several months of
guidance.
In fiscal year 2012, the number of cases has increased, probably because the endeavors for the safe schoolraised the students' awareness of bullying.

2. Injuries outside the School(1) The Number of Bicycle Accidents Involving Schoolchildren in the School District
In the past three years, there were three traffic accidents that involved schoolchildren of Hoyu Elementary
School in the school district. They all were riding a bicycle.
Table 3-2. Traffic accident occurrences in the past two years (information reported to the Toshima City Board of Education)

FY 2010

FY 2011

FY 2012

Case

0

2

1

Description–

Car accident

Streetcar accident

8(2) Experiences of Potentially Serious Incidents (excerpt from "Questionnaire Regarding Children's Safety" by Toshima City)In December 2010, we asked the 3rd and 5th graders to fill in a questionnaire, which collected their experiencesof potentially serious incidents in the latest one year such as traffic accidents and any dangerous incidents.
[Distributed to 147 students, 73 responses (response rate 49.7%)]
Among those who experienced a potentially serious traffic accident, six students out of 8 (75%) replied that theyexperienced one during a bicycle ride.
Fig. 3-15. The ratio of the students who experienced a potentially serious traffic accident (ｎ=73) What were you doing?
(ｎ=8, multiple responses)(December 2010)(December 2010)(Cases)Yes

No response

Was riding a bicycle

Was walking

No

Was running

Among those who experienced a potentially dangerous incident, four out of ten (40%) replied that they were
followed, were told something scary, or nearly told something scary.
Fig. 3-16. The students who experienced (or nearly experienced)
a dangerous incident
Experienced (n=73) (December 2010)

What happened? (n=10, multiple responses)(December 2010)

Yes
Was followed, was told
something scary (wasnearly followed or told
something scary)
Was told some words
inviting (was nearly told
some words inviting)
Had something or money
stolen (forcefully) (nearly
had something or money
stolen)No

Was done something dirty(was nearly done
something dirty)

9(Cases)(3) Emergency Transport at Traffic Accidents (Toshima City)
When we see the situations of the traffic accidents in Toshima City as a whole, the ratio of the accidents during
a bicycle ride by those from the ages of five to fourteen is as high as 51.7%.
Fig. 3-17. Traffic accidents by age group (source: ambulance transportation data) (fiscal year 2010)

Others, unknown
Injured as a pedestrian
Injured with a car
Injured with a motorcycle
Injured with a bicycle* Traffic accidents involving children aged between 5-14, n=58

10Chapter 4. Identifying What to be Prevented Based on Injury Occurrence
Looking at the situations in which injuries have occurred, we determined what actions should be taken in orderto prevent injuries in and out our outside the school premises.
Occurrence of Injuries

What to Prevent

 Looking at all occurring injuries, including minor
injuries, we see that many injuries occur during
break time at the school grounds, accounting for36.2% of the total.
 Looking at the timeframes and locations in which
injuries requiring hospital outpatient treatment
occurred, we see that many injuries occur in theschool grounds, during break time, for bothOn the school
younger and older students.
premises The occurrence rate of the injuries that require
hospital outpatient treatment (4.17%) is higher
than the average of the city elementary schools(3.31%).

Injuries in the school
grounds during
break time
Injuries in classes(Injuries on theschool premises) Bullying, which can be a cause of psychologicaldamage, can recur after being solved
temporarily.

 There were three traffic accidents that involved
students of Hoyu Elementary School in theschool district in the past three years. They were
all riding their bicycles at the time of the accident.
Outside theschoolpremises Of the eight students who reported having
experienced near misses with traffic accidents,
six of these (75%) were riding their bicycles at
the time.
 Looking at information about the age of children
suffering from traffic accidents in Toshima city,
many (51.7% of the total) involved 5-14 year olds
on bicycles.

11

Bicycle traffic
accidents(Injuries outside theschool premises)

Chapter 5. Endeavors Based on the Eight Indicators
Indicator 1:An infrastructure based on partnership and collaboration, governed by a
Indicator 1: An infrastructure based on partnership and collaboration, governed by a group
group of teachers, pupils, technical staff and parents responsible for safetyof teachers, pupils, technical staff and parents responsible for safety promotion inpromotion in school; The group should be chaired by a School Board
school; The group should be chaired by a School Board representative, with therepresentative, with the head teacher as a co-chair;head teacher as a co-chair;
1. International Safe School Promotion Organization
The Safety Commission of the schools in the Toshima Safe Community Steering Committee and the Local
Commission are the same organization. Under management of this organization, there are local meetings and acurriculum meeting. They, together with the PTA and the Sugamo Mukohara Local Safety Center Council, aresupporting the Student Council's activities for making endeavors for the safe school.
Toshima Safe Community Steering Committee (chairperson: Toshima City Mayor)

Taskforce Committees for prioritized issues
Prevention of suicide anddepressions

Prevention of domestic violencePrevention of child abuses

Prevention & preparedness ofearthquake disasters

School Safety

Safety in commercial&entertainment districts

Safety of bicycle use

Safety of the physically disabled

Seniors’ safety

Prevention of children's injuries
and accidents

Local Committee(Chairperson: Principal)
Neighborhood associations, local welfare and child care commissioner, youth development
commission, PTA, police office, fire departments, Toshima City Board of Education, Toshima City

Local Section Meeting(workshop)
Neighborhood associations,
local welfare and child care
commissioner
Youth development
commission, PTA, Toshima City,
Toshima City BOE, schools

Student Council
Elevencommittees with
the Safe School
Committee at thecenterCurriculum Section
Meeting(Organization of the school
personnel)
Principal, vice principal,
school personnel

PTA
PTA chairperson, vice chairperson,
executive officers, external committee
Sugamo Mukohara Local Safety Center Council
Chief of the neighborhood associations, neighborhood association officers, PTA, City officials, police offices12

2. Local Committee
The school principals are designated as the chairpersons. The safe school projects are managed by such entities
as the neighborhood associations, local and child welfare workers, youth development commission, PTA
officers, Sugamo Police Office, fire departments, Toshima City Board of Education, and Toshima City.
Meetings are held regularly. "Aim for Hoyu the Safe School," a public relations magazine, is published.

Date

2011

Description

April 26

Intermediary reports on the endeavors andfuture policies

July 9Assessment of the activities in the first term

October 3

Reports on the activities

January 14

Preparation for the preliminary examination

May 22

Discussion on activities in this fiscal year

July 27

Discussion on the application form

2012

September 25 Preparation for the onsite evaluatkon

3. Local Section Meeting
Guardians and local residents gather around at these local section meetings. In consideration to the traffic safetyof the local school children, a traffic safety workshop is organized under the guidance of experts.

2011

2012

Date

Description

September 1

Study session, "Protect Children with the Eyeof Science"

September 21 Findings Map workshop (1)October 26

Findings Map workshop (2)January 14

Presentations

May 12

Operation trainings of the map information
systemJuly 21

Parent attended schooling, entering
information to the map information system

August 27

The map information provided to acomprehensive disaster prevention drill

First Findings Map workshop

Regular meetings13

4. Curriculum Section Meeting
The Curriculum Meeting is held by the school personnel. Based on the information about injuries and thesurveys of awareness, the causes of accidents are analyzed and preventive measures are taken continuously in an
organized manner. A cycle of the linkage for creating a safe educational environment is formed.
Curriculum Section Meeting (organization by the school personnel)
Promotion Committee[Principal, vice principal, chief teachers, nursing teacher, senior teacher for special activities,
senior teacher for research management, and so forth] Basic policies and advancement management  Assessment of achievements
 Assessment of changes in students' behaviors
 Safety guidance checklist (subjects and areas) Development of safety education programs
Lifestyle Section
 PDCA for preventing injuries
 Collecting injury data every week and month; analyzing and inspecting the data
 Using the evening gathering for educational guidance to share understanding Creating safe guidance programs Objectives of daily lives, safety guidance plans, evacuation drills
 Guidance for the schooling groups

Research Promotion Section
 Creating curricula for safety educations
 Traffic safety, daily-life safety, disaster safety
 Subject of the school research
Developing the Ability to Predict and Avoid
Dangers

Special Activities Section
 Raising the students' awareness of safety
and security
 Student Council's activities with the Safe
School Committee at the center Exchanges with ISS-certified elementary
schools(1) Promotion Committee
Under the management of the principal, the Tripartite Unit (Lifestyle Guidance Section, Research
Promotion Section, and Special Activities Section) organizes the committees that cooperate with each other,sharing the challenges to be tackled and making plans and arrangements for the promotion.
(2) Lifestyle Guidance Section
The Lifestyle Guidance Section analyzes and studies the data collected by the school infirmary to provide
information. This section raises questions for the Special Activities Section and the Research Promotion
Section regarding problems for the Student Council's activities and the school research.
All the school personnel take part in the evening gathering (on Thursday) to share the understandings of theobjectives of the promotions.
(3) Special Activities Section
The Special Activities Section makes use of the injury data to raise awareness of safety and security, tosupport the voluntary activities made by students.
The Safe School Committee plays a major role by raising questions for us to make activities with a sense of
purpose.
These activities will also be linked with ISS-designated schools in and outside Japan for more developmentof mutual exchanges.
(4) Research Promotion Section
The subject of the research is "developing students' ability to predict and avoid dangers." The Research
Promotion Section has been examining classes, to try to foster the ability to solve problems regarding
students' common daily-life safety, traffic safety, and disaster safety.
Based on the research, safety-learning curricula are created.

14

5. Organizations under the Student Council
The Safe School Committee, Delegate Committee, and Health Committee cooperate with each other to lead the
Safe School activities.
The other eight committees (Environment, Sports, Library, Billboard, Animal and Plant Care, School Lunch,
and Broadcast) support these activities.
Delegate Committee

Sports Committee

Environment
Committee
Broadcast Committee
Safe School Committee

Animal & Plant Care
Committee

School Lunch
Committee

Billboard Committee

Library Committee

Gatherings Committee

Health Committee(1) Safe School Committee
The Safe School Committee is the committee that plays amajor role for the endeavors for ISS. The committee isorganized by 24 students representing the classes from 4th
grade to 6th grade. Based on the "Injury Data" provided by the
Health Committee, the Safe School Committee has discussions
and announces the objectives of their projects and activities in
the all-school morning assemblies and so forth.

(2) Health Committee
The Health Committee has been creating the "Map ofPotentially Serious Injuries," based on the locations where
injuries occur that bring students to the school infirmary and,also, based on which grade such students belong to. The HealthCommittee attaches stickers on the map. From the information
obtained from the map, the Health Committee publishes the
Safe Newsletter every month.

(3) Delegate Committee
The Delegate Committee supports the activities of the Safe
School Committee. The committee also makes plans for andmanages large-scale gatherings, fund-raising drives to support
UNICEF and the victims of the Great East Japan Earthquake,and greetings campaigns.

15

(4) Other Eight Committees
Sports Committee

Observes how equipment is used during break time and how the equipment is tidied up
after. Alerts students so that they can play safely in the school grounds.

Billboard Committee

Takes photos of the activities of the committees to post them on the billboards. Notifies
the students of the endeavors for the safe school.

Animal and Plant
Care Committee

Makes posters, and provides presentations at gatherings, regarding the knowledge ofbringing up rabbits and their habits to raise awareness about the importance of life.

Library Committee

Creates posters to raise the awareness of the observation of the rules to use the library("The Land of Dreams") so that the students can read books securely to enrich theirminds. Lends books during break time.

Gatherings
Committee

Makes plans of fun gatherings. Cooperates with the Safe School Committee, HealthCommittee, and others to make plans for safe school gatherings in order to make theschool safer.

Corporates with the Library Committee to broadcast reading of the books about
Broadcast Committee security and safety during lunchtime broadcast. Broadcasts the message, "do not run in
the hallways," before break time, to alert the students to support safe daily lives.
Environment
Committee

Posts arrow signs to instruct the students to keep to the right in order to prevent themfrom bumping into each other in the hallways or staircases so that they can observe therules while they walk in the school buildings and realize safe daily lives.

School Lunch
Committee

Gives an award once a month at the all-school morning assembly to the classes that do
not break any dishes, in an attempt to prevent injuries caused by a broken dish. Creates
posters to alert the students to wearing masks and using placemats so that they can eat
school lunches safely and can prevent food poisoning.

6. PTAThe guardians appointed at a PTA general assembly are designated as PTA officers. They alert the guardians to
the promotion of the safe school activities.

Generalassembly

PTA executive officers: chairperson (1), vice chairperson (5), secretary,treasurer, auditor

Permanent committee:
Determines and assesses the plans for yearly activities.
Unit of the grades and classes
Unit of public relations
Units of guidance outside the school
3 gatherings per year
Unit of the adult class
Promotion Committee

7. Sugamo Mukohara Local Safety Center Council
In 2007, the police box at the Mukohara Intersection was closed. The local residents, Toshima City, and theSugamo Police Office cooperated to establish a crime-prevention organization. The Sugamo Mukohara Local
Safety Center Council makes periodical movements to watch over the community in an effort to create a safe
local environment.

16

Indicator 2: Safe School policies, determined by the School Board and theCommunity
Indicator 2: Safe School policies, determined by the School Board and theCouncil in a Safe Community setting
Community Council in a Safe Community setting
1. The Plan for Letting the "Phoenix" Fly Away from the Nest--Principles of School
Administration (2012)
The education style we aim for is based on the image of a phoenix, the motif of our School emblem, hatching froman egg, growing with the joy of learning and the feeling of achievement, until they are able to fly from the nest,
facing squarely into the future.
For that purpose, we endeavor to create a safe and secure educational environment. Our principle is based on
education that helps students to like themselves, and nurtures a positive sense of self.
 We have just celebrated the tenth anniversary of our school. We, together with the local community,
refresh our minds to remember our goal of education: the school that starts with your smile, that enables
you to express your minds with your words, and that lets you exercise your abilities in earnest.
 The Great East Japan Earthquake taught us about preparation for large-scale earthquakes and theimportance of the bonds in local communities.
To protect the lives of students, our school tries to establish strong links with the guardians and the local
community.
 We are going to advance our school to become an international safe school.
We, all the students and all the school personnel, make efforts to be successful in the on-siteexamination and to obtain the certification in cooperation with the guardians and the local community.

2. The Slogan for the Student Council's Activities (July 2011)
Unite our hearts as one, to keep Hoyu Elementary
School safe.

The Safe School Committee made a proposal. This is the slogan
taken as the goal of the activities by the Student Council.
The students and the guardians cooperated to write the words on aten-meter banner. They announced the slogan at the students'
assembly to all the students and made a pledge.
The banner, expressing the motto for the activities made on theinitiative of the students, is displayed in the gymnasium.
Fiscal year 2012 started with the students' assembly.

3. Principles regarding the Creation of the Safe School by PTA (April 2012)
With the theme, "build the safe school you can be proud of," we urge many guardians to understand theactivities for the safe school and to join us in order to organize a system where the guardians can take part in theschool activities.
(1) Accompanying the morning commute groups throughout the year, and the greetings movement to welcome
students at the school gate
(2) Cooperation with the school to provide bicycle safety classes(3) Improvement of the ratio of the students who wear a bicycle helmet; helmet recycling(4) Traffic safety workshops(5) A crime-prevention class at the party gathering during the summer holiday

17

4. Promotion of the Creation of the Safe and Secure School Based on Toshima
Education Vision 2010 (2010)[School management the local community can trust](5) Promotion of the construction of a secure and safe school (policy implementation number 73)
The plans for yearly instructions and the contents of the instructions regarding safety, which
are provided at each school every month, are disclosed to the guardians and the local
community in an attempt to raise safety awareness. The school unites with the families and thecommunity to develop activities for safety guidance. Furthermore, we establish a cooperative
organization for safety measures during the schooling hours of the students. In addition, we
make use of local safety maps to check the safety on schooling routes. Also, we promote ourendeavors in line with the establishment of the safety-related organization in our school
regarding the guidance to protect the students against disasters such as fires and earthquakes
and against intruders.

5. Principles regarding the School Safety in the Safe Community (2010)
The Committee of School Safety (Local Section Commission), which is under management of the Toshima City
Safe Community Steering Committee, discusses basic policies to promote the activities for the Safe School.
What to Prevent
Injuries on the school
premises(Injuries in the school
grounds during breaktime)(Injuries in classes)
Injuries outside theschool(Traffic accidents bybicycles)Subject

Measures for Prevention

Developing the students' ability to Endeavors by the Safe School Committee
predict and avoid dangers
on the initiative of the students
Improvement and enhancement
Creating curricula for safe educationof the guidance systems at school
Prevention of bullying

Promotion of education of the heart
Providing bicycle safety classes

Raising awareness of traffic
safetyActivities to watch over students by theguardians/parents & the local community

6. Plans regarding Promotion of School Safety--Ministry of Education, Culture, Sports,
Science, and Technology (April 27, 2012)
In April 2012, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) published the basic
direction of the policies in relation to the promotion of school safety in the forthcoming five years (2012 to2016). MEXT recommends the programs of Safe School as examples of promoting school safety in a verifiable
and scientific manner.
 Development of the policies based on the notion of safety promotion
 Arrangements and enhancement of the organization to collect information in relation toincidents, accidents, and disasters
 Reinforcement of the analytic and investigational functions to lead to verifiable safety
management
 Recommendation of exemplary cases of endeavors (ISS etc.)

18

Indicator
Indicator3:3: Long-term,Long-term,sustainable
sustainableoperational
operationalprograms
programscovering
coveringboth
bothgenders
andall school
ages,
environments,and situations
genders
and allschoolages, environments,and situations

This is the overall image of our school's the long-term and sustainable programs to aim at a Safe School,
The table below gives the overview of the programs classified into the parties involved--students, school personnel,
and guardians--and into the locations--on the school premises and outside the school.
The details are described on the following pages. The high-risk groups (students) and environments are describedin the section of indicator 4. The numbers such as 1-1 and 1-2 indicate the measures numbers, which correspond to
the targets listed below.
1. Bringing up the students' ability to predict and avoid dangers
2. Organizations for guidance at school
5. Measures for high risks
3. Building good relationship
6. Improvement of environment
4. Raising the awareness of the traffic safety
TargetStudents

Locations
On theschoolpremisesIn theschoolbuildings

In theschoolgrounds

OutsidetheschoolSchool Personnel

Guardians(Local Communities)

1-2 1-3 1-4 1-5 1-6 1-7 1-8

1-5 1-7 1-8

2-2 2-4 2-5

2-1 2-3 2-4 2-5 2-6 2-8

3-1 3-2 3-3 3-4 3-5 3-6 3-7 3-8

3-1 3-43-4 3-5

4-8 4-12 4-15

4-8 4-15

4-8 4-15

5-1 5-2 5-6

5-1 5-2

5-1 5-2 5-4

6-1 6-2 6-3 6-4

6-1 6-2 6-3 6-4

6-1 6-2 6-3 6-4

1-2 1-3 1-4 1-5 1-6 1-8

1-2 1-5 1-8

2-2 2-4 2-5

2-1 2-3 2-4 2-5 2-6 2-8

3-1 3-2 3-3 3-4 3-5 3-6 3-7 3-8

3-1 3-43-4 3-5

4-8 4-12 4-15

4-8 4-15

4-8 4-15

5-2 5-6

5-2

5-2 5-4

6-1 6-5

6-1 6-5

6-1

1-8

1-8

2-5 2-7

2-3 2-5 2-8

Schooling 3-1 3-2 3-3 3-4 3-5 3-7 3-8
route
4-5 4-7 4-8 4-9 4-10 4-11 4-14

3-4

3-4 3-5

4-8 4-15

4-5 4-6 4-8 4-12 4-14 4-15
5-2 5-4

4-15
5-3 5-5 5-6 5-7

In theschooldistrict

1-9

1-8 1-91-8 1-92-5 2-7

2-3 2-5 2-8

3-1 3-2 3-3 3-4 3-5 3-7 3-8

3-4

3-4 3-5

4-1 4-2 4-3 4-7 4-8 4-10 4-14

4-8 4-15

4-4 4-6 4-8 4-12 4-13 4-14

4-15

4-15

5-6 5-7

5-2 5-419

1. Bringing Up the Students' Ability to Predict and Avoid Dangers
1-1 Students' awareness survey by the students (children's questionnaire)(1)

Students × In and outside the school buildings(2)

The students from the Safe School Committee created a questionnaire by themselves to survey the behaviors of the students inorder to reduce the number of injuries caused on the school premises. The students talk about the measures based on theinformation collected, and make presentations in assemblies and so forth.

(3)

Students (Safe School Committee), school personnel

1-2

Patrolling on the School Premises and Creating the Maps of the Possibly
Dangerous Spots on the Premises(1)

Students and school personnel × In and outside the school buildings(2)

The Safe School Committee patrolled in the school buildings to make an investigation of
the dangerous spots on the school premises. They found 17 dangerous sports. The
committee created the "School Danger Map" and made a presentation about it at a safe
school assembly.

(3)

Students (Safe School Committee) and School Personnel

1-3 Safe School Assemblies by the School Students(1)

Students × In and outside the school buildings(2)

The Safe School Committee plays a leading role to hold assemblies and to makepresentations about the situation of injury occurrences and the dangerous spots on theschool premises. Base on these presentations, each class talks about what to do, raising theawareness of prevention.

(3)

Students (Delegate, Safe School, Health, and Assembly Committees), school
personnel

1-4 Publication of Injury Data by the School Students(1)

Students × In and outside the school buildings(2)

The student who suffered injury attaches a sticker on the maps of the school buildings andthe school grounds that are on the billboard in front of the school infirmary. The stickers
are color-coded according to which grade students belong to. As the color-coded
information is accumulated, we see the situation of injury occurrences. Moreover, the daily
number of injuries is also made known from the handmade digital boards.

(3)

School personnel (nursing teacher), Students (Health Committee)

1-5 Publication of the Safe News by the School Students(1)

Students and school personnel × In and outside the school buildings(2)

The newspaper is published once a month on the basis of the injury data provided by the Health Committee. The newspaper isdistributed to all the classes as well as to the teachers who do not have their own classes under their charge. The readers are
asked to read the newspaper thoroughly.

(3)Students (Health and Safe School Committees), school personnel

201-6 Safe Time (Morning School Assembly)(1)

Students × In and outside the school buildings, schooling routes, school district(2)

Some students representing their class make a presentation about the endeavorsof their own class, which are based on the injury data of their own class, in themorning school assembly held on Mondays. In addition, the Safe School
Committee and others make presentations about notifications and campaigns.

(3)

Students representing their class, students belonging to a committee, school personnel

1-7 The Keep-to-the-right Arrows Attached by the School Children(1)Students and school personnel × In the school buildings(2)

The signs coated with an eye-catching color to instruct the students to keep to theright are attached on the portions close to the feet in the hallways and staircases.
They alert the students to the thorough observance of the rules while they walk.

(3)

Students (Environment Committee and Billboard Committee), school personnel

1-8

School research "Bringing Up the Students' Ability to Predict and Avoid
Dangers"(1)

Students and school personnel × In and outside the school buildings, schoolingroutes, school district(2)

All the school personnel continue researches on one theme every year. In thisfiscal year, it is attempted to bring up the ability of the students to solve thecommon problems such as daily-life safety, traffic safety, and disaster safety.
There are seven research classes in the year.

(3)

School personnel

1-9 Safety Class(1)

Students, guardians, local communities × school district(2)

We invite officers from the Metropolitan Police Office and/or specialists of crime
prevention every year on the day of our open school. Some guidance is provided
to prevent the students from encountering delinquencies or crimes.

(3)

School personnel, police offices, experts, etc.

2 Safety Instruction System at School
2-1 Creating Safety Guidance Check Sheet(1)

School personnel × In and outside the school buildings(2)

We create check sheets so that the teachers can check the content of theirguidance regarding the basic safety for the learning from the viewpoint of safety.
The teachers use the sheets to evaluate a class after them, improving their
methods of teaching.

(3)

School personnel

21

2-2 Creating the Safety Point Card(1)

Students × In and outside the school buildings(2)

We create check cards so that the students can pay attention to the safety to check, by themselves, how to use, forexample, equipment in their classes. The teachers use these cards to assess the effectiveness of the students' safe
learning.

(3)

School personnel

2-3 Creating Safety Guidance Curricula for Subjects and Others(1)

School personnel × In and outside the school buildings, schooling routes, school district(2)

The chief teacher of each subject chooses the content of learning from the viewpoint of the safety in the subject.
He or she creates the safety learning curriculum and render it in the form of a table that covers one year. Based on
the curriculum, the students can continue learning according to the state of their development.

(3)

School personnel

2-4Classes for Verification with Emphasis on Safety(1)Students and school personnel × In and outside the school buildings
When any injury occurs in a class, the chief teacher of the subject discloses a(2)class to demonstrate how the equipment was handled to cause the injury andhow the subject was taught back then. Thus, teachers are provided with a fieldof study.

(3)

2-5

(1)

School personnel
School research "Bringing Up the Students' Ability to Predict and Avoid
Dangers" (re-listed)
Students and school personnel × In and outside the school buildings, schoolingroutes, school district
All the school personnel continue researches on one theme every year. In this(2)

fiscal year, it is attempted to bring up the ability of the students to solve thecommon problems such as daily-life safety, traffic safety, and disaster safety.
There are seven research classes in the year.

(3)

School personnel

2-6

Sharing Injury Occurrence Data Every Week (Educational Guidance Evening Meeting)(1)

School personnel × In and outside the school buildings
The chief of educational guidance plays a major role to exchange the information about the situations of the(2)

injuries of students and the problems regarding educational guidance on Thursdays for 15 minutes from 4:30 pm.
Based on the data presented in an evening meeting, teachers make deliberation on prevention measures and use
them for class guidance and the activities by the Student Council.

(3)

School personnel

22

2-7

Safety Guidance Day(1)

Students × Schooling routes, school district
The teacher in charge of a class instructs the students outside the school about the traffic rules once a month. In(2)accordance with a yearly guidance plans, the guidance is provided concerning such themes as schooling, bicycle
riding, walking on a rainy or snowy day, and cars.

(3)

School personnel

2-8First-Aid Training(1)

School personnel × In and outside the school buildings, schooling routes,
school district
The school personnel go to a fire department every year before the season of(2)

swimming classes start, and take part in a practical skill training concerning
emergency medical techniques.

(3)

Fire department

3 Good Human Relationships
3-1
(1)

(2)

Anti-bullying Measures Case Study Meeting
Students × In and outside the school buildings, schooling routes, school district
School personnel × In and outside the school buildings
If any bullying is found, a case study meeting is held with the parties concerned to build good relationship.
Organized measures are taken in order to solve the incident promptly.

(3)

School personnel, organizations concerned

3-2

Psychological Support at the School Infirmary(1)

Students × In and outside the school buildings, schooling routes, school district
We record how many times specific students come to the school infirmary. If(2)

any student comes to the school infirmary too often, the teacher in charge ofthe class of the student, a counselor, and so forth cooperate with each other topsychologically support such a student.

(3)

School personnel (school nurse)

3-3

Different Graders' Group (Good Friends Team) Activities(1)

Students × In and outside the school buildings, schooling routes, school district
This is the activities by the groups consisting of different graders or "vertically"(2)

connected teams. All the graders take part in this team activities. They make plans ofactivities under the lead of six graders every month. They can play, they can clean
somewhere in the local community, or they can have a school lunch together.

(3)

Students, school personnel

23

3-4

Morals Class Open to the Local Communities(1)

Students, school personnel, guardians, local communities × In and outside the school buildings, schooling routes, school district
All the morals classes are made open once a year for the households, schools, and local communities to unite so as(2)

to advance the education. The classes are intended to prevent bullying with such content as "consideration andgoodwill," "trust, friendship, and cooperation," "humbleness and broad mind", and "mutual help and gratitude."(3)

School personnel

3-5Group Reading Presentation (Hoyu Festival)(1)

Students, guardians, local communities × In and outside the school buildings, schooling routes, school district
All the students participate in the group reading presentations, which are held separately for each grade once a(2)

year. We provide the students with the opportunities to meet hearty words, to feel rich senses, and to express
themselves. Thus, we aim for the heartfelt education that prevents any words from hurting anybody's friends.

(3)

Students, school personnel

3-6

Reading by the Teachers(1)

Students × In and outside the school buildings
There is a morning-learning hour in the Toshima Saturday Open Class that is held once(2)

a month, where each of the teachers in charge of a class reads a book in the class. The
students can share their feelings in this hour by way of the reading by the teacher.

(3)

School personnel

3-7

Fund-Raising Drive(1)

Students × In and outside the school buildings, schooling routes, school district(2)

After the great earthquake on March 11, we started friendly exchanges with anelementary school in Fukushima Prefecture. They sent us a video letter. Our
students started thinking about the disaster of the earthquake. At the initiativeof the students belonging to the Delegate Committee, we, as we did so lastyear, scheduled the period of our fund-raising drive to support the survivors of
the Great East Japan Earthquake.

(3)

Students (Delegate Committee), school personnel

3-8

Greetings Movement at the School Gate

(1)

Students × In and outside the school buildings, schooling routes, school district(2)

In accordance with the educational goal of our school, "Greetings with a smile," we areaiming at the school that starts with a smile. The students from the Delegate Committee
and the Safe School Committee advance the morning greetings movement. With the
PTA chairperson at the center, the guardians attending their children in the schoolinggroup take part in the movement. They welcome the students coming to the school withenergetic greetings every morning.

(3)

Students (Delegate and Safe School Committees), guardians, school personnel

24

4 Enhancing the Awareness of the Traffic Safety
4-1

Bicycle Safety Classes Based on the Cooperation among the School, Guardians, and Community(1)

Students × School district(2)

Since the establishment of our school, we have been holding bicycle safety classes every year in order to raise theawareness of the traffic safety and to prevent bicycle traffic accidents. Until two years ago, these classes used to beheld by the PTA only for those who wanted to take part in the classes. Since the last year, these classes are held by
the PTA and the school, as one of the activities participated by all the graders and as an element in the course of
education.

(3)

School, Police Office, traffic safety association, local communities, guardians

4-2"Bicycle Rider's License" Effective for Six Years(1)

Students × School district
The bicycle rider's license created by the traffic safety association, a local association of the volunteers, is(2)

distributed to all the students that have finished a bicycle safety class. As the students finishes a class every year, asticker is attached on the back of the license to renew the license.

(3)

Traffic safety association

4-3

Campaign for the Bicycle Helmet Awareness by the Students(1)

Students × School district
Corresponding to the suggestion by the principal at the morning school
assembly, the students from the Safe School Committee conducted a factual(2)

survey about the helmet usage. Based on the survey, the Safe School
Committee is making PR activities with the slogan, "Aim at thehelmet-wearing ratio of 100 percent," in the Safe Time at the morning school
assembly.

(3)

Students (Safe School Committee) and School Personnel

4-4Campaign for the Bicycle Helmet Awareness by the Guardians(1)

Guardians × School district
On the occasions of school activities, bicycle helmets are exhibited, recycling(2)

campaigns are held, and/or slogans made by parents and children are collected.
Efforts are made to have bicycle helmets purchased.

(3)

Guardians

4-5

Check on the Schooling Routes by Parents and Children(1)Students, guardians × Schooling routes
On the occasion of the PTA activity held in July (Summer Holiday Fun Gathering), parents and children followed(2)

the schooling routes to the school, collecting information about the dangerous sports and specific situations on theschooling routes. The information is entered into the Toshima Safety and Security Map Information System topublish it to all the households.

(3)

Local Meeting

25

4-6

Traffic Safety Workshop(1)

Guardians, local communities × Schooling routes, school district
The dangerous spots in the school district are estimated, and the points of fixed(2)

observation are determined. Based on the recorded images, information isprovided to the students and the guardians. These activities are reflected to the
Toshima Safety and Security Map Information System.

(3)

Local Meeting, experts

4-7

Safety Guidance Day (re-listed)(1)

Students × Schooling routes, school district
The teacher in charge of a class instructs the students outside the school about(2)

the traffic rules once a month. In accordance with a yearly guidance plans, theguidance is provided concerning such themes as schooling, bicycle riding,walking on a rainy or snowy day, and cars.

(3)

School personnel

4-8

Safe Road ("March to the Designation")(1)

Students, school personnel, guardians, local communities × In and outside theschool buildings, schooling routes, school district
The endeavors for the safe school designation are shown under the theme,(2)"Road to the Safe School." Photos are exhibited for better understandings.
Such messages are sent also to the students, guardians, and local communities.

(3)

4-9

Student (Safe School, Health, and Billboard Committees), school personnel
Securing the Safety on the Schooling Routes with the Traffic Instructors(Senior Volunteers)(1)Students × Schooling routes(2)

Ten traffic instructors lead the students for the safety on the schooling routes toprevent traffic accidents, incidents or disasters in the schooling hours.

(3)

Traffic instructors, school

4-10 First Graders' Traffic Safety Class(1)First graders × Schooling routes, school district
In April every year, police officers instruct the first graders, who have just(2)entered the school, about how to cross the cross sections, what the traffic signs
indicate, and so forth. They walk on the real-life cross sections and practicecrossing the roads.

(3)

Police Office, school personnel

264-11 The Group Walk to Home by the First Graders (One Month from April)(1)

First graders × Schooling routes
The first graders walk to home in groups depending on which way they are going in, attended by the traffic(2)

instructors and the school personnel, for one month since entering the school, so that they can memorize theschooling routes and can observe the traffic rules for their own safety during walking back home.

(3)

Traffic instructor, school personnel (teachers in charge of a class, single-subject teachers), janitors

4-12 Wearing Armbands(1)

Students × In and outside the school buildings

Guardians × Schoolingroutes Local communities × School district
In February 2012, the City mayor gave us the armbands designed for the
district of the Hoyu Elementary School on the occasion of the preliminary(2)examination. The armbands are worn by the students of the Safe School
Committee and the Delegate Committee, the caretakers of the schoolinggroups, the PTA officers, the school personnel, and the local residents for themorning greetings movement, the patrolling activities, and so forth.

(3)

Students (Safe School Committee), school personnel, PTA, local communities

4-13 Joint Patrol by the Sugamo Mukohara Local Safety Center Council(1)

Local communities × School district
There is a police box of the Sugamo Mukohara Local Safety Center at anintersection the students cross during schooling hours. This is a base for the(2)crime prevention activities as well as for watching over the students walking toor from the school. The local seven neighborhood associations, one shopping
district, and PTA corporate to conduct a joint patrol once a month.

(3)

Sugamo Mukohara Local Safety Center Council, school

4-14 Application for the Construction of a Toden Streetcar Crossing Signal(1)Students, guardians, local communities × Schooling routes, school district
As a student of our school was involved in a minor collision at a crossing of a streetcar track, the Local(2)

Commission handed in a request form to the Bureau of Transportation Tokyo Metropolitan Government. The
bureau is going to construct a traffic signal for the pedestrians at the crossing.

(3)

Local Commission27

4-15 Issuing the public relations magazine, "Aim at Hoyu Elementary as the Safe School"(1)

Local communities, guardians, students, school personnel × In and outside the school buildings, schooling routes,
school district
The public relations magazine that describes the endeavors of the school for an international safe school is(2)published by the Local Commission. In April 2012, the second issue was published. The issuance is made in theway so easy to understand that a wide range of generations can read and understand the energetic activities by theStudent Council and the voice of the supporters from the local communities.

(3)

Local Commission

5 Measures for High Risks
5-1

Safety Measures for the School Buildings in Preparation for Big Earthquakes(1)

Students, school personnel, guardians × In the school buildings(2)

The seismic reinforcing work was provided from 1998 to 1999 for the treatment to minimize the possible damage
from earthquakes.

(3)

Toshima City

5-2

Evacuation Drills in Preparation for Big Earthquakes
Students and school personnel × In and outside the school buildings, schooling(1)routesGuardians × In and outside the school buildings, schooling routes, school
district
After the experience of the Great East Japan Earthquake on March 11, we have(2)

an evacuation drill once a month, assuming a big earthquake with an intensityof 5 or higher on the Japanese seven-stage seismic scale. We have made yearlyplans so that the students can experience a variety of situations.

(3)

School5-3

The Manual for Evacuation from Earthquakes for Students on Schooling Routes(1)

Students × Schooling routes
We created and distributed an evacuation manual for the students to be able to think for themselves and take(2)

actions if an earthquake occurs when they are going back home from the school. The leaders and sub-leaders of theschooling groups have firm-coated ones so that they can always carry the manual with them in their satchel
backpacks.

(3)

School personnel

28

5-4

Having the Guardians Informed (Distributing "Preparation for Big Earthquakes")(1)

Guardians × In and outside the school buildings, schooling routes, school district(2)

We distribute documents to the households regarding the measures taken at the school when a big earthquake
occurs so as to share common understandings.

(3)

School personnel

5-5

The Group Walk to Home by the First Graders (One Month from April) (re-listed)(1)

First graders × Schooling routes
The first graders walk to home in groups depending on which way they are going in, attended by the traffic(2)

instructors and the school personnel, for one month since entering the school, so that they can memorize theschooling routes and can observe the traffic rules for their own safety during walking back home.

(3)

5-6

(1)

Traffic instructor, school personnel (teachers in charge of a class, single-subject teachers), janitors

Support to the Environment of the Special Needs Education Class(Class Bamboo Sprout)Students (special needs education class) × In and outside the school buildings,
schooling routes, school district
The special needs education class gives environmental supports so that the(2)students can go to school and have daily lives securely, which include
schooling attended by their guardians, the class room arrangement facing to
the school ground, and an increment of the staffs.

(3)

School personnel, guardians

5-7

Distributing Personal Alarms to the Students(1)

Students × Schooling routes, school district

(2)
(3)

Toshima City distributes personal alarms to the first graders every year. The households and the schools havetalked about how to use them. The students have them hung on their satchel backpacks while schooling.
Toshima City

6 Improvement of the Environment
6-1

Checking the School Facilities(1)

Students, school personnel, guardians × In and outside the school buildings

(2)
(3)

All the school personnel check all the school facilities for the safety every month. Each of the personnel in charge
uses safety checkup tables to try to find any dangerous spots at an early stage.
School29

6-2

Attaching Stoppers to Prevent Fall Accidents from Windows(1)

Students, school personnel・Guardians × In the school buildings
Stoppers are attached on the window frames to prevent the students from fully(2)

opening the windows, so as to avoid the risk of their leaning forward out of thewindows.

(3)

School6-3

Improvement of the Bag Hooks in the Classrooms(1)

Students, school personnel・Guardians × In the school buildings

(2)
(3)

6-4
(1)

We are going to check the bag hooks for the safety, which are used by the students to hang their bags. We aremaking improvement soon.
SchoolImproving the Corridor to the Gymnasium (Request from the Student
Council)Students, school personnel, guardians × In the school buildings
The Safe School Committee pointed out the slat boards on the corridor to the(2)gymnasium as a dangerous spot, which had gaps between every two piece ofwood. The committee requested the principal to make improvement. Thus,
they had floor mats spreading over the slat boards.

(3)

Safe School Committee, school

6-5

Reforming the School Grounds(1)Students, school personnel・Guardians × Outside the school building(2)

We are going to reform the school grounds soon.

(3)

Toshima City

30

Indicator 4: Programs that target high-risk groups and environments, and ones that
Indicator 4: Programs that target high-risk groups and environments, and ones that
promotes safety for members of vulnerable groups
promotes safety for members of vulnerable groups
1. Measures for Large Scale Earthquakes(1) Measures for the School Building Safety
We had seismic reinforcement work from 1998 to 1999.
The shatter resistant glass is used for all the windows of the classrooms to minimize the damage of anearthquake.
(2) Evacuation Drills
As we faced the Great East Japan Earthquake on March 11, 2011, we revised our plans, assuming theoccurrence of an earthquake with an intensity of 5 or larger on the Japanese seven-stage seismic scale.
Based on the plans, we repeat drills in basic behaviors at the time of the occurrence of a disaster.
Implemented 12 times a year
Date

Objective

10:05
April 20

Listen the emergency
broadcasting.
Understand how to evacuate.
Learn the evacuation route.
Evacuate safely to the school
grounds.

11:10
May 21

11:10
June 19

9:35
July 11

Participate in the fire
extinguisher drill.
Understand how to use a fire
extinguisher.
Understand how to use an
escape chute for evacuation.

13:35
August 27

Have the students go back totheir guardians.

Assumption

1. Notice the emergency bell.
2. Listen the instructions correctly.
3. Understand the rules of the
behaviors.
1. Listen the notification of the
Earthquake Early Warning
earthquake occurrence.
An occurrence of a
2. Be careful about aftershocks, andlarge-scale earthquake
evacuate to the school grounds.
An occurrence of a
1. A fire occurs. Evacuate to thelarge-scale earthquake
school grounds.
A fire from the Art
2. Watch and learn how to use a fire
Classroom
extinguisher.
An occurrence of a
1. Alter the evacuation route.
large-scale earthquake 2. Experience using an escape
A fire from thechute.
Superintendent's Room
An occurrence of alarge-scale earthquake
Aftershocks possible

An occurrence of alarge-scale earthquake

September Disaster Drill Day3
10:25
Understand what to do to
October 10 evacuate during anintermission.

13:35
November
13

Understand what to do toevacuate during the cleaning
time.

11:10
December
13

Listen and understand theemergency broadcasting
concerning an intruder.

9:35
Listen and understand theJanuary 18 emergency broadcasting.
11:10
Understand what to do while
February 12 the school broadcasting is notavailable.

Major Activity

1. Have the students go back totheir guardians/parents.
2. Take care of the remaining
students.

Evacuation Site
Schoolgrounds

Schoolgrounds

Schoolgrounds

Schoolgrounds

Schoolgrounds

1. Confirm things related toevacuation in class.
1.
An occurrence of alarge-scale earthquake
A fire in the neighborhood 2.

An occurrence of alarge-scale earthquake

Listen to the school broadcast
and evacuate to the school
grounds.
Evacuate to the City ground, thesecondary evacuation site.

City
ground

1. Evacuate to the school grounds
from each cleaning site.
2. Act as a group under the
instruction of the leader.

Schoolgrounds

1. Confirm the rules.
(An intruder)(An intruder)An occurrence of alarge-scale earthquake

31

1. Assume that the police arecalled.
2. Listen to the police officers.

Gymnasium
Gymnasium

1. Listen to the warning siren andshouts.
School
2. Follow the instructions given from grounds
a nearby teacher.

March 11

Assess the achievements ofthe evacuation behaviors.

An occurrence of alarge-scale earthquake

1. React to a sudden alert.
2. Make use of the experiences of
evacuation drills to evacuate.

Schoolgrounds(3) The Evacuation Manual in Case of Earthquakes on the Schooling Routes
An evacuation manual was developed for the students on their schooling routes so that they can make decisions
and take actions even if an earthquake occurs during a schooling hour. The manual is distributed to all thestudents. The leaders of the schooling groups carry them in their satchel backpacks.
An earthquake in theschooling hour

Do not move. Stay low.

Cover your head with yoursatchel backpack or the like.

Pay attention to thesurroundings. Go to school.

Wait until the tremor stops.
Go back home when you feel
danger.

Contact the school when you areback home.

(4) Having the Guardians Informed--Preparing for Earthquakes
The documents about the possible future earthquakes anticipated were distributed to the households. They are
required to understand what to do to prepare for big earthquakes.
1. If an earthquake with an intensity of 5-minus or larger on the Japanese seven-stage
seismic scale occurs, Hoyu Elementary School protects the students, in principle, in theschool buildings. The guardians are awaited to fetch their children.
2. If an official warning is issued, come promptly to the school to fetch your child. Electric mails
are distributed by way of FairCast.
* FairCast is a system that transfers text massages to all the guardians who have a cell phone.

2. Group Walk to Home by the First Graders
The first graders, just like any other graders, belong to a group to go to school. They, however, go back home indifferent hours from the other graders. Therefore, they belong to one of five groups, depending on which way
they are going, to go back home for one month after they enter the school.
In this way, they can learn their schooling routes, and will be able to go home safety by following the traffic
rules.

3. Support to the Environment of the Special Needs Education Class (Class Bamboo Sprout)(1) Schooling Time
Eighty percent of the students belonging to the special needs education class (Class Bamboo Sprout) go to, andback from, school attended by their guardians, so that they are free from the fright or anxiety about crossing
streets, bicycles, or the like and feel at ease to go to school.
(2) Classroom Arrangement
The special needs education class has its classroom on the first floor, facing to the school grounds, so that thestudents can easily evacuate to the school grounds if some disaster such as an earthquake and a fire occurs.
(3) Increasing the Personnel
For every fifteen students, in addition to three regular teachers, one educational instructor, one education
supporter, and one music lecturer are allocated.
32

Indicator 5:
All programs should be based on the evidence
Indicator 5:
All programs should be based on the evidence

1. Cause Analysis for Finding Challenges
On the school premises
Situation of Injury Occurrences
When we take an overview of the situations of the injury occurrences including minor ones, there are a lot of
injuries in the school grounds during 20-minutes intermissions and after-lunch intermissions (15 minutes),
which cover 36.2 percents of all the injuries.
Fig. 5-1. Injury occurrences by time and place (information collected by the school infirmary (2011)
500

400

Schoolgrounds
校庭
Classrooms
教室
Gymnasium
体育館
Hallways
廊下
Special
特別教室 classrooms
Staircases
階段

300

200

371
307

23
177

2
149
100
1
32
0

9

5

25

73

40
3
8

105

2

14

9

5-min.
５分休み

Going
下校時

intermission

home

6

31

7 1

4

School給食
lunch

Before始業前
school
hours

31

5

5
75

12
6

In授業中
classe

83

27
12

11

1 2

Clean清掃中
Ing
times

11
1 146

2

体育授業中
Physical
educationclass

20-min.
中休み
intermission

44
2
17
16

After昼休み
Lunchintermission

The occurrence rate of the injuries that require outpatient treatment (4.17%) is higher than the average of theCity elementary schools (3.31%).
The 1st to 3rd graders and the 4th to 6th graders both have high injury occurrence rates in the school
grounds during intermissions.

1st to 3rd graders

Average of thecity schools

Average of the 4 years

In the school In the school
grounds
buildings

Hoyu
Elementary
School4.17%

Fig. 5-3. Occurrence rate of the injuries requiring outpatient
treatment by time and location(average from 2008 to 2011) 4th to 6th graders

ClassIntermission

0.60%

0.59%

0.99%
0.30%

In the school In the school

Fig. 5-2. Occurrence rate of the injuries
requiring outpatient treatment

Class

Intermission

1.04%

0.94%

1.67%
0.83%

Bullying which may cause a psychological injury could recur even after it is solved.
Table 5-1. Occurrences of bullying

The number of bullying cases
The number of solved cases
The number of cases under guidance

FY 2010

FY 2011

9
9
0

10
10
0

FY 2012*As of July
1183

Source: "Good Friends' Questionnaire" by Hoyu Elementary School33

Outside the school
There were two traffic accidents in fiscal year 2010 and one in fiscal year 20111 that involved students ofour school. In these traffic accidents, all the students were riding a bicycle.
Among the minors from 5 to 14 years old that were transported by ambulance in the City. 51.7 percent wereriding a bicycle when injured.
Fig. 5-4. Traffic accident occurrences involving
Hoyu Elementary School students

Fig. 5-5. Occurrence of traffic accidents involving minors from
5 to 14 years old (Toshima Ward, n=58)
Emergency transport in 2010
Riding a bicycle

FY 2010

In a car

Walking

Others

FY 2011

2. Twelve Major Endeavors
What to Prevent

Objective

Measures
By whom: Students

Bringing up the ability (1) Students' awareness survey by the studentsof the students topredict and avoid(2) School patrol and creation of the map of injury
dangers
occurrence on the school premises
Injuries in theschool grounds
during intermissions
Injuries in class(Injuries on theschool premises)(3) Safe school assembly by the students
By whom: Teachers
Improvement andenhancement of thesafety instruction
system at school(4) Making use of the safe guidance check sheet for theteachers and the safety point card for the students(5) Creating safety guidance curricula for each subject andso forth
By whom: Students, teachers

Bullying Prevention

Bicycle traffic
accidents

Raising theawareness of traffic(Injuries outside thesafetyschool)(6) Treat children based on a bullying factual investigation(7) Psychological support at the school infirmary(8) Group activities by different graders
By whom: Students, teachers, guardians, local communities(9) Bicycle safety class(10) "Bicycle Rider's License" effective for six years(11) Campaign for Bicycle Helmet Awareness(12) Traffic safety workshop

34

(1) Students' awareness survey by the students
The Safe School Committee distributes Student's Questionnaire to all the students.
The result is compiled by the students and published on the Safe Newsletter issued by the students. The result isalso made known in a students' assembly.
<Questions in Students' Questionnaire> Do you run in a classroom or in a hallway?
 Have you ever seen your friend running in a classroom or in a hallway?
 Have you ever warned anybody about not running in a classroom or in a hallway?
 Have you ever felt a danger or a possible danger when playing in the school ground.
 If your answer is YES in question 4, what was dangerous in the school building?
 Do you know that Hoyu Elementary School is making efforts for the Safe School?
 What was a good thing that you did to reduce injuries?
 What should we do to reduce injuries?
Fig. 5-6. Students' awareness (students' questionnaire in February 2012, n=504)<Considerations>
Do you run in a classroom or in a hallway?

 Do not fool around when you
are close to stairs.

No, I don't.

 Warn students if they arerunning.

Yes, I doa lot..

 Walk slow around the corner.
Yes, I sometimes do...

 Do not go wild the classroom.

On the basis of this result, the Safe School Committee made measures and started a variety of endeavors.
An increasing number of students are warning those who are running in a classroom or hallway. Theirawareness of safety has changed.
Fig. 5-7. Change in the students' awareness (Students' Questionnaire)

Have you ever warned anybody about not running in a classroom or in a hallway?
0%
2011.9n = 510

20%
11%

40%
43%

60%

80%

100%

47%

①いつもしているYes.
I always do.

2012.3n = 504

5%

2012.6n = 4819%51%②ときどきしている
Yes.
I sometimes do.

44%

59%

③したことはない
No.
I have never done.
32%

35

(2) School patrol and creation of the map of possibly dangerous spots on the school premises
The Safe School Committee patrolled on the school premises (November 2011).
They found seventeen dangerous spots and created the map of dangerous spots on the school premises.
[Possibly dangerous spots found by the students]
Behind the morning assembly platform, the garbage site, the fire hydrant in front of the sciencelaboratory, the corner in front of the art room, the corridor to the gymnasium, the landings in thestaircase, the handrails in the staircase, below the desks in the classroom, serving table, thedrinking fountain on the third floor, the desks left in the hall way, the pillars in the hallways, the dust
cloth storages, the drinking fountain on the fourth floor, the hallway in front of a new classroom, thebookshelves in the hallways, the entrance floor
The Map of Possibly Dangerous Spots on the School Premises
Published with comments in Safe Road (see section 4-8 on page 24)

The fire extinguisher in front of the science lab is hard
to see. Be careful when you walk into or out of thescience lab.

The spots found to be dangerous
The Safe School Committee
asked the principal to
improve the corridor to thegymnasium. Floor mats willbe spread.
The students from theEnvironment Committee
attached the arrow signs on
the sides of the steps toindicate the directions of36
walking.

(3) Safe School Assembly by the Students
The Safe School Committee and the Health Committee played a major role to hold a students' assembly. They
made a presentation about the Map of the Potentially Serious Incidents of Injuries on the billboard in front of theschool infirmary, about the number of occurrences of injuries, and about the result of research on the possibly
dangerous spots.
The billboard in frontof the school
infirmary: The
students from the
Health Committee
update the data
everyday.

The photos of thedangerous sports andthe injury occurrence
map were presented
in the safe school
assembly.

After the assembly, all the classes held a class meeting to talk about what to do to prevent injuries.
The students went tothe spot andconfirmed what was
dangerous.

The Safe Man, the symbolic hero born from the students' ideas, is a must in the safe school assemblies andthe safe times.
HERE COMES THE SAFE MAN!!

37

(4) Making Use of Teachers' Safety Guidance Check Sheet and Students' Safety Point Cards
In 2011, three injuries occurred during mat exercises in physical education classes, and sixteen injuries occurred
during vaulting horse exercises.
Considering these occurrences, we examined the accidents, and created a teachers' safety guidance check sheet
and a students' safety point card.
Table 5-2. Accidents during mat and vaulting horse exercises in physical education class(information collected by the school infirmary in 2011)

ExerciseMat exercise

Injury Type

Num.
of
Cases

Situation

Wrist sprain

1

Failed to place the hands

Jammed finger

1

Failed to place the hands

Ankle sprain

1

Sprained the ankle at landing

Wrist sprain

7

Failed to place the hands

Jammed finger

3

Failed to place the hands

Bruise2Fell down at landing

Abrasion

4

Scratched with a vaulting
horse

Vaulting horse[Vaulting horse: safety guidance check sheet (for teachers)]<Warming up>
 Warm up the body. (Play tag, run and skip, etc.)
 Warm up the limbs in relation to the main exercise. (Neck, wrists, ankles, arms, knees, etc.)
 Auxiliary exercises (Handstand, jumps, rhythmic exercises, rolling exercises)<Main exercise> Cannot take off with both feet: Run in a short distance and take off with both feet.
 Cannot make a smooth approach: Take a deep breath before starting running. Let it out and startrunning.
 Cannot help landing on the vaulting horse: Straddle on the vaulting horse. Support the body withthe arms and jump off.
 Cannot place the hands properly: Check where to place the hands. Check the height of thevaulting horse.
 Cannot help falling down at landing: Look far away while you are in a jump. Do not make any
sound at landing.
<Cooling down>
 Regain the breath. Move the limbs you used.
 Exercise your body to cool it down, and calm down yourself. Look back on what you learned.

38

[Vaulting horse: safety point card (for students)]Check Items
 Tuck your top wear into the bottom wear.
 Bind the hair if it is long.
 Warn the people around you when you lift up, or when you place, a mat or a vaulting horse.
 There is a one-way path to and from the mat storage. Do not enter it to fetch a mat from theother direction.
 Take hold on a mat handle. Look around you when carrying a mat for safety.
 Tuck the mat handles in.
 Two people must cooperate to carry a top tier of a set of vaulting horses, a second to fourthtiers, and a spring board.
 Make visible all the numbers on all the tiers of a set of vaulting houses.
 Give a checkup when everything is ready.
 Before starting a trial, raise your hand and say "I'm going." When finished, say "I'm done." When you go out of the mat, check that the mat and the vaulting horse are in place. If any ofthem is out of place, correct it.
 When you place your hands on the vaulting horse, open your arms sufficiently apart and place them.
 Bend your knees and look forward to get a soft landing.
 Warn those who are around you and let them warn you when you carry a mat or a vaulting horse.
 There is a one-way path to and from the mat storage. Do not enter it to fetch a mat from the other direction.
 Take hold on a mat handle. Look around you when carrying a mat for safety.
 Two people must cooperate to carry a top tier of a set of vaulting horses, a second to fourthtiers, and a spring board.
[Mat exercise: safety point card for students]
 Tuck your top wear into the bottom wear.
 Bind the hair if it is long.
 Warn the people around you when you lift up, or when you place, a mat.
 There is a one-way path to and from the mat storage. Do not enter it to fetch a mat from theother direction.
 Take hold on a mat handle. Look around you when carrying a mat for safety.
 Tuck the mat handles in.
 Give a checkup when everything is ready.
 Before starting a trial, raise your hand and say "I'm going." When finished, say "I'm done." When you go out of the mat, check that the mat and the vaulting horse are in place. If any ofthem is out of place, correct it.
 When you place your hands, open your arms sufficiently apart and place them.
 When making a front roll or a back roll, make a smooth roll by placing the back head,shoulders, back, and lower back.
 Warn those who are around you and let them warn you when you carry a mat.
 There is a one-way path to and from the mat storage. Do not enter it to fetch a mat from theother direction.
 Take hold on a mat handle. Look around you when carrying a mat for safety.

39

(5) Creating Safety Guidance Curricula for Subjects and Others
Injuries occur, besides in physical education class, in class of other subjects. We create the curricula to have thestudents learn the safety from all the subjects and the sub-subjects.
Manual for
SafetyGuidance(for Each
Unit)

Share,
practice,assessSafety guidance items matrix(Grades  subjects)[Safety guidance items matrix]
Japanese

SocialStudiesMathLife
Environ
ScienceMusic
ment
StudiesArt

Home
makingPE

HealthEthicsSpecial InteActiv- grated
ities
Study

1st gr.
2nd gr.
3rd gr.
4th gr.
5th gr.
6th gr.

Take a positive attitude to takepart in the activities. Follow
the rules. Help each other in
the activities. Pay attention to
the environment andequipment for the safety.

<Manual for the guidance related to the safety> [Mat exercise]
1. Understand and analyze the foundation and basics (characteristics of the exercise) of
the move.
2. The move in class There is a limit to the move of the instructor. Understand the real situation of thestudents.
 Grasp the whole situation. Keep looking the acts of the students.
 To keep the field safe, let the students say, "I'm going" when they start a trial. Let themsay, "I'm done" when they finish a trial during exercising.
3. Preparation in the field and significance (approach  space  landing 
the number of vaulting horses and mats, etc.)
 Do not take too long a time for preparation. Do not make the preparation toocomplicated.
4. What to do for warning up and cooling down
 Warm up the body, being aware of the body parts to be used for the major exercise.
 Cool down the body, calming down yourself and relaxing your body slowly.
5. Tools and equipment
 Check which side is the front side or the rear side of a mat and the number of mats.
 Warn each other when carrying or placing a mat.
 Take hold of a mat handle firmly while carrying a mat. Look around yourself for thesafety.
 Tuck the mat handles in during exercise.
40

(6) Measures Based on Factual Bullying Surveys (Good Friends' Questionnaire)
We conduct a survey with the 4th to 6th graders on the 20th day every month to see if they have noticed any
bullying.
The chief of educational guidance compiles the results. If any bullying is noticed, the teacher in charge of theclass checks whether the result reflects a fact, and give guidance to the students promptly. If, in this process, it isjudged that there is a serious bullying case, meetings are held with the school principal involved to makeorganized actions.
The data collected and the cases handled are reported every school term to the Tokyo Metropolitan Government
and to the Toshima City Board of Education.
Table 5-3. Situation of bullying (excerpt from the Good Friends' Questionnaire in April 2011)

Grade

Bullied

Bullying

Reported
bySituation

Measures1

5

Student
Student ADThebulliedSaying bad things

Guidance given, underobservation2

6

Student
Student BEThebulliedMaking fun of the student

Guidance given, casesolved34Student
Student C Student G Excluding the student
F

Under guidance(7) Psychological Support at the School Infirmary
We keep records of how many times specific students have visited theschool infirmary to collect the data. When some student is visiting theschool infirmary too many times, we study his/her situation. The
nursing teacher, class teacher in charge, the counselor, the chief ofeducational guidance, and so forth will make cooperation to givepsychological support.

Table 5-4. Students visiting the school infirmary (excerpt form the records ofthe school-infirmary visitors in 2011)
Class

Name

Apr.

May

June

July

Aug.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

March

Total

1-1

Student A
(boy)

1

1

5

1

-

2

2

2

1

2

4

1

22

3-3

Student B(girl)

-

-

-

-

-

10

4

5

2

2

6

-

29

4-1

Student C(girl)

-

5

2

3

-

-

1

2

-

-

4

3

20

(8) Activities by Different Graders, "Good Friends' Team"
Eighteen groups are made by the all the students coming from the different grades ranging from 1st to 6th
grades. They have an activity hour every month for their plays. The team leaders lead the students so that the 6th
graders may mange to find some kinds of play, in an organized manner, for all the graders, including thestudents
from thelower
grades, to have a fun time.
Good Friends'
Team
Activities
 The playtime at the initiative of
the students Cleaning activities ・Having alunch together

Fun time for an
exchange withdifferent graders

41

Experience in good
relationship

The 6th graders make plans and take management in order to make good friendship with all the students in thegroup. Accordingly, the 6th graders raise their awareness of bullying. The graph below presents us thevisualized data.
Fig. 5-8. Changes in the awareness of the 6th graders about bullying (The survey regarding the fixation of fundamental andbasic matters--survey of awareness in May 2012)

Do you think that bullying is a bad thing no matter what the cause may be? (n=88)
1:
１：とても
Yes. Verymuch so.
あてはまる

2:
２：まあ
Yes.
Generally so.
あてはまる

Our 本校
school３：あまり
3:
No. Not really.

４：まったく4:
No. Not at all.

あてはまらない

あてはまらない0:０：その他・無回答
Others, noanswer

78.9

Entire city

区全体

0%

17.8

71.5
20%

22.5

40%

60%

1.1 2.2
4.3

80%

1.6

100%

The ratio of the 6th graders who think bullying is abad thing is higher than the ward average by 7.4%.

(9) Bicycle Safety Classes Based on the Cooperation among the School, Guardians, and Community
Approximately 85 percents of all the students in our school have their own bicycle. As for the 1st to 3rd graders,approximately 80 percents of them already have their own bicycles. Considering this situation, the guardians
and the local communities cooperate to hold a bicycle safety class for all the students. The 2nd, 4th, and 6th
graders participate in the class once in two years to learn how to ride a bicycle and the traffic rules.

A police officer talking about the traffic rules

Exemplary riding by a teacher

Individual training on the course preparedby local residents and guardians

The check system with every
student guided by a guardian42

When we assessed the effectiveness of the bicycle safety class after it was finished, we found that the students'
skill in bicycle riding was considerably enhanced.
Fig. 5-9. The awareness of the students before the class

What do you
pay attention to when riding a bicycle? (Before the class)
自転車に乗るときに注意することは何ですか(事前)
0

100

200

300

1年
1st grade

43

53

51

55

29

2年
2nd grade

48

53

55

57

14

3年
3rd grade

49

71

4年
4th grade23

5年
5th grade34

6th grade
6年

37

48

51

54

スピード
Speed

10

迷惑 a nuisance of oneself
Making
信号・標識
Traffic
signals and signs

46 11

55

47

点検
Checkups

66

66

400 (Student)

Others
その他

7
16

75

76

70

Fig. 5-10. The awareness of the students after the class

What do you
pay attention to when riding a bicycle? (After the class)
自転車に乗るときに注意することは何ですか(事後)
0

100

1年
1st grade

58

68

2年
2nd grade

54

61

3年
3rd grade74

4年
4th grade46

5年
5th grade

58

6年
6th grade

63

200

63

64
83

12

12

59
61

62

Speed
スピード

81

79

76

点検
Checkups

35

59

60

400 (Student)

38

69

66

61

300

Traffic
signals and signs
信号・標識

6

Othersその他

85

83

Making
迷惑 a nuisance of oneself31(10) "Bicycle Rider's License" Effective for Six Years
The students who finished a bicycle safety class have a bicycle rider's license issued. This license is prepared by
the members from the local traffic safety association. The students who were absent on the day of the class takea supplementary class afterwards, so that all the students may have the bicycle rider's license.
Every year the students take the class, they attach a sticker on the backside of the license as a procedure of
renewal. Thus, they can use the license for six years while they are elementary school students.

The notification on the backside<Pledge for riding a bicycle>
 I carry this license with me
whenever riding a bicycle.
 I wear a helmet.
 I check my bicycle.
 I follow the traffic rules.

43

(11) Campaign for Bicycle Helmet
From a survey of the students' awareness, we found out that the ratio of the 4th to 6th graders those who wore abicycle helmet was low.
Therefore, the Safe School Committee has been continuing the campaign for wearing a bicycle helmet with theslogan, "All wear a helmet!"
Fig. 5-11. The ratio of those who have a bicycle helmet against those who have a bicycle (Survey of helmet-wearing
practice, from June to July in 2012)2012.6.6 (n = 481)(%)

2012.7.6 (n = 481)

100
90
80
70
60
50
40
30
20
10
0

The ratio increased as a wholefrom June to July, when the
campaign started.

1st gr.
1年生

2nd gr.
2年生

3rd
gr.
3年生

4th gr.
4年生

5th gr.
5年生

6th
gr.
6年生

In the Safe Time at a morning school assembly, the Safe
Man, the students from the Safe School Committee, theschool principal, the vice principal, and the teachers wore abicycle helmet, dashingly riding a bicycle. They
demonstrated how important wearing a helmet was.

ALL WEAR A HELMET！
HIP, HIP, HURRAH!

A campaign billboard was prepared in the school. The student who bought a helmet attaches the helmet sticker
by him- or herself.

The campaign billboard in the entrance

Handmade helmet stickers

44The PTA exhibits bicycle helmets and promotes purchases of bicycle helmets on the occasions when a large
number of guardians come to the school.

Bicycle helmet exhibition supported by the local Promotion of purchases by the PTA distributing
community and the police in November 2011
handmade fliers that show the shops in July 2012

Bicyclesafetyclass

Teaching
safetyskillsIssuing
licenses

Awarenessand selfconfidence

Wearing ahelmetSafe riding

These endeavors are interconnected effectively with each other to raise the awareness of the students about thetraffic safety, preventing bicycle traffic accidents.

(12) Creating Maps of Traffic Safety Awareness
1) Traffic safety workshop
To prevent traffic accidents, the twenty members coming form the
PTA and the neighborhood association gathered to have aworkshop. The map of traffic safety awareness is the map that is
supposed to be updated continuously every year. This map was
first created in 2011.
They noticed that the sites where traffic accidents actually
happened were different from the sites that were assumed to be
the places of a lot of accidents. The purpose of the map is to let
the people notice the dangerous places they did not know fromthe viewpoint of traffic safety.

45

The workshop to experience the Toshima
Safety Map Information System in May
2012

Traffic Safety Awareness Map by Hoyu Elementary Safe School

LegendThe places that caused an
unexpectedly large number of accidents
The places that caused a large numberof accidents as expected
The places that does not cause a lot of
traffic accidents
The places that caused bicycle traffic
accidents
The dangerous places pointed out in theworkshopThis map is created by the PTA of Hoyu
Elementary School as a course of the
Safe School Activities

Created on January 14, 2012

 "Protect the Children with the Eye of Science," the study session for the local communities and the guardians(September 1, 2011)
 Awareness Map Workshop
First session: Sharing the information about the places where it is dangerous on the map of the school
district (September 2011)
Second session : The differences between the places where traffic accidents actually happened and the places
that were assumed to be dangerous (October 2011)
Third session : Fixed-point observation - shooting a video in the places where a lot of accidents actually
happened (November 2011)
Presentation: Let the students and the guardians watch the video of the fixed-point observation to let themknow the dangerous places (Saturday parents' visiting day in January 2012)
Fourth session : Experience the Toshima Security and Safety Map Information System to collect data
(Saturday parents' visiting day in May 2012)
Collecting the information for the awareness map on the schooling routes by parents and children (Fun
Gathering in the summer holidays on July 2012)
2) The points of improvement in fiscal year 2012
As one of the school activities for a larger number of guardians to participate in, we planned the Schooling
Route Checkups, collecting the reports by about 100 guardians. We are going to create the Traffic Safety
Awareness Map of the year 2012 edition based on the reports.

46

Indicator
Programsthat
thatdocument
documentthe
thefrequency
frequencyand
andcauses
causesofofinjuries
injuries–both–both
Indicator6:6: Programs
non-intentional
non-intentionalandandintentional
intentional
1. Records of the Information on the School
The unit of educational guidance collects the data collected by the school infirmary and the questionnaire sheetsof the Good Friends' Questionnaire, and analyzes them.

1

Records of the
injuries on theschool premises

2

Bullying Survey(Good Friends'
Questionnaire)

Injuries including minor
ones (data collected at
the school infirmary)
Injuries requiring
outpatient treatment(data for the casualty
fund)
The number of bullying
cases

The school infirmary uses the Injury
Record sheet to collect the information
Analyzed
about injuries and accidents for the
every weekstatistical analysis.
To demand the payment of the casualty
and medical expenses for the students
Analyzedunder supervision of the school, theevery year
records are submitted to the JapanSport Council by way of Toshima City.
We conduct a survey with all the
Analyzed
students about what they think as
everybullying and whether any of their friends
monthis bullied.

(1) Information Collected at the School Infirmary Including Minor Ones
The Injury Record sheet is used to keep individual records of "what could you do to prevent accident" and "what
did you do when injured." in addition to "when," "where," "which part of the body," "how," "the type of injury,"and "treatment".
While the situation of the injury is recorded, the students are given an opportunity to think about what to do toprevent injuries.
Flow of treatment at the(No.
)
Injury Record
Check byschool infirmarytheteacherin charge

Month
Day
(
)
What time did you come to the school infirmary:
Grade

Class

An injured student comes to theschool infirmary.

Name*Circle the number if it is the case. Write your words in the parentheses.
1. When
2. Where(1) In the morning(1) In the school ground (2) In the(2) In the 20-min. intermission
classroom(3) () in the () period(3) In the gymnasium (4) In the hallway(4) In the 5-min. intermission(5) In the staircase (6) In the toilet(5) In the after-lunch intermission(7) In the entrance hall(6) In the lunch time(8) Others ()(7) In the cleaning time(8) When going home(9) Others ()
4. What part of your body (right, left)
3. What were you doing?
(1) Head(2) Face ()(3) Arm (4) Elbow(5) Hand (6) Finger ()(7) Thigh (8) Knee (9) Shin(10) Foot ()(11) Others ()
5. How were you injured?
(1) Fell down
(2) Bumped into
6. Write what you should have done toprevent the injury.
()(3) Cut with ()(4) Others ()
7. Type of injury(1) Scratch, contusion ② Bruise(2) Cut, stab ④ Pain
(3) Sprain, jammed finger(4) Burn ⑦ Eye injury ⑧ Tooth
injury(5) Nosebleed ⑩ Skin ()(6) Others (）*When you finish writing, attach a sticker on
the Potentially Serious Incidents Map.

Fill out the Injury Record sheetby thinking about the cause.
6. Write what you
should have done toprevent the injury.

* Attach a sticker on the
Potentially Serious
Incident Map.

The teacher in charge checks the
Injury Record sheet.
8. Treatment(1) Disinfection ② Adhesive plaster(2) Cooling ④ Compress(3) Ointment ()(4) Others ()

47

The sheet is returned to thenursing teacher.

Table 6-1. Record of weekly injury occurrences
June 4 to June 9, 2012
Grade,
No.
Date
Boy/Girl

Total: 17
Type

Time
20-min.
intermission

Cumulative Total: 214

Place

Cause

Staircase

Stumbled on a step

1

June 4 3rd, G

Bruise2

June 4 1st, G

Scratch, contusion PE class

Gymnasium

Fell off the balance beam

3

June 4 5th, B

After-lunch
Scratch, contusionintermission

SchoolgroundHit on a ball4

June 4 4th, G

Sprain, jammed
fingerPE class

SchoolgroundFell down in a relay

5

June 4 1st, G

Scratch, contusion

Cleaningtime

Hallway

Scratched with a someone'snail

6June 5 5th, B

BruiseBeforeschool hour

SchoolgroundBumped into someone andlanded on the rear

7

June 5 1st, B

BruiseCleaning
time

Classroom

Stepped on while cleaning

8June 5 6th, G

Scratch, contusion Going home

SchoolgroundStumbled on a friend's footand fell down

9June 6 6th, B

BruisePE class

Gymnasium

Bumped into the stage during
a shuttle run

10

June 6 1st, B

Bruise20-min.
intermission

SchoolgroundFell down during a
make-believe fight11

June 7 1st, B

BruiseBeforeschool hour

SchoolgroundBumped into someone whileskipping rope, and fell down

12June 7 ２年 B

BruisePE class

Schoolground13

June 7 1st, B

BruiseAfter-lunchintermission

Staircase

Bumped into someone andfell down

14

June 7 1st, B

Eye symptom

After-lunchintermission

SchoolgroundHit on someone's hand

15

June 7 6th, G

BruiseGoing home

SchoolgroundBumped into someone

16

June 8 6th, B

Scratch, contusion

Beforeschool hour

SchoolgroundHit on a ball with the nails nottrimmed17

June 8 5th, G

BruiseAfter-lunchintermission

SchoolgroundStraddle by a friend

Playgroundequipment

Fell off the horizontal bar(2)Collecting the Records of the Injuries Requiring Outpatient Treatment (Excerpt from the data for
the Casualty Fund)Among the injuries and accidents having occurred under management of the school, the ones that require
medical treatment are recorded.
Table 6-2. Excerpt from the injury surveillance records (2011)
Injured

Time

Place

Situation

Purposeful

Involvementof others

InjuryCause

14th, B–Classroom

In classNo

Otherstudent

Bumping

Bone fracture,
Outpatienttoe

25th, B–

SchoolgroundAfter-lunchintermission

No

Other
student

Bumping

Bone fracture,
Outpatient
finger3

3rd, B–

Schoolground20-min.
intermission

No

Alone

Falling

BruiseTreatment
finished4

2nd, B–

Gymnasium

In PE class

No

Alone

Stumbling

Cut

Treatment
finished5

2nd, G–

Schooling
route

Going home

No

Alone

Stumbling48

Symptom

Treatment

Bone fracture,
Outpatient
fingerTable 6-3. Record form of the injuries requiring outpatient treatment(1) Attributes of the injured (gender, grade, age) (2) When (3) Where
Items Recorded (4) Doing what (5) Purposeful or not (6) Involvement of others (7) Cause(8) Name of injury (9) Body part of injury (10) Result of examination
Surveillance of Body Injuries under Management of School(for Elementary, Junior High, and High Schools)
Injured(1) Gender

１. MaleTime(1) Month

Day

Place

On the school premises

2. Female(2) Grade(3) AgeYear(2) Day of the week

<Front Side>(Date of birth: MonthDay(3) Houram./pm.

MinuteYear)

In the school building:
1. Classroom 2. Laboratory 3. Gymnasium/indoor exercise room
7. Staircase 8. Others

4. Auditorium

5. Hallway 6. Entrance hallOutside the school buildings:
9. Sports ground

10. Exercise/play facility 11. Swimming pool

12. Drain

13. Others

18. Sea

19. Lake

Outside the school
14. Street
Occasion

15. Sports ground

16. Mountain

17. Forests and fields

20. River

21 Others

In class according to school curricula
Subject (sub-subject), ethics, voluntary activity, integrated study: 1. Gymnastics (health and physical education)
2. Other subjects etc.
Special activity: 3. Class (homeroom) activity 4. Activity by the Student Council

5 Club activity 6. Ceremonial activities

7. Learning activity 8. Health, safety, or physical educational activity.
9. Excursion (trip), activity involving an overnight stay by a group
10. Laboring, productive, or volunteering activity 11 Others
In extracurricular activity according to the education plan by the school
12. Club activity

13. Camp school

17. Guidance counseling

14. Seaside school

18. Others

21. Specific hours before school hours

19. Intermission

15. Swimming training

16. Student guidance

20. Lunch time/after-lunch intermission

22. Specific hours after school hours

23. Others

Schooling on regular routes by regular methods or any similar occasions
24. Going to school

25. Going home

26. Others(Means for schooling １. Walking 2. Bus 3. Railways 4. Bicycle 5. Motorbike 6. Motorcycle 7. Others
Purposeful
1. Unexpected accident 2. Self-injury 3. Violence/fight 4. Others () 5. Unknown
or notInvolvement
1. Alone 2. Involvement of another student 3. Involvement of a teacher 4. Others () 5. Unknownof others
Cause ofinjury1. Traffic accident

The other party: 1. Car

2. Motorcycle

3. Bicycle 4. Pedestrian 5. Others

The student: 1. Car 2. Motorcycle 3. Bicycle 4. Pedestrian 5. Others
2. Collision

1. Collided against: 1. person 2. object

The student: 1. bumped

3. Compressed (pinched/stamped) by : 1. a person 2. an object
4. Overturned (fell down/stumbled)
5. Fell off from the height of:meters/from

6. Scratched/was scratched
7. Cut/gashed with
8. Stabbed/was stabbed with
9. Bit/was bitten
10. Burned with
11. Drown/nearly drown
12. Poisoning from
13. Others
14. Unknown

49

2. was bumped)

<Backside>
Sickness/Injury
1Bone fracture2

Sprain3

Dislocation

4

Bruise5

Ligament
injury/rupture

6

Contusion

7

Cut

8

Stab

9

Chop

Body Part of Sickness/Injury

Body Part
Whole body
0 Body part

Head/neck
1 Brain injury

Fill in thenumberof thebody part

10 Laceration

Trunk
7 Chest(thorax)
8 Abdomen
9 Pelvis,
urinary/
sex organ
10 Back/buttocks

Other than head
injuries
2 Head3 Face4 Eye
5 Tooth
6 NeckLimb
Upper limb
11 Shoulder/
upper arm
12 Elbow/forearm
13 Wrist/hand/fingerLower limb
14 Hip joint
15 Thigh
16 Knee17 Lower leg/
le g joint
18 Foot/toe

11 Scratch
12 Burn
13 Tooth fracture
Others
(14 Poisoning
15 Drowning
16 Accidental
ingestion
17 Others

Result of Medical
Examination

1 No treatment necessary
2 Treatment finished on the day
3 Outpatient treatment necessary 4 Hospitalization necessary
5 Others (
)

50

)

2. Understanding the Reality of Bullying
The questionnaire shown below is distributed to all the students in the 4th to 6th grades once a month toinvestigate the realities of bullying.
Table 6-4. The answer sheet of Good Friends' Questionnaire* Good Friends' Questionnaire
Hoyu Elementary School is trying to be a school where no bullying is seen, so we have fun here,
enjoy being here, and feel safe at school.
This questionnaire helps you feel safe and have fun in everyday life at school.
 We call it "bullying":
 If somebody probably stronger than you is, or a lot of people are, doing something you don't
like,(because you are too afraid to say anything or because nobody helps you)
 If somebody keeps hitting at you, kicking at you, saying something bad to you, or doing
something you don't like, If you are feeling very uneasy.
If you think even one of these may be the case to you, just write on this questionnaire sheet thatyou are bullied or that you saw somebody bullied.
[About anything from MONTH DAY to MONTH DAY]
<Let's talk about yourself.>
1. Are you bullied now? 1. Yes, I am. 2. No, I'm not.
2. Do you have any trouble?
 Somebody picks on me. Somebody says bad things to me.
 Somebody steals my things. Somebody hides my things.
 Somebody gives me the silence treatment.
 Somebody hits me. Somebody kicks me. Somebody is wild with me.
 I have some other trouble.
3. When did it happen?
4. Who did it to you?
5. What do you think about it. Write anything you want.
6. Do you have anything else to talk about with your teacher? Write anything you want.
<Let's talk about your friends.>
7. Did you see anybody pick on somebody lately? 1. Yes, I did. 2. No, I didn't.
8. Who was picked on by somebody? Who picked on somebody?
9. What did he or did she do?
 He or she picked on somebody. Somebody was told bad things.
 He or she stole things. He or she hid things.
 They gave him or her the silence treatment.
 He or she hit. He or she kicked. He or she was wild.
 He or she did something else.
10. When did it happen?
11. What did you do when you saw it?
12. Write anything you want about this.

51

Indicator 7: Evaluation measures to assess policies, programs, processes and theIndicator 7: Evaluation measures to assess policies, programs, processes and theeffects of change
effects of change
1. Index and assessment of achievement
MeasuresIndex of Short- and Mid-term Achievements(1) Students' awarenesssurvey by the students(2) School patrol andcreating the map ofpossibly dangerous
places on the school
premises(3) Safe school assemblies
by the students

Index 1: Understanding of the occurrences
and the factors of injuries
1) Questionnaire survey (every year)2) All students
Index 2: Changes in the awareness and theactions regarding prevention
1) Students' awareness survey by thestudents (once a semester)(Children's questionnaire)2) All students

Index of Long-term
Achievements
Index 8: The number of theoccurrences and theoccurrence ratio of
the injuries on theschool premises
1) Information collected by
the school infirmary andthe information for thecasualty fund (every year)2) All students(4) Making use of the safety Index 3: Awareness of safety andestablishment of safety measures
guidance check sheet forteachers and the safety 1) Assessing the effectiveness of guidance(before and after the learning)
point card for students
Establishment survey (every year)(5) Creating the safety
guidance curricula for the 2) All students
Teachers
subjects and so forth(6) Measures based on thebullying situation survey(7) Psychological support at
the school infirmary(8) Activities with different
grade groups

Index 4: The number of bullying cases
1) Bullying situation survey (Good Friends'
Questionnaire) (every month)2) All students(9) Bicycle safety class(10) Bicycle rider's license
effective for six years(11) Campaign for theawareness of bicycle
helmets(12) Traffic safety workshop

Index 5: Bicycle helmet wearing ratio1) Questionnaire (every month)
2) Students, guardians

Index 9: The number ofoccurrences and theoccurrence ratio of
bicycle traffic
accidents
Index 6: Observation of traffic rules
1) Assessment of the effectiveness of safety 1) Collecting accident reports
and the statistics from thelearning (before and after the learning)
Police Office (every year)2) All students2) All students
Index 7: Traffic safety in the local communityand on the schooling routes
1) Questionnaire survey
1) Method(every year)
2) Targets
2) Guardians/parents52

2. Evaluation Methods and Improvements
The achievements of each of the indexes are assessed and analyzed to make improvements.
<Indices of the short- and mid-term achievements>

Index(1) Evaluation Method(2) Improvement(1) Changes in students resulting from the safety guidance based on
the yearly guidance plan are investigated and assessed.
(2) Understanding of the occurrences of injuries of each grade andtheir factors is promoted. The safety guidance plans are improved.
(1) The Safe School Committee conducts a questionnaire survey
Changes in awarenessconsisting of the same items for all the students once a semester.
Index 2 and behavior regarding (2) As the survey results are followed continuously, the changes in
the awareness and the actions of the students are understood,
prevention
and are reflected in the activities by the Student Council.
(1) Students’ safety awareness is surveyed once a year before andAwareness of safety
after the learning to assess the changes and the degree of
Index 3 and establishment of
establishment.
(2) The safety guidance curricula of all the subjects are created andsafety measures
improved in linkage with the actual measures for injury prevention.
(1) The 4th to 6th graders have the Good Friends' Questionnaire
every month. The number of bullying cases and its situation are
understood.
The number of bullying
Index 4(2) In order to resolve bullying incidents, all the school personnel act
cases
in an organized manner, analyze the causes of bullying, andprovide continuous guidance.
(1) A survey is made every month for every grade to know if bicycle
helmets are owned and purchased to understand the situation ofwearing helmets by students and the Trend of wearing helmets.
Bicycle helmet wearing
Index 5(2) Campaigns are conducted at the assemblies of the students.
ratio
Questionnaire surveys are conducted with the PTA playing the
major role to raise the awareness of the guardians.
(1) All grades participate in safety learning. Before and after thelearning, the adherence to traffic rules is assessed.
Observation of traffic
Index 6(2) Guidance content is improved, and, when the learning is finished,rules
a sticker is attached on the bicycle rider's license to further
promote adherence.
(1) A questionnaire survey is conducted with the guardians every year
regarding the safety of the schooling routes and the local
Traffic safety in thecommunities to understand the awareness of the guardians about
Index 7 local community anddangers.
on the schooling routes(2) The local safety map is created by the guardians to advance theorganization for watching over the students.
Understanding of theIndex 1 occurrences andcauses of the injuries<Indices of long-term achievements>

The number and theratio of injuries
Index 8occurrence on theschool premises
The number s and theIndex 9 ratio of bicycle traffic
accidents occurrence

The awareness of prevention is enhanced based on the injury data.
The safety guidance curricula are reorganized to try to reduce theoccurrences of injuries and to reduce the ratio of such occurrences.
The network for watching over the students by the guardians and the
local community is expanded to reduce the number of occurrences
and the occurrence ratio of bicycle traffic accidents involving students.

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3. Program Operation Management
The Curriculum Section Meeting collects data and proposes measures. Based on these, the Local Committee
takes management of the whole program. The achievement indixes are used for assessing the effectiveness for
improvement.
Curriculum Section Meeting
1 Collecting injury data
2 Students' awarenesssurvey3 Questionnaire survey

Promotion Committee
Lifestyle Section
Research Promotion
SectionSpecial Activities
SectionCreating a safe educational environment
in a high-density city
Plan (planning)
Planning of the measures, discussion
Formulation of the implementation plans
Action (improvement)
Improvement in themeasures, continuation of
the activities
Construction of thewatching-over network

Local
Committee

Do (implementation)
Collaboration
implementation of themeasures
Development of the safety
education programs

Local
SectionMeeting

Check (assessment)
Assessment of the effectiveness basedon the achievement indices
Verification of the indices, identify newissues

Safe Community Steering Committee

Japan Institution for Safe Communities

Assessment of all Safe Community

Assessment by a third party

We took an inspection and a preliminary
examination by the Safe Community
Certifying Center (Korea) in June 2011
and in February 2012.

54

Indicator
8:8:
Ongoing
participation
inin
Safe
Schools
networks––
atat
community,
national
Indicator
Ongoing
participation
Safe
Schools
networks
community,
andinternational
levelsnational
and international
levels
1. Participating in the Domestic Network
June 11, 2011

Participated in Toshima Safety and Security Festa 2011, and made a presentation

September 13

Observed Atsugi City Shimizu Elementary School

November 17

Participated in the anniversary gathering commemorating the certification of the
Atsugi City International Safe School [in Atsugi City]

November 19

Participated in the International Safe School Forum [at Osaka Kyoiku University]

December 17

Participated in the Safe School Certifying Center Commemorative Symposium [inOsaka City]

April 14, 2012

Participated in the Asia-Pacific School Safety Promotion Forum [at Osaka Kyoiku
University]

October 2

Participated in “Safe Community in Toshima”

Exchanges with Atsugi City Shimizu Elementary School
To learn about the endeavors taken for ISS designation by Shimizu Elementary School, the second school inJapan that has been certified, our school principal and three teachers from the ISS Promotion Committee visited
Shimizu Elementary School. They gained a lot from their visit, observing easy to understand bulletin boards,
and the ideas that can be gleaned from data. We were able to make use of the knowledge for our future activities.
The students are about to advance their exchanges, with the Student Council playing active roles.

2. Participating in the International Network
March 28, 2012 Observed Suwon Jungja Elementary School in the Republic of Korea
November 29 Participating in the Safe Community Asian Conference (planned)

Observation of Suwon Jungja Elementary
School in the Republic of Korea
Jungja Elementary School is one of the advanced ISS's, and we
certainly felt the school had a very impressive air to it, having
achieved repeated ISS designations. Despite being fromanother country, we were able to learn a lot from our visit,
including about how endeavors can be sustained.

55

Chapter 6. Future Endeavors and Perspectives for Safer School
1. Mid- and Long-Term Achievement(1) We take proactive measures to reduce the number of injuries occurring on the school premises.

(2) We try to foster the ability of students to predict and avoid dangers.

(3) We educate children about emotions and feelings, to reduce the number of the bullying incidents.

(4) We make efforts to enhance awareness about traffic safety to reduce the number of injuries occurringoutside the school.

(5) The local community and guardians/parents unite to expand the network for watching over students inthe community.

2. Future Perspectives(1) The Safe School Committee, together with the students, will play a major role in advancing theendeavors for creating a safe school.
(2) The school personnel will make use of the ability of organization to continuously analyze and assess
the body injury data.
(3) The school personnel will present research results under the theme of "Bringing up the Ability of theStudents to Predict and Avoid Dangers," the research specified by the Toshima City Board of
Education.
(4) All of us, the school personnel, student, PTA will strive to improve the bicycle helmet wearing ratio.
(5) The School will examine the countermeasures for intruders in cooperation with the local communityand guardians.
(6) The School will proactively participate in the domestic and international networks and promoteexchanges with ISS-certified schools.

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