Application to become amember of International
Safe School Network
Ikebukuro Honcho Elementary School

Ikebukuro Honcho Elementary School
Toshima City
Nov. 11,2016

Table of Contents
Chapter 1

Overview of Ikebukuro Honcho Elementary School ...................................... 1

1. School name, school emblem, and educational goals
2. The number of teachers, staff members, and students enrolled
3. Daily schedule, ISS activity, and committee & extracurricular club activity
4. Environment surrounding the School
Chapter 2

Programs for International Safe School Initiatives ........................................ 4

1. Background of our initiatives
2. History of our activities
Chapter 3

Current situations of injuries ......................................................................... 5

1. Injuries inside the School(1) Occurrence of injuries including minor ones (Source: School Infirmary Data)(2) Occurrence of injuries that required hospital treatment (Data from the Mutual Aid
Disaster Insurance for School)(3) Emotional injuries caused by bullying (Source: Life Review Questionnaire Survey)
2. Injuries outside the School(1) The number of bicycle-involved accidents of the School students that occurred in
the school district(2) Hiyari-hatto experience(3) Ambulance call-out due to traffic accident (Toshima City)(4) Injuries caused by intentional factors
Chapter 4

Setting targets for prevention measures based on occurrence situation of
injuries.......................................................................................................... 12

Chapter 5

Activities based on 8 indicators..................................................................... 13

Indicator 1: An operational infrastructure to work on safety improvement has been
established based on collaboration.
1. International Safe School steering organization
2. Community’s Taskforce Committee for ISS
3. Community Working Group
4. School’s ISS Committee(1) ISS Promotion Committee(2) Students Working Group(3) Health Working Group(4) Bicycle Working Group(5) Friendly Exchange Working Group(6) Public Relations Working Group(7) Special Support Working Group(8) Data Working Group(9) Life Affairs Working Group
5. Organization of Student Council(1) Students’ ISS Committee(2) 10 committees
6. PTA
Indicator 2: There are Safe School policies that have been determined by the community’s
Steering Committee in accordance with the Japan Institution for Safe
Schools and the Safe Communities. ........................................................ 18
1.

School policies of Toshima City Ikebukuro Honcho Elementary School(1) School’s operating policies(2) Slogan for Student Council activities(3) PTA’s policies on developing a safe school (From June 2015)2.

Toshima City policies(1) Development of a safe & secure school based on the “Toshima Education Vision
2015”(2) Principles regarding the School Safety in the Safe Community (2010)3.

Measures taken by Tokyo Metropolitan Board of Education

4.

“Plan for School Safety Promotion” policy of the Ministry of Education, Culture, Sports,
Science and Technology (April 2012)

Indicator 3: There are long-term and sustainable school programs covering both genders,
all ages, environments and situations. ..................................................... 21
1.

Development of students’ ability to predict & avoid risks

2.

Educational guidance system of the School

3.

Development of good human relations

4.

Improvement of traffic safety awareness5.

Preventive measures against high risks

6.

Environmental improvement

Indicator 4: There are programs that target high-risk groups and environment. ............. 30
1. Change in school routes due to relocation of the school building
2. Preparedness for a possible large earthquake
3. IKEHON rules on use of cell phones and smart phones
4. Railway accident
5. Safe school commuting for new grade 1 students
Indicator 5: All programs have been implemented based on the evidences. .................. 33
1.

Cause analysis for identifying challenges

2.

4 challenges and 14 key measures(1) Students awareness survey conducted by students themselves (ISS Questionnaire
Survey with Students)(2) School patrol and creation of School Safety Map by students(3) ISS Assembly led by students(4) Seminar for teachers on teaching method of physical education(5) Preparation of ISS activity curriculum in regular subjects, etc.
(6) Responsive measures based on the factual survey on bullying (Life Review
Questionnaire Survey)(7) Emotional support by the school infirmary and school counselor(8) Friendly-greeting campaign(9) Activity in different age group(10) Bicycle safety class(11) Preparation of School Route Safety Map(12) Watch-over activity by parents and community residents(13) Bicycle helmet wearing campaign(14) Collaboration with Kita-Ikebukuro Station and Shimo-Itabashi Station of the Tobu
Tojo Line

Indicator 6: There are programs that document the frequency and causes of injuries. .. 48
1.

Records of injuries that occur inside school(1) Collection of data on injuries including also minor ones (Infirmary room data)(2) Injuries that required hospital treatment (Source: Disaster Mutual Aid payment data)(3) Grasping facts of bullying

Indicator 7: Having methods for evaluating the effects of changes in the school policy,

programs, and processes ................................................................................ 52
1.

Progress management of programs

2.

Performance indicators for priority subjects

3.

Evacuation method and improvement

Indicator 8: There is ongoing participation in national and international networks.......... 55
Chapter 6

Future efforts and prospects towards development of a safe school ............ 56

1. Future efforts and prospects towards development of a safe school(1) Mid- & long-term goals(2) Future development

Chapter 1

Overview of Ikebukuro Honcho Elementary School

1. School name, school emblem, and educational goals
Three years have passed since the former Ikebukuro Dai-ni Elementary School and Bunsei Elementary School
were integrated to form Ikebukuro Honcho Elementary School. The school was named in hope that the students
would always be proud of the name of the town where they grew up.
In the 2nd term of this school year, the school moved to a new school building (see the photo below) under thescheme of “collaboration in education between elementary and junior high schools”. Ikebukuro Honcho
Elementary School and Ikebukuro Junior High School share the same facility assured with each own
independence, while developing the sense of unity. Continuity both in learning and development throughout 9
school years are to be demonstrated in our school.
History of the school emblem
The cherry blossom from the school emblem of the former
Ikebukuro Dai-ni Elementary School and the Kashiwa oakfrom the school emblem of the former Bunsei Elementary
School have been designed using a new image into thisemblem for the school for children living in the 21st century.
The five balls indicate oak fruits, each representing teachers,
students, parents, community, and graduates.

Educational goals

IKEHON Children, Flying to the Future～Fostering students who are full of hope, talk about their dreams, and have a warm heart～“I” Working hard (ISSHOUKENMEI) “K” Being healthy (KENKONI)“HON” Learning seriously (HONKIDE)
2. The number of teachers, staff members, and students enrolled
Table 1-1
Job title
Principal
Vice-principal
Senior teacher
Advising
teacher
Chief teacher

As of April 2016
Numberofpersons2

Head teacher
1Special support head teacher

1

Music

Teacher

14

Instructor

2

Nutritionist

1

School cook

1

1

Head teacher of a grade
5
Head teacher of life style guidance 1
Head teacher of special activity
coordination
1
Head teacher of teaching study 1
Head teacher of health1
Head teacher of school lunch
1
Part time teacher 1
Re-employed teacher
1
Science & physical education
classes13
10

As of July 2016
Male

FemaleTotal

No. ofclassrooms

Grade 1

66

58

124

4

Grade 2

49

51

100

3

Grade 3

38

50

88

3

Grade 4

40

36

76

2

Grade 5

36

32

68

2

Grade 6

41

51

92

3

Total

268

280

548

17

Special supportclass “Tanpopo(Dandelion)”

12

4

16

Breakdown

1
1

10School office
workerSchool janitor

Table 1-2

* Special support class is the schoolroom forstudents who require special educational supports

Consignment to private sector-1-Table 1-3

Change in sizes of school building* Moved to the new school building in August 2016

& schoolyard per student (m2)

2013

2014

2015

Apr 2016

Aug 2016

Ikebukuro
26.5
Dai-ni ES
Ikebukuro(No. of(134 persons) Honcho
3.6
3.5
3.1
5.6
students)
ES(No. of (476 persons) (494 persons) (544 persons) (548 persons)
Bunsei ES
5.5
students)(No. ofstudents) (310 persons)
3. Daily schedule, ISS activity, and committee & extracurricular club activity
8:20

8:45 - 8:50

Arrival timeMorning assembly,
morning book reading
Health follow-up
observation

8:50 - 9:35

Period 1

8:40 - 10:25

Period 2

10:25 - 10:45

Mid-recess

10:45 - 10:55

Basic-learning time

10:55 - 11:40

Period 3

11:45 - 12:30

Period 4

12:30 - 13:10

School lunch

13:10 - 13:15

Tooth brushing

13:15 - 13:30

Cleaning

13:30 - 13:45

Noon recess

13:50 - 14:35

Period 5

14:40 - 15:25

Period 6

15:25 - 15:35

End-of-day meeting

8:25 - 8:40

[ISS Committee](Representative Committee members +Committee chairperson)[Committee]• Health• Representative
Committee
Committee• Broadcasting• LibraryCommittee
Committee• Sports• Lunch Service
Committee
Committee• Environment• RearingCommittee
Committee• Volunteer• AssemblyCommittee
Committee[Extracurricular club activities]• Outdoor sports clubs• Indoor sports clubs
 Dance club  Instrumental music club
• Art club Personal computer club
• Cooking & handicraft club
• Science club• Indoor play club
• Illustration & cartoon drawing club

4. Environment surrounding the School
Locational conditions
Within Toshima City that is one of the highest-density municipalities in Japan, the School is locatedapproximately 1km north of Ikeburuko Station that is one of the main terminal stations in Tokyo. The
School is surrounded by a very urban environment where a longtime residential area is encircled byrailways (the JR Saikyo Line and the Tobu Tojo Line) and the Tokyo Metropolitan Expressway, serving as
the center of a major traffic network such as the Kawagoe Kaido Road.
Outline of the surrounding area
The area is characterized as a high-density residential community, where a number of new high-rise
condominiums have been built in recent years and population densification and entry of new residents have
kept continuing. As there are 6 railway crossings of the Tobu Tojo Line and the JR Saikyo Line within thearea and the efforts have been made in securing safety and promoting safety guidance of the school routes.
The topographical features include many narrow alleys and slopes, where accidents due to rush-out bicycles
have been reported. As above, the school district has an environment that represents the “high-density city
Toshima”, being exposed to many risk factors.
-2-

23 Cities of Tokyo

ToshimaCity

School district of Ikebukuro Honcho
Elementary School
Fig 1-1

Location and the surrounding area of Ikebukuro Honcho
Elementary School
Dangerous because the place is used as abyway for the main road

Tobu Tojo Line

Railway
crossing

Intersections on which many parents
speak of its potential danger

Ikebukuro Honcho
Elementary School
Main road & expressway-3-

JR LineChapter 2

Programs for International Safe School Initiatives

1. Background of our initiatives
Ikebukuro Honcho Elementary School was established in 2014 with integration of Ikebukuro
Dai-ni Elementary School and Bunsei Elementary School. Until the time when a new schoolbuilding was built on the campus of Ikebukuro Dai-ni Elementary School, a total of 440 students ofthe both schools attended Bunsei Elementary School. As the size of its campus was the smallest
among the schools in Toshima City and the number of students had swelled to the second largest
in the Ward, the available space per student was 3.1m2 and was the smallest among the Ward’s
schools. Under such circumstances, the number of injuries in school reached 3,547 in 2014.
Further, as the railway lines (the Tobu Tojo Line and the JR Saikyo Line) passing nearby, anumber of railway crossings exist within the school district. The students who live in one of thehigh-rise condominiums located across the railway crossings account for about 30%. The students
in this area are thus exposed to potential danger of railway accidents.
The number of students is on the increase year after year. This increase is especially high among
lower grade students (Grades 1 and 2) and they combined account for 40% of the total number ofstudents. The watch-over program has been essential especially on the way to/from school.
In consideration of the above situations and taking the efforts towards designation of International
Safe School as a good opportunity, we would like to improve the system for developing students’ability to avoid risks and a safe & secure school by working unitedly with community residents andparents.

2. History of our activities
FY
2015

School activities
Jun Declaration of commitment to theInternational Safe School project
Visited the pre-evaluation for ISS
Designation schools (Hoyu Elementary
School, Fujimidai Elementary School)
Jul Establishment of AI Road
Sep 1st Community’s Taskforce Committee
meeting
Dec 2nd Community’s Taskforce Committee
meeting
Feb Participated in “ISS Summit in Toshima”

Jun
Jul
Oct
Nov
Dec
Jan
Feb
Mar

FY
2016

Mar PR brochure “Aiming for Safe School
IKEHON” Issue No.1
Apr 4th Community Taskforce Committee
meeting
May Traffic Safety Class
Establishment of watch-over teammembers of community/parents
Jun Preliminary evaluation was conductedby Asia Region ISS Certifying Centre
5th Community’s Taskforce Committee
meeting
Aug Moved to the new school building
Nov On-site evaluation will be conducted by
Asia Region ISS Certifying Centre
- ４ -

Apr
May

Jun
Aug

Proactive activities of students
Students’ declaration of commitment
Start of Students’ ISS Committee
Announcement of the Students’ ISS
sloganPreparation and announcement ofCommunity Safety Map
Decision of the ISS mascot character
1st ISS Assembly
Indigo dyeing workshop for making the
ISS sashes
Friendly exchange with Gyoko
Elementary School
Recruitment of watch-over teammembers from parents
2nd ISS AssemblyStudents’ ISS Committee for the year
started.
Friendly exchange with Citizen’s Plaza
Indigo-dyed ISS sashes were presented
to the community/parent members of thewatch-over team
1st ISS Assembly
Friendly exchange with students of
Gyoko Elementary School
New building stamp-rally (cross-gradegroup activity)Chapter 3

Current situations of injuries

1. Injuries inside the School
Data on injuries that occur in school are collected as the school infirmary data. As for injuries that require
hospital treatment, the data are collected as the Disaster Mutual Aid payment data.
Fig. 3-1

Injuries that occurred in school (2015)

All injuries, including also minor ones
(School infirmary data)
1,502 cases

Injuries that required
hospital treatment(Disaster Mutual Aid
payment data)

29 cases* The Disaster Mutual Aid Payment is the system under which benefits (disaster mutual aid payment) are paid toparents when students get injured under the supervision of the school. All the municipal elementary and juniorhigh schools keep records of “injury situations, types, and causes, which are analyzed annually.
Fig. 3-2

Injury cases including minor ones (Source: School Infirmary Data)(Cases)(Cases/100 students)

No. of injuries including also
minor ones
Per 100 students

Fig. 3-3

The number of injuries washigh presumably because
2014 was the year of
integration of 2 schools andthestudents
wereunaccustomed to the newenvironment.

Injuries that required hospital treatment (Source: Disaster Mutual Aid Payment data)(Cases)(Cases/100 students)

Total number of injuries that
required hospital treatment
Per 100 students-5-

Since the ISS program has
started, the number ofstudents who required
hospital visits due to injury
has reduced to less thanhalf.

(1) Occurrence of injuries including minor ones (Source: School Infirmary Data)
Fig.3-4

Change in the number of treated injuries per year (in 2014, 2015, 2016)(Cases)
2014

2015

2016

Cases per day in 2014

Cases per day in 2015

Cases per day in 2016

In 2015, the year
when
our
ISS
activities started, thenumber of injuries
reduced by 48%
compared to that in2014. The numbersarelowduringAugust because it is
the school summer
period.

Apr

Fig 3-5

May

Jun

Jul

Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

No. of injuries by sex, by grade, and per person(Persons)

図 3-6* The number of cases inAugust decreases because of
the summer holiday.

Many injuries occurredamong students in
Grade 3 and below in
2014. However, in
2015, a high number of
injuries only in a
specific
groupofstudents
wasnotobserved.

時間帯別のけが（2015 年度）

Grade 1

Grade 2

Grade 3

Grade 4Boy

Fig 3-6

Grade 5

Grade 6Girl

No. of injuries by time zone (2015)(Persons)

-6-

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Injuries including onesinthephysical
education class, themiddlerecess(20
minutes), and noonrecess (15 minutes)
account for 53.5%

Fig.3-7

Occurrence situations of injuries by location (2015)(Persons)

Injuriesmostfrequently occur inthe schoolyard and ina classroom, followed

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t
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by the gymnasium.

Fig.3-8

Type of injuries (2015)(Persons)

O
th
er
s

tro
ub
le
To
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h

Ey
e

Bu
rn

in
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ry

tro
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Sp
ra
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w
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nd
Sc
ra
tc
he
d

Br
ui
se

Fig.3-9finger

Bruise, scratch, andsprain/jammed finger
rank
among
the
highest.
Students’injuries
frequently
occur by bumping into
a corner of a desk, bycolliding with eachother, or by tumbling
during recess hours.

Occurrence situations of injuries by time and by location (FY2015)(Persons)
Schoolyard
SchoolhallwayHome economics
room

OthersGymnasium

Rooftop
Arts & crafts
room

Stairway
Entrance/
exit

ToiletClassroom
Science
RoomRoad

Occurrence
situations of
injuries by
location (2015)
n=1,502

Injuries in physicaleducation class, middle
recess, and noon recess
are the largest. Injuries
mainly occur when
students are playing
sports in the schoolyard
or in the gymnasium.
Recess hours (Schoolyard)

17.8%
ac
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s

ch
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cl

ub

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Physical education class(Schoolyard/gymnasium)

21.3%

(2) Occurrence of injuries that required hospital treatment (Data from the Mutual Aid Disaster Insurance for School)
Fig.3-10

Comparison of injury occurrence rate
between IKEHON ES and the public ES(average) within Toshima CityIKEHONES

Fig.3-11

Comparison of 2 years of averages

The incidence rate
(6.74%) of injury of
Ikebukuro Honcho
Elementary School
was twice as highas the average rate
(3.06%)
ofthepublic elementary
schools
in
the
Ward.

Public elementary
schools within
Toshima City

Public elementary
schools within
Toshima CIty

IKEHONES* Incidence rate of injury = No. of injuries that required
hospital treatment ÷ Total No. of students

Fig.3-12

The incidence rate is the highest
for injury occurring in physicaleducation class. (41.4%) Details of
injuries included 3 cases in hurdle
lesson, 3 cases in basketballlesson, 2 cases in vaulting box
lesson, 1 case in the sports
meeting (gymnastic formation), 1
case in swimming pool lesson, 1case in high jump lesson, and 1
case in soccer lesson.

No. of injuries that required hospital treatment (by time zone) (2015) n=28

(Persons)

Physical
education

Fig 3-13

Recess
hours

Class
hours

During schoollunch
preparation

Duringcleaning

Field trip
learning
programAmong lower grade students,
many injuries occur in theschoolyard in recess hours, while,
among upper grade students,
there is an increase in theincidence rate for the gymnasiumand schoolyard where students
act more dynamically.

OthersInjury occurrence rate by time zone and by location(Average of 2014 and 2015)

Higher grade
Practical training
room/laboratory

Practical
trainingroom/laboratory

0.6
Class room

0.6

0.61

Class room

0.4

Class room

Schoolyard

In sid e school bld g.

Lower grade

Entrance/
exit
Stairway
Schoolhallway

Recess hours

Gymnasium

1.1

Gymnasium

0.2

Stairway
Schoolhallway

Class
room

Extracurricular
instruction

Class room

Recess hours

Gymnasium

0.4Extracurricular
instruction

Schoolyard

Schoolyard

2.3

1.2

Schoolyard

1.3

0.2

Class room

Schoolyard

0.1

Schoolyard

Recess hours

Extracurricular
instruction-8-

Class room

Recess hours

Extracurricular
instruction

(3) Emotional injuries caused by bullying (Source: Life Review Questionnaire Survey)
We aim to develop a school free of bullying behavior, where everyone can spend cheerful, happy, and safe
school life. Bullying is a behavior to one-sidedly attack a weaker person physically and/or emotionally and in acontinuous manner to cause the person serious pain, which is an abuse of human right and is absolutely
impermissible. Once a person is victimized, he/she is given serious physical/emotional pain, which we call“emotional injury” that is not easy to recover. We have been working on its prevention, early detection, andeffective intervention.
With the aim of preventing emotional injury and bullying by knowing the actual situation, the School conductsLife Review Questionnaire Survey with all students 6 times a year (April, June, September, November, February,
and March). Based on the result, a meeting of the Taskforce Committee for Bullying Prevention is held, which
consists of not only the class teachers & the head teacher of the grade but also the head teacher of lifestyle
guidance & school manager. Solid responsive measures are taken including guidance to the bullies, care to thebullied, communication with the parents, etc. We continue to watch the students in a careful manner even after
the bullying incident is resolved and make efforts to prevent reoccurrence.
<Questions asked in the Life Review Questionnaire Survey>

1. Have you had any good or happy experience when you were with your friends?
2. Have you had any sad or unhappy experience when you were with your friends?
3. Have you seen any person being bullied?
Fig 3-14

Life Review Questionnaire Survey (2015-2016)

The number of students who replied “Yes” to the question “Have you had any sad or unhappy experience when you werewith your friends?”(Persons)

Table 3-1

Ju
n

20
16

20
16
A
pr

Fe
b

20
16

20
15
N
ov

Ju
n

20
15

When “Yes” is replied in Items
2 and 3, the detailed
information is written down
and the class teachers
conduct hearings from thestudent.

Occurrence situations of bullying cases (Source: Life Review Questionnaire Survey)

No. of suspectedbullying cases
No. of bullyingcases
No. of bullying
cases resolved
Kept underguidance

FY2015FY2016

2

1

2

0

0

1

* Since 2014, upon finding a bullying or suspectedbullying case, a Taskforce Committee for Bullying
Prevention meeting is held to take responsive
measures without delay. There are cases that wereresolved promptly and that were resolved through a
few months of guidance.

-9-

2. Injuries outside the School(1) The number of bicycle-involved accidents of the School students that occurred in the school district
In the past 2 years, there were 2 traffic accidents of the IKEHON students in the school district. Both occurred
while the students were riding a bicycle at the T-junction with a blind angle.
Table 3-2

Bicycle accidents during the past 2 years(Source: Data in Toshima City Board of Education report)

FY2014FY2015

No. of cases

20Situations

Bicycle vs.
car accident-(2) Hiyari-hatto experience
In September 2016, a questionnaire survey was conducted with all students on Hiyari-hatto (near-miss) traffic
accident that they have experienced within this school year (that started this April). [No. of questionnaires
distributed: 548 copies, No. of respondents: 546 persons (Response rate: 99%)]
Fig 3-15

Percentage of persons who experienced a Hiyari-hatto (near-miss)traffic accident(N=546)2016.9Yes

Table 3-3

When did it happen?
(N=89)
Sep 2016

No

9

While I was running

31

While I was walking
While I was riding
a bicycle

0

10

20

30

40

49
50

Of the 89 students who experienced a Hiyari-hatto traffic accident, 49 persons (55%) responded that it happened
while they were riding a bicycle.

- 10 -

(3) Ambulance call-out due to traffic accident (Toshima City)
According to the data by age group of the traffic accidents in Toshima City, there are many bicycle-involved
accidents among children aged 5-14 years old and among the elderly. Children aged 5-14 years old especiallyaccount for nearly 70%.

Fig 3-16

Occurrence situations of traffic accidents by age group (Source: Ambulance call-out data) (FY2014)

OthersInjured while walking
Injured while riding in a car
Injured while riding on a
motorbikeInjured while riding a bicycle

0-4

5-14

15-19

20-39

40-59

60-64

65-74

75+

(Age)

In Toshima City, injuries while riding a bicycle most frequently occur among the elderly aged 75 and above,followed by children aged 5-14 years old.

(4) Injuries caused by intentional factors
In case that a violent act or abuse is suspected, urgent transaction is taken in collaboration with relatedorganizations (Tokyo Child Guidance Center, Child Home Support Center, Toshima City Board of Education,
Police Station, etc.). The School is presently continuing to watch over the students while exchanging information
with some families.

- 11 -

Chapter 4

Setting targets for prevention measures based on occurrence situation of injuries

Based on occurrence situations of injury, targets for prevention measures are set for effective implementation of
prevention activities with reference to occurrence situations of injury inside & outside school.

Target for prevention
measuresOccurrence situation of injury○ Of all injuries including also minor ones, injuries
in physical education class and in recess hours
accounted for a high percentage.
2015
53.5%
(Fig 3-6)

InsideschoolOutsideschool○ A high percentage of injuries occurred in theschoolyard in recess hours.
2015
17.8%
(Fig 3-9)○ A high percentage of injuries occurred in theschoolyard or gymnasium during physicaleducation class.
2015
21.3%
(Fig 3-9)○ The incidence rate of injuries that required
hospital treatment was 1.9% in 2015. Of thoseinjuries, ones that occurred in physical education
class accounted for a high percentage.
2015
41.4%
(Fig 3-12)○ There were bullying cases that triggered
emotional injury.
2015
2 cases(Table 3-1)
2016
1 case (as of July)○ In the past 2 years, there were 2 bicycle-related
accidents involving students of Ikebukuro
Honcho Elementary School in the school district.
(Table 3-2)
○ Of the students who have experienced a
Hiyari-hatto traffic accident, 55% of them werethen riding a bicycle or almost colliding with abicycle.
(Table 3-3)
○ According to the data of traffic accidents by age
group in the entire Toshima City, thepercentage of the bicycle-involved accidents is
as high as 61.5% of all accidents of children
aged between 5-14 years old.
(Fig 3-16)○ There are 6 railway crossings within the school
district.
(Fig 1-1)- 12 -

Injuries in theschoolyard inrecess hours
Injuries in physicaleducation class

Emotional injuries(Injury inside school)

Bicycle-involved
traffic accidents

Railroad accidents(Injury outsideschool)Chapter 5

Activities based on 8 indicators

Indicator 1: An operational infrastructure to work on safety improvement has
been established based on collaboration.
1. International Safe School steering organization
The School is a member of the School Safety Taskforce Committee and the Community’s Taskforce Committee
for ISS of the Toshima City SC Steering Committee and has been working on safety improvement based oncollaboration. There are 2 organizations under such Taskforce Committees. One is the Community’s Taskforce
Committee for ISS that consist of the community residents including PTA, Neighborhood Association members,Children Development and District Welfare officers, working on prevention of children’s traffic accidents andprevention of crime by suspicious persons. The second is the School’s ISS Committee that consists of theteachers’ organization.
The Student Council carries out activities with support from the above organizations.

Toshima City Safe Community Steering Committee(Chairperson: Director of Toshima City)

Prevention of suicide anddepression

Prevention of domestic
violence

Prevention of child abuse

Prevention ofearthquake disaster

School safety

Safety in busy areas

Safe riding of bicycle

Safety for persons withdisabilities

Elderly’s safety

Prevention of children’s injury
and accident

Taskforce committees for major issues

Community’s Taskforce Committee for ISS
Ward OfficeCommunity organization

Manager of Education Department
Head of Education Guidance Section
Head of SC Promotion Office of the Policy
Management Department
Section manager of Community Citizens’ Plaza
Head of Traffic Management Section
Chief of Citizens’ Plaza in Ikebukuro Honcho

Chairmen of Neighborhood Associations
Members of theCouncil of Juvenile Development
Ikebukuro Fire Station
Ikebukuro Police Station
Ikebukuro Fire Station
Welfareand Children’s Well-Being Committee members
Director ofChildren’s Hall
Head of Citizens’ Plaza Secretariat
Volunteer fire corps
Chairperson of the alumni association
Members of Opening-up Committee
Community lecturers
Probation officer
Nursery schools in the community
Stationmaster of the Tobu Railway station

ISS Promotion Committee
Students

HealthBicycleGuidance
Friendly Exchange
Public Relations
Special Support Class
Data
Life Affairs

ISS Working Groups (9) Planning
Student ISS Committee

Representative Committee and Chairpersons of 9 committees
Environment Sports
Rearing Assembly
9 committees HealthBroadcasting Lunch Service Library Volunteer

ISS Committee (School)- 13 -

2. Community’s Taskforce Committee for ISS
The Community’s Taskforce Committee for ISS that serves as a facilitator of Safe School is chaired by the
representative person of the Neighborhood Association directors and consists of members/officers of
Neighborhood Association, Welfare and Children’s Well-Being Committee, Youth sound Growth Association,
Citizens’ Square, PTA, Ikebukuro Police Station, Ikebukuro Fire Station, Tobu Railway Co., Toshima City
Board of Education, and Ward office. As a general rule, the Committee meeting is held once every term, where
school and community activities and problems are reported to be shared and opinions are exchanged.
Date of meeting
Jul 17th2015
Sep 28th
Feb 2nd2016

Apr 12thJun 10th3.

AgendaKickoff meeting of Community’s Taskforce Committee for ISS,
Election of the chairperson
Information sharing on the ISS program
Detailed plans of community’s support on the ISS program
Discussion on developing safe & secure community
Introduction of “the banner-flag, sash, and horizontal banner” forISS activity
Activity of the “Community Watch-over Team”
FY2015 activity reportInauguration of the “Community Watch-over Team”
ISS pre-evaluation
Current situation of ISS activity

Community Working Group
Community Working Group carries out specific supportive activities of various organizations such as
Neighborhood Association through identifying problems and exchanging opinions to remove dangerous
environments surrounding children.
In 2015, the Group helped students’ field work for making the “Community Safety Map”, set up the“Community Watch-over Team” to watch over students on their way to/from school, etc. and carried out
activities in each Neighborhood Association unit and the Youth Sound Growth Association.
Group/Organization(No. of Committee members)

Category

Neighborhood Association directors
Residents’organization

Representatives of organizations related toYouth Sound Growth Association
PTA

Schoolorganization
Administrative
organ
Others2015

2016

Date of meetingSep 7thDec 10th
Feb 4th
Mar 8th
May 9thJun 11th
Jun 30thSep 10th

Representatives of schools
Police Station, Fire Station, Concerned
personnel
Toshima City
Tobu Line stationmaster

Activity
Creation of Community Safety Map, Cooperation in field work
Exchanging opinions on the activity of Community Watch-over Team
Participation in Toshima City “Safe School Summit in Toshima”
Observation tour of the new school building (Site visit)
Inauguration of “ISS Community Watch-over Team”
Creation of Community Safety Map, Cooperation in field work
ISS pre-evaluation report, Activity report of “ISS Community
Watch-over Team”
Participation in the completion ceremony of the new school building,School visit- 14 -

4. School’s ISS Committee
The ISS Committee of the School is led by the ISS Promotion Committee that is responsible for planning andcoordination so that problems/challenges the challenges to be worked on are shared among chiefs from the 9
working groups. All teachers are assigned to one of these working group and help to establish a system worked
on by everybody. Based on injury data and awareness surveys, the possible causes are analyzed/studied and thepreventive measures are carried out in a systematic and continuous manner. Efforts have been made to form acooperative cycle towards development of safe educational environment.

ISS Promotion
Committee

Principal, Vice-principal, Senior teacher
Chairperson of ISS Promotion
Committee, Chiefs of working groups

Chairperson of PTA,
Vice-chairperson ofPTA

9 working groups
Students
WorkingGroup

HealthWorkingGroup

BicycleWorkingGroup

4 persons

3 persons

2 persons

Guidance
Planning
WorkingGroup
4 persons

Friendly
WorkingGroup
2 personsPublicRelations
WorkingGroup
3 personsSpecialSupportWorkingGroup
5 persons

Data
WorkingGroup
4 personsLife
Affairs
WorkingGroup
4 persons(1) ISS Promotion Committee
The Committee consists of the managerial staff, Chairperson of Promotion Committee, the senior teacher, andchiefs of the working groups. The objective of the Committee is to share the challenges to be worked on, to plan
& coordinate promotion, and to make activity reports & policies at the monthly meeting.
(2) Students Working GroupThe Group takes initiative in students’ activity. The Group consists of the persons responsible for the Students
ISS Committee and the Representative Committee. Problems/challenges proposed at each committee areorganized. This working group helps so that awareness and activities of students and teachers are interrelated.
(3) Health Working Group
Under the initiative of the school nurse, communication is maintained with the students’ Health Committee andthe collected data of the infirmary room are analyzed/studied to deliver information. By using the evening
meeting on lifestyle guidance (held on Thursday), efforts are made to build common understanding aboutproblems and responsive measures based on students’ situations.
(4) Bicycle Working Group
With the aim of reducing bicycle-involved accidents, the Group takes initiative in planning and implementing theevents such as traffic safety class and bicycle checkup in cooperation with Traffic Safety Association and Police
Station. Initiatives are planned to increase the bicycle helmet wearing rate.
(5) Friendly Exchange Working GroupThe Group works to promote exchange with Citizens’ Plaza especially for lower grade students. Students’exchange meetings are planed with the ISS designated schools and promoting schools in and outside Toshima City.
Various other exchange meetings are also planned and implemented from the viewpoint of the ISS program.
(6) Public Relations Working GroupThe records of ISS-related activities are taken and posted on “AI Road”. The Group maintains ISS-related
posters and displays in the School in an easy-to-see manner. The Group also issues a PR magazine.
(7) Special Support Working Group
With the participation of teachers in charge of Tampopo Class, the Group provides emotional care to students inthe special support class and provides support for stabilized classroom management through use & analysis of
the Hyper-QU.
(8) Data Working GroupThe Group organizes the injury data accumulated by the Health Working Group, results of various questionnaire
surveys on ISS activity into graphs and tables so that they are available any time for presentation and preparationof the application.
(9) Life Affairs Working GroupThe Group conducts the Life Review Questionnaire Survey on a regular basis to know and discuss measuresagainst the current bullying situation among students. It also works on creating the Community Safety Map
based on information from parents and community residents and promoting cooperation with parents and theCommunity Watch-over Team.
- 15 -

5. Organization of Student Council

Students ISS Committee
Representative
Committee

Chairpersons fromall the 9 committees

Health Committee

Lunch Service
Committee

Sports Committee

Environment
Committee

Broadcasting
Committee

Assembly Committee

Library Committee

Rearing Committee

Volunteer Committee(1) Students’ ISS Committee
The Committee is composed of members of Representative Committee (Grade 5 & 6 students) and chairpersons
from all committees. It focuses on the ISS activities. At the Students’ ISS Committee meeting that is held once
every month, each committee reports on its ISS activity and share the achievements and challenges. The
Committee holds an ISS Assembly once every term, attended by all students. The assembly is chaired by theCommittee member who plays the central role in preparing presentation of each committee and delivering ISS
activities. This is an important committee that serves to confirm students’ and teachers’ intentions and to unite
them together into one direction.

(2) 10 committees
In addition to the day-to-day activities, each committee introduces new ideas to implement ISS-related
initiatives.
Representative

HealthSportsEnvironment

Members, standing at the school gate every morning, areimplementing the friendly-greeting campaign for pleasant startof the day. ISS Questionnaire Survey with students is conducted
3 times a year for raising students’ awareness of their school life
and improving the Committee’s activities.
Data of injuries that have occurred in the School aresummarized on the Hiyari-hatto map. The responsive measures
are discussed based on the weekly injury data, “Safe News” isissued, and the information is broadcasted as the ISS report on
the school radio during the school lunch period on Friday.
In consideration of a large number of injuries occurring in recess
hours, the watch-over activity is carried out in every recess. The
members call attention to other students, while checking if rules
for safe play are observed and if anybody is playing
dangerously. The Committee performs maintenance of the playequipment.
The Committee takes care of plants on the campus. Members
aim to convey the importance of life to all students by taking
good care of the plants. In addition, the Committee maintains
posters and displays in school, aiming to develop safe schoollife.
- 16 -

Lunch Service

Every month, plates are checked for internal cracks. A plate, if
cracking, can result in a serious injury. Members call attention toother students not to break plates and, at the end of eachmonth, announce names of classes where there was no broken
plate for one month.

Assembly

At every students’ assembly where all students gather in one
place, the members are allocated to watch over safety toprevent injury occurrence. Members extend assistance tosomebody in trouble and make efforts for safety of theassembly.

Rearing

Members take care of rabbits kept by School. The Committee
implements the Rabbit Week to convey importance of life andencourages all students to play with rabbits.

Broadcasting

At the lunchtime, members broadcast contents they create
everyday such as appealing students to move to the schoolyard
in a quiet manner and introducing good words and behaviors
they have actually observed in play.

Library

The Committee created a corner dedicated to ISS-related books
and maintains it to attract other students. During the Reading
Weeks, members give a reading session of ISS-related books,
aiming to raise awareness about ISS among students.

Volunteer

Members carries out patrol to find out hazardous spots on
campus and make them into School Safety Map. To callstudents’ attention, the map is put on a wall on each floor where
everyone can see. As the new school building has wider
passages and stairs, the members stand dangerous spots andcall students’ attention.

6. PTA
Under the initiative of the headquarter officers elected at the PTA general assembly, activities are planned andimplemented in cooperation with the Community and School, for which the chairperson and the vice-chairperson
participate in the Community’s Taskforce Committee for ISS. Members of Outside School Guidance Committee
encourage other parents to join flag-waving activity, etc. and are working to promote Safe School program incooperation with teachers and students.
Headquarter Officers:
Chairperson (1), Vice-chairperson (4), General affairs/ Clerk/
Accountant/ Auditor
Generalassembly

Permanent Committee: Deciding and evaluating the annual
activity plans
Grade/class officers
Public Relations Committee Members
Outside School Guidance Committee members
Adult Education Committee members
3 times per year
Graduation Affairs Committee members
Sound Growth Committee members- 17 -

Indicator 2: There are Safe School policies that have been determined by thecommunity's Steering Committee in accordance with the Japan
Institution for Safe Schools and the Safe Communities.
1. School policies of Toshima City Ikebukuro Honcho Elementary School(1) School’s operating policies
The essential mission of a school is to provide good educational instruction and to develop students to have“zest for living”, “solid academic ability” and “love for humanity”. The School will further improve “AI Road”
that describes our ISS initiatives (posted on the 1st floor) and continue to work on by uniting all parties as ateam and as a jointly-run entity.
The School started the 2nd term in the new school building under the scheme of “collaboration in education
between elementary and junior high schools”, in which “Ikebukuro Honcho Elementary School” and“Ikebukuro Junior High School” share the facility to have a sense of unity while maintaining their own
independence. The schools aim to put in practice the continuity in learning and growth through the period of 9
years.
For this purpose, in response to the policies of the nation, Tokyo Metropolitan Government, Toshima City Safe
Community, and Toshima City Board of Education, the School will continue to make efforts in developing safe
& secure educational environment and in creating school education based on the principle of emotional
education to develop warm heart and hard-working mind.
○ Now, in the 3rd year of the new school and taking the start in the new school building as a good
opportunity, we reassure ourselves that we put into practice the School educational goal:“IKEHON Children, Flying to the Future – Fostering students who are full of hope, talk about their
dreams, and have a warm heart –“ and aim to develop a safe and secure school.
○ The 2016 Kumamoto Earthquake has left us with many lessons regarding importance of
preparedness for an earthquake, ties within a community, etc. In order to protect students’ lives,
the School will further improve cooperation with parents and the Community.
○ The School aims to become an International Safe School that transmits information throughout
Japan and overseas.
With the above in mind, all students & faculty as well as parents and the community will continue
to work together towards a successful on-site evaluation and designation.

(2) Slogan for Student Council activities

With zero-injury and zero-bullying, safe & secure Ikebukuro
Honcho Elementary School filled with smiling faces
Students’ ISS Committee that plays the central role in the ISS program was set up in
July 2015. It was then proposed by the Committee to create a slogan for goal settingof the Student Council activities. The slogan was chosen from entries. Further, theCommittee put out a call for a mascot character design to cheer up the activity, andthe ISS mascot character “IKEHONMAN” was born. These slogan and mascot
character are put on the banner flags, etc. as the symbol of the student-initiatedactivities and transmitted and used widely not only inside the School but also outside the School.
(3) PTA’s policies on developing a safe school (From June 2015)
With the aim of developing “safe & secure school to be proud of in the community”, the parents, led by the PTA
officers and in cooperation with the School, are encouraged to promote understanding and participation in the
Safe School activities.
• Friendly-greeting campaign at the school gate in the morning• Morning commute guidance and flag-waving activity for the road safety campaign in spring and in autumn• Promotion of use of the sticker on bicycles for ISS awareness raising and crime prevention• To hold the bicycle safety class jointly with the School- 18 -

2. Toshima City policies(1) Development of a safe & secure school based on the “Toshima Education Vision 2015”
Excerpt from [3Development of “sound mind and body”

3-III Safe & secure school]

A school is a place where young children, pupils, and students can carry out learning activity for theirsound growth and self-fulfillment in peace. As the basis to achieve this goal, it is necessary that safe &secure environment is maintained. Toshima City has been proactively working on establishing safety &security of young children, pupils, and students in cooperation with schools, parents, and communities.
Aiming to develop various measures for school safety, the Ward continues its efforts to develop peacefulclasses & schools based on mutual trust, to share accomplishments of activities of Hoyu Elementary
School (a designated ISS member) and Fujimidai Elementary School (now working toward designation ofISS) among all the elementary and junior high schools, and to collaborate with police stations & fire
departments within the Ward, Public Safety Section & Disaster Prevention Section of Toshima City
Office, etc.
(2) Principles regarding the School Safety in the Safe Community (2010)
The School Safety Taskforce Committee (Community’s Taskforce Committee for ISS), which is undermanagement of the Toshima City Safe Community Steering Committee, discusses basic policies to promote
the activities for the Safe School.
What to prevent
Subject
Measures for prevention
Developing students’
Efforts by ISS Committee based on
ability to predict andinitiative of students
Injuries on the school
avoid dangers
premises
Improvement and(injuries on schoolyard
enhancement of theduring recess)Creating curricula for safety education
guidance systems at(injuries in class hours)
schoolPrevention of bullying
Promotion of emotional education
Providing bicycle safety classes
Injuries outside theRaising awareness ofschoolActivities to watch over students bytraffic safety(Traffic accidents byparents & the local community
bicycles)

3. Measures taken by Tokyo Metropolitan Board of Education(1) “Safety Education Program” (2016)
In order to promote safety education that aims to have all students acquire ability to predict & avoid danger andquality/capability to contribute to other people and society, the Tokyo Metropolitan Board of Education createdthe “safety education program” as the material for comprehensive guidance in FY2009 and has been
distributing it to all teachers of the municipal schools in Tokyo. The material distributed are utilized at eachschool for development of safety education.
(2) “Bullying Prevention Education Program” (2014)
As a part of the anti-bullying comprehensive measures addressed by the Tokyo Metropolitan Board of
Education, the Tokyo Metropolitan School Personnel in Service Training Center started to work on “study
concerning bullying problems” in October FY2012. Tokyo Metropolitan Board of Education issued “Fordeveloping ability to address bullying incidents – Bullying prevention education program –“, mentioning
detailed practice examples. It is distributed to all teachers of the municipal schools in Tokyo and is utilized ateach school.
(3) “Human Rights Education Program” (2015)
This is a practical guidebook on human rights education for teachers of municipal kindergartens and schools inTokyo. This guidebook covers attitude to promote human rights, preparation of comprehensive plan and annual
educational programs for human rights education, practice/guidance examples for each human rights issue,
relevant materials on human rights education, etc. and is utilized at each school.
- 19 -

4. “Plan for School Safety Promotion” policy of the Ministry of Education, Culture, Sports, Science andTechnology (April 2012)
In April 2012, the Ministry of Education, Culture, Sports, Science and Technology issued the basic plan formeasures on promotion of school safety for the next 5 years (2012 to 2016) and recommended the Safe School
project in order to promote evidence-based and scientific initiatives for school safety.
○ Development of measures based on the idea of safety promotion• Preparation & improvement of a system to gather information
about incidents & accident hazards• Reinforcement of analytical survey function to realize
evidence-based safety management• Recommendation of outstanding initiatives (ISS, etc.)- 20 -

Indicator 3: There are long-term and sustainable school programs covering bothgenders, all ages, environments and situations.
The following is the overall picture of the long-term and sustainable programs towards an International
Safe School.
Programs inside the School and the programs outside the School are summarized by targeted party
including students, teachers, parents, and community. “1-1, 1-2 …” indicates the corresponding Item
numbers.
The table below shows activities of students, teachers, parents, and community conducted insideschool and outside school in an overlapping manner.
1 Development of students’ ability to predict & avoid risks
2 Educational guidance system of the School
3 Development of good human relations
4 Improvement of traffic safety awareness5 Preventive measures against high risks
6 Environmental improvement
All students
InsideschoolInsideschoolbuilding

Outsideschoolbuilding(schoolground)Outsideschool1-1 1-2
1-5 1-6
1-10
3-1 3-2
3-5 3-6
4-8 4-12
4-14
5-3 5-4
5-8 6-1

Grade 11-3 1-4
1-7 1-93-3 3-4
3-7
4-13
5-5 5-6
6-2 6-3

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

Community

Teachers

Parents

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

1-3 1-9
3-4 3-6
4-8 4-12
4-13 4-14
5-3 5-4 5-5
5-6
6-2 6-3

1-3 1-9
3-4
4-8 4-13
4-14
5-3
6-2

1-2 1-3 1-5
2-1 2-2
2-4 2-5
3-1 3-4 3-6
4-13 4-14
5-3
6-1 6-2

1-3
3-4 3-6
4-13 4-14
5-3 5-4 5-5
5-6
6-2

1-3
3-4
4-13 4-14
5-3
6-2

Commuting route1-6 1-8 2-3
3-1 3-2 3-4 3-6
3-7
4-7 4-9 4-12 4-13
4-14 4-15
5-1 5-2 5-4 5-6
5-8

4-10
4-11
5-7

1-8 2-1 2-4
3-4
4-13 4-14
5-1

1-8 3-4
4-13 4-14
5-1 5-2 5-4
5-6

1-8
3-4
4-13 4-14

4-10

Schooldistrict

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

1-8 2-1 2-4
3-4
4-4 4-13 4-14

1-8 3-4
4-4 4-5 4-6
4-13 4-14
5-5 5-6

1-8
3-4
4-4 4-13
4-14- 21 -

Explanatory note: 1 Targeted parties x Place 2 Outline 3

1 Development of students’ ability to predict & avoid risks
1-1 Students awareness survey conducted by students themselves(ISS Questionnaire Survey with Students)
1 Students x Inside/outside school bldg.
With the aim of reducing injuries in school, students of ISS Committee prepare the questionnaires by
2 themselves and conduct a survey on students’ behaviors. Discussions are held based on the aggregatedresults and presentation is made at the ISS Assembly.
3 Students (ISS Committee) & teachers
1-2 School patrol and preparation of the School Safety Map by students
1 Students & teachers x Inside/outside school bldg.
Members of Volunteer Committee conduct patrol on campus and check
2 for hazardous spots. Hazardous spots thus found are informed to
students on the “School Safety Map” and at the Safe School Assembly.
3 Students (Volunteer Committee) & teachers
1-3 ISS Assembly led by students
1 All students, teachers, parents, & community x Inside/outside school bldg.
A meeting is held initiated by ISS Committee, where Health Committee
reports on the injury occurrence situation and ISS Committee speaks
2 about hazardous spots on campus. Based on these information,
prevention measures are discussed in each class, aiming to raise
prevention awareness.
3 Students (all committees), teachers, & parents
1-4 Distribution of injury data by students
1 Students x Inside/outside school bldg.
Students, when they get injured, attach a seal on the school map displayedin front of the infirmary room. Data that are differentiated in color by grade
2 are accumulated, which help understand the injury occurrence situation.
Data are summarized in each term. The number of injuries that haveoccurred on the day is announced on the bulletin board.

3 Teachers (school nurse) & students (Health Committee)
1-5 Issuance of “Health Committee News”
1 Students & teachers x Inside/outside school bldg.
Once every month, the Health Committee summarizes injury data and2 issues a newspaper, which is distributed to all classrooms and allteachers. The Committee encourages students to read it carefully.
3 Students (Health Committee) & teachers
1-6 Presentation by each class at the school-wide morning assembly
1 Students x Inside/outside school bldg., school routes, & school district
At the school-wide morning assembly on every Monday, students
representing each class make presentations on their activities based on
2
injury data of their class. Further, the ISS Committee, etc. also makeannouncements of information and campaigns.
3 Students representing each class, ISS Committee members, & teachers- 22 -

1-7 “Keep Right->” indications put by students
1 Students & teachers x Inside/outside school bldg.
The Committee pastes “Keep Right->” indications (made of material
coated in eye-catching color) on the stairway and the center lines of the2
hallways, and calls students' attention to observing walking rules inschool.
3 Students (Environment Committee) & teachers
1-8 Safety Class
Students, teachers, parents, & community x School routes & school
district
Once every year, guidance to prevent delinquency and involvement incrime is held on the open-school day, where officers from the2
Metropolitan Police Department and experts in information education are
invited as guest speakers.
1

3 Students, teachers, Police Station, experts, etc.
1-9 AI Road (History of ISS initiatives)
1

All students, teachers, parents, community, & school users x InsideschoolA notice titled “AI Road” is displayed in real time, which introduces
activities of the School, parents and Community towards ISS designation2
by using many photos to enhance easy understanding. This has been
serving as an effective tool to raise students’ safety awareness.
3 Students (all committees) & teachers
1-10 Use of ISS File
1 Students x Inside/outside school bldg. & school district
Students use the ISS File in the monthly evacuation drill, Safety Guidance
2 Day, safety lesson, etc. to review their own activities for ISS. Students raisesafety awareness by keeping records of monthly activities in the ISS File.

3 Students

2 Educational guidance system of the School
2-1 Preparation of safety lesson curriculum in regular subjects, etc.
1 Students x Inside/outside school bldg., school routes, & school district
The head teachers of each subject and the head teachers of each grade select contents of the lessons
2 that focus on safety in each subject and tabulate them into a safety lesson curriculum throughout the year.
Safety awareness has been raised through implementation of lessons related to ISS initiatives.
3 Students, teachers, parents, & related organizations
2-2 Sharing of weekly injury occurrence data (Evening meeting on lifestyle guidance)
1 Teachers x Inside/outside school bldg.
On every Thursday from 16:30 for 15 minutes, led by the head teacher of lifestyle guidance, teachers
exchange information about injury incidents of students and problems related to lifestyle guidance. Based2
on detailed data and information given by the school nurse at this meeting, teachers discuss preventive
measures and utilize them in actual classroom guidance and in Student Council activities.
3 Teachers- 23 -

2-3 Safety Guidance Day
1 Students x School routes & school district
Once every month, class teachers give guidance on traffic rules to be observed outside school. According
to the annual guidance plan, the topics such as walking to/from school, bicycle riding, walking on
2
rainy/snowy days, and car-related precautions are focused on. Students review their behavior by using the
ISS File.
3 Teachers
2-4 Emergency lifesaving training session
1 Students x Inside/outside school bldg., school routes, & school district
2

Every year before swimming class starts, teachers visit the Fire Station and take an emergency lifesaving
training session.

3 Fire Station
2-5 Safety inspection
1 Teachers & school janitors x Inside/outside school bldg.
Every month, all teachers and staff members inspect safety of all equipment and facilities inside/outsideschool buildings. Persons in charge fill out the safety checklist and work on finding hazardous spots as2
early as possible. The checklists are submitted to the person in charge of safety inspection of Life Affairs
Working Group and are confirmed by Vice-principal and Principal.
3 Teachers & school janitors

3 Development of good human relations
3-1 Special Support & Bullying Prevention Committee
Students x Inside/outside school bldg., school routes, & school district Teachers x Inside/outside school
1
bldg.
Once every month, a meeting is held to discuss students’ life and learning. When any bullying or
2 suspected bullying is found, an extraordinary meeting is held also attended by parties concerned, andorganizational measures are taken for early resolution.
3 Teachers & related organizations
3-2 Emotional support by school infirmary room and counselors
1 Students x Inside/outside school bldg., school routes, & school district
The number of visits to the school infirmary is recorded for each individual students. As for students withfrequent visits, emotional support is provided in cooperation with the class teacher, school counselor, etc.
2
As Grade 5 and 6 students are especially apt to suffer from personal worries, all of them are subject to aninterview with the school counselor.
3 Teachers (School nurse) & School counselor
3-3 Cross-age group (Friend Group) activity
1 Students x Inside/outside school bldg.
Each group consists of students of different ages. Students of all grades
2 belong to a group, in which Grade 6 students as the leader plan activities
such as playing and having lunch together once every month.
3 Students & teachers- 24 -

3-4 Open moral education class for the community
Students, teachers, parents, & community x Inside/outside school bldg.,
school routes, & school district
With the aim of promoting emotional education based on joint cooperationof home, school, and community, the moral education class of all grades are
opened for the community once every year. Contents of the class are2
focused on “consideration/kindness”, “trust/friendship/cooperation”,“modesty/generosity”, and “mutual assistance/appreciation” that lead tobullying prevention.
3 Teachers
1

3-5 Reading session by students
1 Students x Inside/outside school bldg.
A reading session is held by Library Committee in each classroom and in
the Study/Information Center during morning study period and middle
2
recess. It is aimed to connect students’ hearts together. ISS-related
books are also chosen for the session for lower grade students.
3 Students (Library Committee) & teachers
3-6 UNICEF fund-raising activity
1Students, teachers, & parents x Inside/outside school bldg.., schoolroutes, & school district

2

Every year, the Volunteer Committee talks about UNICEF at thestudents’ assembly and asks for cooperation in fund-raising activity.

3 Students (Volunteer Committee) & teachers
3-7 Friendly-greeting campaign at the school gate
1 Students x Inside/outside school bldg., school routes, & school district
Aiming to develop a school where a day starts with smiling faces, themembers of Representative Committee, ISS Committee and each class
2 implement the friendly-greeting campaign in the morning. They
voluntarily take data on the number of students who return greeting andobserve the change in the number.
Students (Representative & ISS Committees, students of each class),
3
parents, & teachers

4 Improvement of traffic safety awareness
4-1 Bicycle safety class in cooperation with school, parents, and community
1 Students x School district
Every year since foundation of the School, the bicycle safety class has
been held with the aim of raising traffic safety awareness and preventing
2 bicycle-involved accidents. The class is held in all grades as a part of theeducational curriculum in joint cooperation of Police Station, Traffic
Safety Association, PTA, and the School.
3 School, parents, community, Police Station, & Traffic Safety Association
4-2 Issuance of the “Bicycle Training Certificate”
1 Students x School district“Bicycle Training Certificate” is issued to all students who have attended the bicycle safety class that is
2 held for Grade 3 and Grade 5 students. The objective is to prevent injury by increasing students’knowledge & skill of safe bicycle riding and the way of maintenance and to prevent injury.
3 School & Traffic Safety Association- 25 -

4-3 Bicycle helmet wearing campaign conducted by students
1 Students x School district
Based on data of the bicycle helmet wearing rate, ISS Committee together with others are working on
2 measures to increase the wearing rate. Students are encouraged to use the helmet at the ISS Assembly,
etc. PR activity has been carried out under the slogan of “Let’s attain 100% wearing rate!”
3 Students (Enlarged committee composed of chairpersons of each committee) & teachers
4-4 Display of the number of students who wear a bicycle helmet
Students, teachers, parents, community, & school visitors x School
1
district
Change in the number of students wearing a bicycle helmet since start
2 of the campaign is displayed at the students’ entrance in an easy-tounderstand manner.
3 Teachers (Life Affairs Working Group)
4-5 Safety inspection of bicycles
1 Students & parents x School district
At the time of Saturday Open Class when parents can help carrybicycles from home, bicycle checkup is held in cooperation with the2
persons from Traffic Safety Association. A “Passed” sticker is put on abicycle whose safety has been confirmed and clearly recognized.
3 Traffic Safety Association
4-6 School route inspection by parents and children
1 Students & parents x School district
At the time of the students handing-over drill implemented once every year,
parents walk with their children to school and enter any hazardous spots
2 and other remarks about the school route and the school district on themaps that are distributed. Based on the data, the safety map of the school
district is made and is disseminated to all households and communities.

3 Students & parents
4-7 Safety Guidance Day [Written again]
1 Students x School routes & school district
Once every month, class teachers give guidance on traffic rules to be observed outside school. According
2 to the annual guidance plan, the topics focused on are walking to/from school, bicycle riding, walking on
rainy/snowy days, car-related precautions, etc. Students review their behavior by using the ISS File.
3 Teachers
4-8 AI Road (History of ISS initiatives) [Written again]
1 All students, teachers, parents, community, & school users x Inside school
A notice titled “AI Road” is displayed in real time, which introduces activities of the School, parents and
2 Community towards ISS designation by using many photos to enhance easy understanding. This has
been serving as an effective tool to raise students’ safety awareness.
3 Students (all committees) & teachers- 26 -

4-9 Maintenance of security on the way to/from school by Traffic Safety
Guides (elderly human resources)
1 Students x School routes
With the aim of preventing traffic accidents, incidents, and disasters on
2 the way to/from school, 13 Guides implement safe guidance in theschool routes.
3 Traffic Safety Guides, school, & parents
4-10 Traffic safety class for Grade 1 students
1 Grade 1 students x School routes & school district
Every April, new grade 1 students receive guidance from Police Station
officers, including how to walk the pedestrian crossing, meaning of road2
signs, and traffic rules. They practice how to cross a road safely by
actually walking the school route.
3 Police Station & teachers
4-11 Group walking from school of new grade 1 students
1 Grade 1 students x School routes
For the period of 1 month from entrance, grade 1 students walk ingroups formed by destination from school and are accompanied by a2
Traffic Safety Guide and teacher so that they can learn their school routeand can safely go home by observing traffic rules.
Traffic Safety Guides & teachers (class teachers, teachers with license
3for single subject, & school janitors)
4-12 Cooperation with stationmasters of the Tobu Tojo Line
1 Students x Inside/outside school bldg., school routes, & school district
Once every year, stationmasters and staff members of the Tobu Tojo
Line give lessons to grade 2 students about railroad, using railway
2models, etc. Twice a year, they give lectures on safe use of railway at
the school-wide morning assembly.
3 Teachers & parents
4-13 Use of Indigo-dyed ISS sash
Students, parents, teachers, & community x Inside/outside school bldg.,
school routes, & school district
Community residents and parents play positive parts as members of
Volunteer Watch-over Team by participating in the Greeting Campaign
2and patrol activity. They wear an Indigo-dyed sash or a reflecting vest
and protect students’ safety.
3 Toshima City
1

4-14 Issuance of PR brochure “Aiming for Safe School IKEHON”
1 Community, parents, students, & teachers x Inside/outside school bldg., school routes, & school district
Community’s Taskforce Committee issues a brochure that introduces various initiatives of the School
aiming to become an ISS designated school. The brochure conveys information about active initiatives of2Student Council and supporting comments of parents & community residents in an easy-to-understandmanner.
3 ISS Promotion Committee (Teachers)- 27 -

4-15 Creation of Community Safety Map
1 Students x School routes & school district
Every year as a part of Integrated Study, grade 6 students investigate
hazardous spots in the school routes and in the vicinity of the School.
2 The survey on actual hazardous spots is conducted in cooperation withparents. Based on the survey results, Community Safety Map is created
and introduced to all students.
3 Students & parents

5 Preventive measures against high risks
5-1 Change in school routes due to relocation of the school building
1 Students, teachers, & parents x School routes
At the time of two times of school building relocation, personnel of Toshima City Office and Ikebukuro
Police Station, parents and teachers actually walked the possible school routes and decided the routes in
2 consideration of safe commuting to school.
Teachers, led by Life Affairs Working Group, also walked to check the school route conditions and kept
close communication with parents.
3 Toshima City, teachers, Ikebukuro Police Station, & parents
5-2 School route inspection by parents and children
1 Students & parents x School district
At the time of the students handing-over drill after the school relocation, it was requested to parents to
2 walk with their children from school and check for any hazardous spots in the school route and school
district.
3 Students & parents
5-3 School building designed to be disaster resistant
1 Students, teachers, parents, community x Inside/outside school bldg.
2

The new school building has been designed and built to serve as a disaster prevention facility, which isdesignated as an evacuation place in the community.

3 Toshima City
5-4 Evacuation drill to prepare for a large earthquake
Students & parents x Inside/outside school bldg. & school routes
Parents x Inside/outside school bldg., school routes, & school district
Having experienced the 3.11 Great East Japan Earthquake, the School
conducts an evacuation drill once every month, assuming a possible
2 outbreak of a major earthquake of seismic intensity 5 and above. It isscheduled that students can experience various situations through theannual program.
3 School1- 28 -

5-5 Questionnaire survey on cell phones and smart phones
1 Students & parents x Inside/outside school bldg. & school district
Triggered by an incident in which a trouble occurred among students about use of smart phones, the School
conducted a questionnaire survey with all students on cell phones and smart phones with the aim of knowing
2 the actual situation. From the survey, it was found that the number of students who own a smart phoneincreases as their grade advances and some students keep using email or LINE communication until late atnight. The School intends to continue this questionnaire survey and keep watching students’ situations.

3 Teachers
5-6 Setting of rules of cell phones and smart phones
1 Students & parents x Inside/outside school bldg., school routes, & school district
The School made the “IKEHON ES’s Rules on Use of Cell Phones and Smart Phones” under close
2 communication with parents and distributed it to all parents. It was encouraged that risks of SNS should
be discussed also at home.
3 Teachers
5-7 Group walking from school of new grade 1 students [Written again]
1 Grade 1 students x School routes
For the period of 1 month from entrance, grade 1 students walk in groups formed by destination from
2 school and are accompanied by a Traffic Safety Guide and teacher so that they can learn their schoolroute and can safely go home by observing traffic rules.
3 Traffic Safety Guides & teachers (class teachers, teachers with license for single subject, & school janitors)
5-8 Cooperation with stationmasters of the Tobu Tojo Line [Written again]
1 Students x Inside/outside school bldg., school routes, & school district
Once every year, stationmasters and staff members of the Tobu Tojo
Line give lessons to grade 2 students about railroad, using railway
2models, etc. Twice a year, they give lectures on safe use of railway at
the school-wide morning assembly.
3 Teachers & parents

6 Environmental improvement
6-1 Inspection of facilities inside/outside school building
1 Students, teachers, & parents x Inside/outside school bldg.
Every month, all teachers and staff members inspect safety of all equipment and facilities inside/outside
2 school buildings. Persons in charge fill out the safety checklist and work on finding hazardous spots as
early as possible.
3 School
6-2 Safety-friendly schoolyard of the new school building
1 Students, teachers, parents, community x Inside/outside school bldg.
The all-weather schoolyard has been built, using heat exchange paints
that can prevent surface temperature rise. Further, the vicinity of play2
equipment has high cushioning performance in order to prevent an
accident.
3 Toshima City
6-3 Nonuse of hooks in classrooms
1 Students, teachers, & parents x Inside school bldg.
By provision of racks and shelves for school bags and other items, use
2 of hooks has been discontinued in classrooms and hallways of the newschool building.
3 Toshima City

- 29 -

Indicator 4: There are programs that target high-risk groups and environment.
Map of school
district of Ikebukuro Honcho Elementary School
池袋本町小学校学区域地図

1. Change in school routes due to relocation of the schoolbuilding
Students’ school routes were changed due to two times ofschool building relocation after integration. As a result, about
35% of all students are now walking a longer distanceto/from school by crossing the Tobu Tojo Line railroad track.
Toshima City has decided new school routes in fullconsideration of safety aspects. At the time of the students
handing-over drill held on the opening ceremony day of the
2nd term after relocation to the new school building (Aug2016), the checkup map of hazardous spots in school routes
was distributed to raise students’ and parents’ awareness andattention.

＜家から学校までの道順＞※ご自宅から、最も近い通学路を赤または黒でわかりやすく書いてください。

交
○
交
○

交
○

交 sa
○
交
○
さ
く

kら
門
u

交
○
交
○
交
○

交
○

交
○

池袋本町小学校
新校舎

万葉万
まん万葉門万葉
門万葉門

万
葉
門

Please indicate places with potential danger on the way to/fromschool by a red circle on the above map and enter the reason along
登下校等で危険と思われる場所について上の地図に、危険箇所を赤丸（○）
with it.
で示し、その横に理由を記入してください。
(As for the places you already mentioned in the questionnaire last
（昨年のアンケートで記入いただいた箇所も、引き続き危険だと思われる場合
year, please attach the red mark again if the place continues toは、印をつけてください。同じであれば理由は必要ありません。）
remain hazardous. There is no need to mention the reason, if thereason is the same as that of the last year.)

Grade: 氏名（( ) Name: (（Class:(）年（ ) ）組)）

2. Preparedness for a possible large earthquake(1) Safety measures for the school building
The new school building is provided with various facilities to respond to a large-scale disaster:• Emergency reporting system: A reporting system equipped with the emergency reporting button (Allclassrooms)• Emergency power generation system: An electricity generating system capable of operating for 72 hours incase of power suspension during disaster• Kamado Bench (oven bench): Benches that can function as the oven for food distribution during disaster(Schoolyard)• Emergency toilet: Manhole-type Toilet that works using pool water during disaster (Schoolyard)• Solar power generation panel: Used as an auxiliary power at the time of an emergency (Rooftop: 40kw)• Stockpile for disaster: Provision of food and water for students and community residents
Solar power generation
panel

Oven bench
In-school emergency
reporting system

Emergency toilet(2) Evacuation drill
In preparation for earthquakes/emergencies/fire/suspicious persons, the School conducts evacuation drills on amonthly basis throughout the year. Students learn the basic behavior in the event of a disaster through repetitive
training.
From the start of the 2nd term, the School shares the same building with Ikebukuro Junior High School. A joint
evacuation drill of the elementary & junior high schools was conducted for the first time on September 1st.

- 30 -

Annual schedule of the evacuation drill (No. of times implemented
Date / TimeApr 26
May 25
Jun 21

12 times)

Objectives

Disaster type9:55 To identify the sound of the Earthquake Early Warning. Basicaction at the occurrence of an earthquake. How to evacuate to
the schoolyard
9:55 Basic action at the occurrence of a fire. How to evacuate to theschoolyard
9:40 How to evacuate when broadcast equipment is out of service

Jul 1

13:20 How to evacuate during the cleaning period. Action to be taken
when the class teacher is not around.
Aug 29 11:50 Communication to parents after occurrence of an earthquake.
Drill for students hand-over in a safe way

Evacuation
site

Earthquake

Schoolyard

Fire

Schoolyard

Earthquake
Fire

Schoolyard

Earthquake

Schoolyard

Earthquake
Official warning

Schoolyard

Students hand-overSep 1
Oct 17
Nov 16

9:55 Basic action at the occurrence of an earthquake. Elementary &junior high school joint evacuation drill in the new schoolbuilding
9:55 Evacuation drill without advance notice while managerial
personnel is away.
9:40 How to evacuate when broadcast equipment is out of service.
Use of siren and calling out in a loud voice

Earthquake

Schoolyard

Earthquake

Schoolyard

Fire

Schoolyard

Fire
2nd evacuation

Schoolyard

Intrusion of a
suspicious person

Classroom=>
gymnasium

Dec 16

9:40 Evacuation to the 2nd site due to change in conditions

Jan 2410:30 Actions to be taken in the event of sudden intrusion of a
suspicious person. Tie-up with Police Station

Feb 23

10:35 Evacuation during recess hours or while students are invarious places. Actions to be taken on their own judgment

Earthquake
Fire

Schoolyard

Mar 13

12:00 How to evacuate when the usual evacuation route is blocked
and cannot be used

Earthquake
Power outage

Schoolyard

3. IKEHON rules on use of cell phones andsmart phones

4. What time of day do you mainly use email or LINE?
(People)Cell phone possession rate among the higher
grade students (grades 5 & 6) was about 75% in
2015. According to the survey result of theMetropolitan Police Station in 2014, the averagerate for all the students of these grades inToshima City is 56%. Therefore, the rate forthe students of the School is far higher. In 2015,
a trouble occurred among students related to useof a smart phone and resulted in a bullying case.
Quickly responding to it, the School conducted
a questionnaire survey with all students on use
of cell phones and could find out the actual
situation in which some students used them untillate at night. Then, in cooperation with parents,
Fig 4-1
the “IKEHON rules on use of cell phones andsmart phones” was made so that common
understanding can be obtained among all
students.
- 31 -

Questionnaire survey on cell phones and smart
phones (2015)

IKEHON rules on use
of cell phones andsmart phones
1
2
3
4

Let’s protect our own health.
Let’s protect our privacy.
Let’s protect our friendship.
Let’s keep our promises.

4. Railway accident
The school district is located adjacent to the Tobu Tojo Lineand the JR Saikyo Line and there are 6 railway crossings in
the vicinity of the School. Students walk to school not bypassing a railway crossing but by using a crossover bridge.
However, in their daily life, the railway crossings are often
used. During the time from April 2015 to March 2016, thenumber of incidents that brought the train to a stop on the
Tobu Tojo Line exceeded 8,000 cases. Of these cases,
accidents causing injury or death accounted for 15 cases.
Although none of these cases occurred in the School district,
we took the situation seriously and invited thestationmasters of Kita-Ikebukuro Station and Shimo-Itabashi Station of the Tobu Tojo Line to speak in grade 2classes and at the school-wide morning assembly. We are thus aiming to improve students’ safety awarenessabout safe use of railways.
5. Safe school commuting for new grade 1 students
New grade 1 students also walk to school in a walking groupin the same way as other grade students. As for going home,
for the period of 1 month from entrance, they leave school in
one of 5 groups that are formed by destination andaccompanied by a teacher and a Traffic Safety Guide so thatthey can learn their school route and can safely go home byobserving traffic rules.

- 32 -

Indicator 5: All programs have been implemented based on the evidences.

1. Cause analysis for identifying challenges
Source: Occurrence situation of injury
Fig.5-1

Occurrence situations of injuries by time and by location (FY2015) [Written again](Persons)

Ex
de
tra
ex
cu
ch
rri
an
cu
ge
la
rc
lu
b
ac
ti v
i ti
es

sc
ho
ol
C

ay
w
th
e
n
O

ro
ss
-g
ra

fro

m

to
ay
th
e

n

Classroom
ScienceRoomRoad

The occurrence rate (6.74%) of injuries that required hospital treatment was twice as high as the average(3.06%) of public elementary schools in the Ward. Further, 12 cases (41%) of the 29 cases that occurred in2015 occurred in physical education class. Of them, 10 cases were injuries of higher grade students.
Fig.5-2Comparison of 2 years of averages

Fig.5-3

No. of injuries that required hospital treatment(by time zone) (2015) [Written again](Persons)

IKEHONES

Public elementary schools
within Toshima CityPE

Recesshours

Table 5-1

Injury outside school

sc
ho
ol

s
th
er

eg
ul
ar
cla
ss
C
le
an
in
g
pe
Sc
rio
ie
d
nc
e
ex
pe
rim
en
t
Sc
ho
ol
lu
nc
h
R
ec
es
s
ho
Be
ur
s
fo
re
cl
as
s
ho
ur
s

re
ce
ss
oo
n
N

R

O

Injury inside school

M

id
dl
e

re

PE

ce
ss

OthersRooftop
Arts & crafts
room
ToiletGymnasium
Stairway
Entrance/
exit

O

Home
economics roomw

Schoolyard
School hallway

Of all injuries
including
also
minor
ones,
injuries in physicaleducationclass
account for thelargest percentage(21.3%), followed
by
those
in
mid-recess hours(20 minutes) andnoon recess hours(15 minutes).

Class
hours

During school lunch Field trip learning
preparation
programDuringcleaning

OthersOccurrence situation of bullying

Bullying cases that trigger emotional
FY2014FY2015
As of July 2016
injury occur every year. They are
No. of bullying
identified from the Life Review
2
2
1
cases
Questionnaire survey and fromNo. of bullying
220
information collected from thecases resolved
Kept under
Friendship Box placed in front of the001
guidance
principal’s office.
During the period of 2 years from 2014,
Fig 5-4
Questionnaire survey on wearing a bicycle helmet
2015
there were 2 bicycle-involved accidents inthe school district. Also, as high as 61.5%
Apr
Sep
of children aged 5-14 years old who weretransported by ambulance due to a traffic
accident that occurred in Toshima Ward
were injured while they were riding abicycle. The bicycle helmet wearing rate
among students gets lower as their grade
advances and the rate has not shown an
increase. Further, there are 6 railway
Grade 1 Grade 2 Grade 3 Grade 4 Grade5 Grade 6
crossings in the vicinity, which presents a
potential risk of a serious accident.
- 33 -

2. 4 challenges and 14 key measures
Prevention target

Challenges

Measures
Key actor: Students

Injury inside school

Injury inschoolyard inrecess hours

Injury inphysical
education class

1. Development ofstudents’ ability
to predict &avoid danger(1) Awareness survey conducted by students(Questionnaire Survey with Students)(2) School patrol and creation of School Safety Map by
students(3) ISS Assembly initiated by students
Key actor: Teachers

2. School’s
guidancesystem(4) Seminar for teachers on teaching method of physicaleducation(5) Preparation of ISS activity curriculum in regularsubjects, etc.
Key actor: Students & teachers

Emotional
injury3. Prevention ofbullying(6) Factual survey on bullying (Life Review
Questionnaire Survey)(7) Emotional support provided by the infirmary roomand school counselor(8) Friendly-greeting campaign(9) Activity in different age group

Injury outside school

Key actor: Students, teachers, parents, & community

Bicycle-involved
accidents

4. Improvement oftraffic safety
awareness(10) Implementation of the bicycle safety class(11) Creation of School Route Safety Map(12) Watch-over activity conducted by parents &community(13) Bicycle helmet-wearing campaign(14) Collaboration with Shimo-Itabashi Station andKita-Ikebukuro Station of the Tobu Tojo Line- 34 -

(1) Students awareness survey conducted by students themselves (ISS Questionnaire
Survey with Students)
Representative Committee conducts the ISS Questionnaire Survey with Students once every term.
The surveyed items are decided based on requests from each committee. Survey results arecollected by students and are reported at the Student ISS Committee and at the ISS Assembly
meeting. The results are further subject to analysis and utilized in committee activities.
<Survey items of ISS Questionnaire Survey with Students>□ During this term, when you saw anyone running in the hallway, have you told him/her not to do it?
(Representative Committee)□ During this term, have you run in a hallway or stairway and get injured? (Representative Committee)□ During this term, have you been injured with a ball or equipment in recess hours? (Sports Committee)□ During this term, have you been injured in the Study/Information Center? (Library Committee)□ During this term, have you broken a plate for school lunch? (Lunch Service Committee) During this term,
have you left some of school lunch uneaten? (Lunch Service Committee)
Fig 5-5(Persons)

During this term, when I saw someone
running in the hallway/stairway, I have told
him/her not to do it.

Fig 5-6

During this term, I got injured when I was
running in the hallway/stairway.

(Persons)

40

300

30
20

200

10

100

0

0
July 2015

Dec 2015

Mar 2016

Jul 2016

July 2015 Dec 2015 Mar 2016 Jul 2016

From analysis by students♦ The number of students who got injured in the hallway/stairway has increased.
It may be because students have not yet been used to a new classroom or placeat the start of a new term. We worry about the situation in the new school building.
It is necessary to conduct patrol and to talk about it in the ISS Assembly.
♦ The number of students who spoke out not to run in a hallway/stairway has increased.
Although the number of students who could speak out had not increase, it seems
that safety awareness has become more spread. Students are now capable ofobserving not only themselves but also other people around.
Fig 5-7

During this term, I have broken a school(Persons)
lunch plate.
50

Fig 5-8

During this term, I have left some of
今学期，給食を残したことがある。

(Persons)

school lunch uneaten.

300
250

40

200

30

150

20

100

10

50

0

0
July 2015

Dec 2015

Mar 2016

Jul 2016

July 2015 Dec 2015 Mar 2016 Jul 2016

♦ The number of broken plates has decreased.
Efforts to raise awareness on school radio may have been effective. Let’s continue
the same approach.
♦ The number of students who left some of lunch uneaten has increased.
It seems that many students are picky eaters. We wonder if it has any connection
with injury.
- 35 -

(2) School patrol and creation of School Safety Map by students
Students of Volunteer Committee, Sports Committee, and Representative Committee conduct
patrol in the school building and schoolyard, wearing an Indigo-dyed ISS sash. They stand atspots with potential danger and call out to students to be attentive. Further, based on discussion at
the Student ISS Committee, students submit a proposition to Principal regarding the spots in theschool that need to be improved, thus working on development of safe environment. In addition,
the spots with potential danger in school are made into the School Safety Map and displayed oneach floor.

In the old school building
wherehallwaysandstairways were narrow, thecenter lines and “KeepRight” indications were
installed.

Provision of a center line alone has contributed toincreasing students who observe “Keep Right”
and reduced injuries in hallways and stairways.

The map is displayed in the mosteye-catching location for calling attention of
students.

The students wear an Indigo-dyed ISS sash andbib so that they are easily recognized.
- 36 -

(3) ISS Assembly led by students
The students’ meeting (ISS Assembly) initiated by the Students’ ISS Committee isheld, and current situations of injury and issues presented by each committee arereported and ISS activities of each class are introduced.

Committees that wished to makea presentation made ideas toconvey the contents in aneasy-to-understand way within
the set time frame.

Not only the committees composed ofonly higher grade students but also
middle or lower grade classes madepresentations on the problems and theinitiatives.

The ISS slogan “Withzero-injury andzero-bullying, safe & secure
Ikebukuro Honcho
Elementary School filledwith smiling faces” has been
our distinctive motto.

- 37 -

(4) Seminar for teachers on teaching method of physical education
In 2015, many of the injuries that required hospital treatment occurred in physical education classand during middle recess. When the injuries that occurred in PE class are further looked at bycause, many of them occurred in hurdle and basketball lessons. Especially, in the case of hurdle
lesson, bone fractures of the arm and the elbow have occurred, indicating a risk related to thesports.
Fig 5-9
12

Injuries that required hospital treatment (2015)12

Hurdle (Schoolyard: 3 cases)
Basketball (3 cases)(Schoolyard 2
Gymnasium 1)

10
8
6
4
2

5
3

4
2

2

1

0

Based on the finding thatmany injuries during recess
hours
were
causedbytumbling, it is considered
important for injury prevention
to have students train the bodytrunk.
To address this problem and toprevent injury occurrence, we
implemented the coaching
seminaroncoordination
training and the practicalskill-based hurdle training
lesson.

Coordination training

Seminar on hurdle coaching

It is scheduled in 2016 to hold a seminar on teaching method of coordination training in the 1stterm, a seminar on teaching method of hurdle lesson after the sports meeting, and a seminar onteaching method of basketball in the 2nd term. A questionnaire survey is conducted with theteachers before and after each seminar to see change in their awareness. Further, we haveestablished a system in which a seminar is implemented whenever necessary in response to an
injury report presented at the teachers’ evening meeting.
Before swimming class starts, teachers receive a first aid training and a practical skill-based
swimming coaching seminar. Also by providing an opportunity to learn water quality management
and equipment handling, the School has been working to prevent injury occurrence in swimming
lesson where a potential life-threatening risk exists. The head teacher of physical education
prepares the teaching plan for 10-hour lessons of each grade, clearly states instructional
precautions, and works on fostering common understanding.
- 38 -

(5) Preparation of ISS activity curriculum in regular subjects, etc.
In order that students in all grades can maintain awareness of ISS initiatives and deepen common
understanding throughout the year, we are working on preparing the annual teaching plan forsafety learning and safety guidance.
Table

5-1

Annual teaching plan for ISS of Ikebukuro Honcho Elementary School

Further, efforts are made to coordinate the teaching plans in course unit that have been worked onby each grade so that the same content of learning can be provided every year.
・ Study of “making the Community Safety Map” of Grade 6 students
Students make the map by actually walking the school routes, etc.
and investigating safe and hazardous spots on the way to school incooperation with parents and community residents. The result isreported to all the lower grade students at the morning safety
guidance hour that is held monthly to discuss about community
safety.

1

Grade & subject:

2

Name of course unit:[Let’s make Community Safety Map.] (10 hours)
Objective of ISS:To prevent traffic accidents, to raise safety awareness, and to know the actual
situation regarding Community’s safety
Major study activities(1)
To discuss about “safe” and “hazardous” places and to learn about the Community
Safety Map.
(2)
To develop a plan for making Community Safety Map
To actually go into the community and conduct fieldwork and interviews.
(3)(4)(5)(6)(7)(8) To create the Community Safety Map based on the survey results.
(9)(10)
Based on the Community Safety Map, to discuss about the situations in the Community
and to activate the exchange.
☆
To explain about the conditions of the vicinity to the lower grade students who use thesame school route. (Morning hours)

3

4Grade 6,“Integrated study period”- 39 -

・Lessons given by visiting lecturers
By introducing lessons held in cooperation with experts and private firms/specializedorganization/universities, etc. in special fields, not only students but also teachers can gain wide
range of information and knowledge. Further, these lessons are incorporated into the annual
teaching plan for ISS so that the same lessons can be provided every year to the same grade.
1. Grade & subject, “Name of course unit”
study activity

2. Visiting lecturer

3. Objective of ISS

4. Major1
2
3

Grade 1: Life environmental studies “Let’s be aware of surrounding risks.” 3 hours
Industrial Property Corporation Center (IPCC) Hazard project
To prevent accidents in everyday life & to raise safety awareness< Industrial Property
Corporation Center>

4(1) To discuss danger in everyday life(2) To know about potential accidents in everyday life through experiments
To identify hazardous spots in everyday life through conducting fieldwork in a group(3) To check for potential dangers in the house and in other places in everyday life1
2
3

Grade 3: Special activity “Safe bicycle riding” (3 hours)
Ikebukuro Police Station, Traffic Safety Association
To acquire the safe bicycle-riding skill so that students can protect themselves from an accident
while riding a bicycle

4(1) To receive guidance on safe bicycle-riding and traffic rules from police officers and persons from the
Traffic Safety Association(2) To actually practice bicycle riding while paying attention to safe bicycle riding(3) To confirm safe way of bicycle riding by conducting a review

12Grade 6: Social study “Our wishes and functions of government” 11 hours
Head of Toshima City Safe Community Promotion Office, Chairman of the Community’s
Taskforce for ISS, Head of Citizens’ Plaza
To acknowledge relations between Toshima City’s policy “Safe & Secure City Development” andthe ISS initiatives

3
4

(1)

To become aware that IKEHON’s ISS initiatives have relevance to Safe Community Program(Toshima City).
(2)
From a visit to “Citizens’ Plaza Ikebukuro Honcho”, to know that it is the hub for development of town’s
safety & security(3)
Based on findings about “Citizens’ Plaza Ikebukuro Honcho”, to make the study subjects and plans(4)(5) To investigate functions of the NPO and Toshima City Office that operate “Citizens’ Plaza Ikebukuro
Honcho”(6)
To know that taxes are used in various projects that are carried out in Toshima City, investigate themechanism/function of tax, and discuss roles of taxation(7)
To investigate and know about the functions of Toshima City Assembly that decides the Ward’s
budgets and ordinances(8)(9) To investigate and know about the structure/functions of National Assembly, Cabinet, and Court(10) Based on the actual situation and problems on the election system, to recognize importance ofparticipating in politics.
(11) To discuss what is necessary in order to continue “Safe & Secure City Development” and to make aproposition to the Ward Office[Grade 6 classes]- 40 -

・Open moral education class for the community
According to Life Review Questionnaire Survey, many students experienced bad feeling fromfriends or caused friends to feel bad, resulting in a trouble triggered by a trivial reason. We
consider that moral study is important to develop students’ capability to build rich human relations.
Every year, the School discloses the teaching contents to the community and parents at the open
moral education class for the community and has an opportunity to study together.
Table 5-2
Grade
Grade 1
Grade 2
Grade 3

Contents of lessons of the open moral education class for the community (2015)
Contents (Primary theme/name of material) Item
Kind heart to think of your friends
Trust, friendship“Two Little Birds”
Kind heart to sympathize with your friends
Compassion, kindness“Chestnuts”
True friends“Because We Are Good
Trust, friendship
Friends”

Grade 4

Relay of compassion“Umbrella”

Grade 5

Cooperation between men and womenFriendship“Gift of Words”

Grade 6

True friendship“Yoko and Hitomi”

Compassion, kindness

Friendship, trust

・Indigo dyeing activity being linked with ISS activity
One of characteristics of the School is its environmental education/ESD education
using indigo dying. Grade 4 students plant and grow indigo, and all students workon making indigo dyed items throughout the year. In order to link the ecologicalmind to ISS activity, the Indigo-dyed sashes are used in the daily greeting campaign
and in the community watch-over activity conducted by the community residents
and parents.

* ESD stands for Education for Sustainable Development. ESD includes studies and activities in which
students know about problems in the contemporary world (various issues such as environment, poverty,
human rights, peace, and development) to take them as their own challenges based on principle of“think globally – act locally” and to aim to create new values and actions to address these problems forbuilding a sustainable society. In other words, ESD is an educational concept to develop bearers of asustainable society.
- 41 -

(6) Responsive measures based on the factual survey on bullying (Life Review Questionnaire Survey)
A survey is conducted 6 times a year with all students to investigate bullying incidents. In addition, during the
1st term, students in Grades 5 and 6 had an interview with the school counselor. The survey results are collectedby the head teacher of lifestyle guidance. Then, when any bullying or suspected bullying is found, the classteacher together with the head teacher of lifestyle guidance identify the fact situation and promptly provides
guidance. When any serious bullying is confirmed during its process, Emergency Response Committee on
Bullying is held to take the organizational measures. (The meeting of the Bullying Prevention Committee forStudents in the Special Support Class is held on a regular basis.)
Data of incidents and responsive measures are reported each term to Tokyo Metropolitan Board of Education andToshima City Board of Education.
Table 5-3

1Situation of bullying(Excerpt from “Friendship Questionnaire Survey from April to July 2015”)

Grade

VictimPerpetrator

Grade 6A

A few boys

Table 5-4

Informer
Situation
Measures
A in
Spoken ill of, Kicked After guidance was given, theperson on the leg
situation is now under observation.

Contents and analysis of Life Review Questionnaire Survey(A) Someone in grade 5 took my card without asking. I saw a grade 5 student Students who are notrobbing an umbrella from grade 1 student.
good at listening to(B) I was given a dirty look by ( ) and ( ) of class 1 students. -> Resolved
others and tend to be(C) When I caught a ball in a dodgeball game, I was hit by ( ) of class 1 student.
self-assertive have-> Resolved
increased. However,(E) Although I did nothing wrong, I was called bad names and accused for students can carry out
Class ▲
something I didn’t do by my friend. -> Resolved
activities in
Grade ▲(F) ( ) accuses me without any reason almost every day. -> Resolved
cooperation with(G) I was shocked by being told to “go away” by a grade 4 student.
friends and no
I saw a grade 5 student who was kicking a grade 2 student in Children’s Hall, situation is observed
shouting “You are a chicken.”where they bother(H) Grade 4 students made fun of me by calling “Ear Kid”. (3 times on the way fromfriends or behave
school)violently.

(7) Emotional support by the school infirmary and school counselor
For students who frequently visit the infirmary room, the environmenthas been made so that they can be listened to carefully and can feelsafe. Further, the school nurse makes efforts to understand innerfeelings of the students, to correctly know about the situation,
collaborate with the school managers/class teachers/head teacher oflifestyle guidance/parents, etc., and, if necessary, ask for cooperationfrom the relevant organs. When there is an “infirmary student”(student who studies in the infirmary rather than the classroom
because of bullying), efforts are made to make the pleasant atmosphere so that the student can gain emotional
stability and can return to the classroom. With the objective of identifying causes and responsive measures for
maladjustment to class, interviews are held between the school counselor and the student and between the school
counselor and the parents on the school counselor’s duty day. In the case of a student maladjusted to school,
collaboration is made with an expert organization such as SSW (School Social Worker).
The school counselor holds an individual interview with grade 5 and 6 students, aiming to understand students,
to early detect bullying incidents, and to enhance relations between students and the school counselor. As forstudents who are identified to have a problem in the interview, case work is provided together with the school
managers/class teachers/head teacher of lifestyle guidance/Special Support Coordinator/class teachers of thespecial support services for handicapped students.

- 42 -

(8) Friendly-greeting campaign
Every morning, students of Representative
Committee exchange greetings with other students,
standing at the school gate and wearing an
Indigo-dyed ISS sash. At the same time, based on
the students’ own idea, they take data on the numberof students who pass the school gate during the timefrom 8:00 to 8:15 a.m. and the number of students
who return greetings, and use the data in thediscussion on performance and measures.
Survey results summarized by students (No. of students who passed the gate during the timeand No. of students who returned greetings) May 2016

It was found that the number of students who
returned greetings was higher on sunny days thanon rainy days. As a possible reason, it was
guessed that noticing others gets more difficult
because of an umbrella that narrows the scope ofview and people look down for safety when
walking the steps at the school gate.

(9) Activity in different age groupAll students (grade 1 to grade 6) are divided into 18 groups each consisting of students of different
ages and spend time together once every month by playing and having school lunch in each group.
All students in grade 6 hold preparatory meetings, plan games, etc. that can be enjoyed also by
lower grade students, and carry them out led by the group leader in a well-planned manner.
Friend Group activity
Playing games initiatedby students.
School lunch
get-together

Time for friendly
exchange withdifferent age
students

Experience of good
human relations

In the Friend Group activity, the grade 6 students plan & run the group and make efforts to create
good relations among all students in the group. Further, each student in a group has his/her own
role according to grade so that everybody has self-awareness as a member.

- 43 -

(10) Bicycle safety class
Within the School district, there are many narrow roads that are used as short-cuts where traffic is very heavy.
Further, on June 1 last year, regulations on bicycle safe riding were tightened and importance of wearing ahelmet and of riding skills/knowledge has increased. In order to address this issue, the School has incorporated
the bicycle safety class into the curriculum held in collaboration with Ikebukuro Police Station, Traffic Safety
Association, and parents and has been implementing it every year.
The grade 3 and 5 students receive the practical skill-based training for bicycle riding, the grate 4 and 6 students
learn safe bicycle riding and how to check a bicycle, and the grade 1 and 2 students learn how to walk across apedestrian crossing. Using the Toshima Saturday Open Class, bicycles are brought from home and persons from
Traffic Safety Association carefully performs checkup one by one.

☆ “Bicycle Training Certificate”
A training certificate is issued to students who have participated in the bicycle safety class.
<Front side><Back side>- 44 -

(11) Preparation of School
Route Safety Map
Based on the data from thequestionnaire survey withparents, the School madethe Community Safety
Map in cooperation withparents. As the school
district covers a wide area,
the school routes aredifferentiated by color andthe information for eachschool route are attached.
The map is distributed at the parents’meetings and the district working
groups to be utilized for watch-overactivity in school routes.
(12) Watch-over activity by parents and community residents
The community’s watch-over activity and safety activity
outside school are carried out mainly by 8 Neighborhood
Association units. To these Neighborhood Association
units, the Citizens’ Plaza, and the Youth Sound Growth
Association, a total of 90 “Community Watch-over Team”
vests and Indigo-dyed ISS sashes made by students were
distributed. Patrol is conducted at a set hour on the fixeddays of the week.

Further, as a part of PTA activity, “Patrol” indications to be attached on the front basket of parents’bicycles were made led by PTA officers and were distributed to all PTA member households. In
response to students’ request and with support of parent volunteers, “Parents ISS Watch-overTeam” was formed. Indigo-dyed ISS sashes were presented at the school-wide morning assembly
and the team-forming ceremony of the Watch-over Team was held together with community
residents. Watch-over activity is conducted at an hour available.

- 45 -

(13) Bicycle helmet wearing campaign
It was found from the students’ awareness survey that the helmet wearing rate among the upper-grade students
was low. To address this problem, Representative Committee has made an appeal under the slogan of “Let’s
attain 100% wearing rate!” at the ISS Assembly meeting and has been carrying out the bicycle helmet wearing
campaign. As for helmet wearing, the questionnaire survey to ask students if they wear a helmet when riding abicycle is conducted 5 times a year and students/parents are encouraged to do so.
Fig 5-10

Bicycle helmet wearing rate (Survey on helmet wearing rate

April & September 2015)

Bicycle helmet wearing rate in 2016
Apr

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5Sep

Compared to theprevious year when
thecampaign
started, the wearing
rate
showeda
gradualincrease
this year.

Grade 6The helmet wearing campaign board “Let’s attain 100% wearing rate!” is displayed at the students’ entrance.
Efforts have been made to increase visualization so that all students, parents, and community residents canrecognize it at a glance. The number of seals attached on the board indicates the number of students who always
wear a helmet when riding a bicycle. As of September 2016, the rate reached 52%.

- 46 -

(14) Collaboration with Kita-Ikebukuro Station and Shimo-Itabashi Station of the Tobu Tojo LineThe School is located near Kita-Ikebukuro Station of the Tobu Tojo Line and the School district isadjacent to the Tobu Tojo Line and the JR Saikyo Line. Because of this location, there are 6
railway crossings in the vicinity of the School. Students walk to school not by passing a railway
crossing but by using a crossover bridge. However, in their daily life, the railway crossings areoften used.
In collaboration with the stationmasters of the Tobu Tojo Line, the School has been holding safety
guidance for all students every year. With the aim of raising safety awareness while students are inlower grades, safety guidance for grade 2 students includes not only a lecture meeting but also
practical skill-based training. Last year, a detailed guidance was given by the stationmaster andstaff personnel of the Tobu Tojo Line, focusing on assumed dangers related to railway
crossings/stations/platforms as well as the emergency actions.

- 47 -

Indicator 6: There are programs that document the frequency and causes of
injuries.
1. Records of injuries that occur inside school
The infirmary room data and the responses of Life Review Questionnaire Survey are collected and analyzed by
Life Affairs Working Group.
Using the “injury record”, the infirmary room

Analyzed
Injuries including also minor
collect records of injuries and accidents andweeklyones (Infirmary room data) subject them to statistical processing.
1

2

Records of injuries
that occur insideschoolThe School submit, to the Ward Office, thesame document as the one that is submitted Analyzed
Injuries that required
to the Japan Sport Council for request foronce
hospital treatment (Disaster payment of the disaster medical care
every
Mutual Aid payment data) expenses for students’ injury that has
year
occurred while under the supervision of theschool.

Factual survey onbullying

The survey has been conducted with all
students to investigate if the students are Analyzed
bullied and if they know someone being monthly
victimized.

(Life Review
Questionnaire Survey)

No. of bullying cases(1) Collection of data on injuries including also minor ones (Infirmary room data)
The “Injury Record” sheet is entered either by the person him/her-self or by a Health Committee student, whose
entries include “type of injury”, “body part injured”, “time of injury”, “place of occurrence”, “cause of injury”,
and “treatment”. At the time of entering the cause of injury, students are asked how the injury could have been
avoided so that they can learn ways of prevention. After filling the sheet and treatment, a seal is placed on the“Hiyari-hatto Map”
The detailed data such as times of occurrence, place, causes, and injury photos are written down into detail in thedaily healthcare journal. This helps accurately identify the causes and develop measures to prevent reoccurrence.

- 48 -

Table 6-1

Weekly Injury Report (Excerpt)

4 – 8 July 2016

Total number of cases: 26 cases Accumulated number: 193 cases
No. Date Grade Class Gender
Time
Place
CausesName of injury
1 Jul 4 Grade 1 Class 1 MaleClass lessons Bruise
Hallway
Above the left eyebrow: Bumped a hallway hook.
(Mon)

2 Jul 4

Grade 3 Class 2 Male

Cleaning

3 Jul 4

Grade 4 Class 1 Male

Practical training/ Cut/sting
experiment

4 Jul 4

Grade 4 Class 1 Female Recess

Scratched wound Hallway

5 Jul 4

Grade 4 Class 1 Female Noon recess

Sprain/Jammed finger

6 Jul 4

Grade 4 Class 1 Male

Scratched wound Schoolyard

7 Jul 4

Grade 4 Class 2 Female Physical

(Mon)
(Mon)
(Mon)
(Mon)
(Mon)
(Mon)

Noon recess
education class

8 Jul 4

Grade 6 Class 1 Male

9 Jul 5

Grade 1 Class 1 Female Physical

(Mon)
(Tue)

Physical
education class

Scratched wound Classroom

Left arm:

Fell down when sitting down, as having my chair pulled out

Science room Left hand:
Left arm:

Schoolyard

Got a cut with a propeller
God injured by a hair pin that broke when tumbling

Left wrist: Landed on it hard when stumbling because someone wasright behind
Both knees and right palm: Stumbled while playing tag

Sprain/Jammed finger

OthersRight leg:Cut/sting

OthersRight thigh:Scratched wound Gymnasium

Stumbled on a step while in swimming pool lesson
Got stung by a bee while in swimming pool lesson

Left elbow and thigh:Stumbled while runningeducation class

10 Jul 5

Grade 4 Class 2 Female Cleaning

Sprain/Jammed finger

Classroom

Left ankle:

11 Jul 5

Grade 4 Class 2 Male

BruiseHallway

Above right 1:
Hit with the elbow of a boy who suddenly looked backwhile running
Right eye: Electric saw dust entered an eye while cleaning.

(Tue)

Recess(Tue)

12 Jul 5(Tue)

13 Jul 5(Tue)

14 Jul 5

Grade 5 Class 2 Female Practical training/ Eyes trouble

Arts & crafts
room
Grade 6 Class 1 Male
Middle recess Bruise
Entrance/
exit
Grade 6 Class 2 Female Class lessons Scratched wound Schoolyard
experiment(Tue)

15 Jul 6

Grade 2 Class 2 Female Middle recess Bruise

Schoolyard

Grade 1 Class 1 Male(Wed)

16 Jul 7

BruiseHallway

Grade 1 Class 1 Male

After school
hours
OthersBruiseClassroom

Grade 2 Class 2 Male

Noon recess

BruiseSchoolyard

Eyes trouble

Gymnasium(Thu)

17 Jul 7(Thu)

18 Jul 7(Thu)

19 Jul 7(Thu)

20 Jul 7

Grade 6 Class 1 Female PhysicalGrade 6 Class 2 Male

Middle recess Cut/sting

Gymnasium

Grade 6 Class 2 Male

Middle recess Bruise

Gymnasium(Thu)

22 Jul 7

Right shin:

Bumped a panel

Right inner ankle:
Stumbled on a step at the water point while in aclass play period
Right jaw:
Collided with a boy while playing the thief & policeman
game
Left forearm: Stumbled while running. Japan Sport Council No.8
Bone fracture
Hemorrhage spot on the left chest: Bumped a desk while beingchased by a girl during preparation for leaving school
Left temporal: While in running in the thief & policeman game,collided with the head of a boy who was playing volleyball
Right eye: Got hit by a dodgeballeducation class(Thu)

21 Jul 7

Bumped and got my ankle twisted on a chair leg

BruiseGymnasium

Grade 3 Class 1 Female Others

BruiseGymnasium

Right hip:Fell down while playing a big jumping rope in the sports
morning assembly

24 Jul 8

Grade 5 Class 1 Female Noon recess

Jammed finger/
SprainSchoolyard

Right leg:

25 Jul 8

Grade 5 Class 1 Male

OthersEyes trouble

Schoolyard

Above the upper eyelid:
morning assembly

Grade 5 Class 2 Male

OthersBruiseSchoolyard

Left neck side:
assembly(Thu)

23 Jul 8

Grade 6 Class 3 Female Physical

Teeth marks on the forehead: Collided with a boy while playing
basketball
Bruise and cut on the lower lip: Collided with a boy while playing
basketball
Right eye: Got hit by a volleyballeducation class

(Fri)
(Fri)
(Fri)

26 Jul 8(Fri)

Got twisted while playing tag
God hit by a long jumping rope in the sports

Got hit by a big jumping rope in the sports morning(2) Injuries that required hospital treatment (Source: Disaster Mutual Aid payment data)
Of all injuries & accidents occurring under the School’s supervision, those that required hospital treatment are recorded.
Table 6-2

Data abstracted from Injuries Surveillance Committee

Day ofDate week

Grade Class

Gender

1

Apr
Tue
12

6–3

2
3

Name of
Causeshospital
Headache & vomiting:Touched with force
SchoolToshima
while playing “fuyashi-oni” (kind of tag) and fellyard
Hospital
backward. Transported by ambulance.
Bumped a corner of a desk when collided withClassTsubasa
a friend’s leg and stumbled. Required onlyroom
Clinicdisinfection.

Diagnostic name

Injury name Time

Situation

Male

Brain concussion
Suspected brain contusion

Brain
9:30
concussion

Physical
education

May
Wed 1 – 211

Male

Cut on the forehead

Cut

11:50 Recess

May
Fri
20

6–3

Male

Sprain of right elbow joint

Sprain

14:00

Physical
education

4 Jun 6 Mon

5–2

Male

15:20

Extracurricular School- Kicked a hard ball in the kick baseball Orthopedicclub activity
yard
game.
clinic

5

Jun
Thu
23

1–2

Female8:15

Before class Classhours
room

6

Jun
Tue
28

4–1

Male

10:35

Middle recess Classhours
room

7 Jul 7 Thu

1–1

Male

15:10

On the way Hallway
from school

Sprain of the right toe joint
SprainContusion of the right low leg
Lacerated wound of the right
Laceratedauricle (primary)Lacerated wound of the auricle wound(secondary infection)

Classroom
Bone fracture of proximal Bonepart of the left ulna
fracture
Fracture of lower-right #2- 49 -

Place

Takamiya

Gymna- Fell down on the hand when trying to receive aball and falling forward while playing soft Orthopedicsiumvolleyball
ClinicBumped the adjacent student’s chair

EnatsuClinic

Got hit with the elbow of Mr. Toshima. Dental
Medical examination only
clinicFell down on the hand on the way from Tsubasa
schoolClinicTable 6-3 Record format for injury that requires hospital treatment(1) Attribution of injured persons (gender, grade, age) (2) When
(3) Where(4) In what activity (5) Arbitrariness(6) Involvement of others(7) Cause(8) Name of injury/sickness (9) Injured/affected part of the body (10) Examination results

Items

Surveillance of injuries that occurred under the supervision of school (For elementary/Junior high schools)(1) Gender
Victims

1 Male<Front side>

2 Female(2) Grade(3) Age (birth day)(1) Day-Month-YearTime(2) Day of week

Place

Inside school(3) Time

AM or PM

(Hr.

Min.

Inside school building:)
1. Class room

2. Practical training/laboratory room

4. Lecture hall

5. Hallway

Outside school building: 9. Schoolyard

6. Entrance/exit

3. Gymnasium

7. Stairway

10. Sports/play facility 11. Pool

8. Others

12. Drainage trench

13. Others
Outside school: 14. Road
Situation

15. Schoolyard

16. Mountain

17. Forest

18. Sea

19. Lake

20. River

21. Others

During class lesson based on curriculum
Regular subjects (subjects), Moral, Self-reliant activity,
Integrated study: 1. Physical education (Health & PE)
Special activity: 3. Class (home room) activity
6. Ceremony events

2. Other subjects

4. Student Council activity

7. Art & cultural events

9. School excursion & Group overnight trip

5. Extracurricular club activities

8 Health/safety & sports events

10. Labor/production & voluntary activity events

11. Others

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

13. Camping school

16. Students guidance

20. Lunch & noon recess

22. Particular time after finishing class hours

14. Seaside school

17. Guidance counseling

18. Others

21. Particular time before starting class hours
23. Others

While commuting to school via predetermined route or a route equivalent to it
24. On the way to school

25. On the way from school(Means to commute to school: 1. On-footArbitrariness

1. Unforeseeable accident

Involvement

1. Single accident

2. Self-injury

3. Teacher/staff member involved

Causes of

1. Traffic accidents Other party:
2. Bumping

26 Others

3. Railway 4. Bicycle

3. Violence/fighting

5. Motorized bicycle

4. Others ()

6. Motorbike 7. Others

5. Unknown

2. Other student involvedof others
injuries

2. Bus

4. Others ()

5. Unknown

1. Automobile

2. Motorbike

3. Bicycle

4. Pedestrian

5. Others

Person him/herself: 1. Automobile

2. Motorbike

3. Bicycle

4. Pedestrian

5. Others

1 PersonInjured by own fault

2 Object

3. Compression (Pinched, tramped down)

By what: 1 Person

1. Yes

2. No

2 Object

4. Tumbling (Fall down, Stumbling)
5. Falling

Height:m,

From where

6. Scratch or being scratched
7. Cut or lacerated

By what

8. Sting or being stung

By what

9. Bite or being bitten
10. Burn

By what

11. Almost drown
12. Poisoning

By what

13. Others
14. Unknown<Back side>- 50 -

Injured part of the body
Applicable parts ofName of injury

the body

Whole body

Body trunk

Arms/legs

0 Part of the body

7 Breast

Upper limb

8 Abdomen

11 Shoulder/

9 Pelvis/

upper arm

1 Bone fracture
2 Sprain

Head/ cervical part

3 Bone dislocation

1 brain injury

4 Contusion/Bruise

Other than brain

5 Ligament injury

injury6 Contused woundurogenital

12 Elbow/systemfore arm

10 Back/

13 Wrist/hand/buttocks

finger2 Head7 Cut

Enter theinjuredpart of thebodybynumber.

8 Sting
9 Chop wound
10 Lacerated wound

3 FaceLower limb

4 Eye

14 Hip joint

5 Teeth

15 Thigh

6 Cervical part

16 Knee17 Lower leg/

11 Scratched woundfoot joint

12 Burn

18 Foot/toe

13 Tooth fracture
Others

14 Poisoning(

15 Near-drowning)

16 Accidental ingestion
17 Others

Diagnosis result

Table 6-4

1 No treatment required
2 Treatment completed on the same day
3 Regular hospital visit required 4 Hospitalization required
5 Others ()“Life Review Questionnaire” sheet(3) Grasping facts of bullying
Factual survey on bullying has been conducted 6
times a year by distributing the “Life Review
Questionnaire” to all students. To facilitate easinessfor students to enter their feeling, the entries are
simplified and there is detailed hearing conducted
subsequently. In addition, the “Friendship Box” isplaced in front of the principal’s office so thatanyone can directly talk to the principal aboutproblems. Efforts have been made in early detectionof bullying.

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Indicator 7: Having methods for evaluating the effects of changes in the school
policy, programs, and processes
1. Progress management of programs
In response to data collection and measures/planning conducted by Curriculum Working Group, the Community’s
Taskforce Committee plays the role of managing progress of all programs. Based on the achievement indicators,
effects are evaluated for improvement.

1 Collection of injury data
2 Awareness survey
initiated by students
3 Questionnaire surveys

ISS Promotion Committee
ISS Working Groups(9 working groups)

Development of safe educational
environment in a high density city

Action (improvement)
Improvement in the measures,continuation of the activities
Construction of the watch-overnetwork

Plan (planning)
Planning of the measures,
discussion
Formulation of theimplementation plans

Community’s

Community

Taskforce

Working

CommitteeGroup

Do (implementation)
Cooperative implementationof the measures
Development of the safety
education programs

Check (assessment)
Assessment of the effectivenessbased on the achievement
indicators
Verification of the indicators,
identify new issues

Safe Community Steering Committee

Japan Institution for Safe Communities

Assessment of overall Safe
Community activities

Assessment by
a third party

In June 2016, the School underwent the preliminary
evaluation by Prof. Cho Joonpil (deputy director of the ISS
Certifying Centre) and Dr. Yoko Shiraishi (Chair, Japan
Institution for Safe Communities).

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2. Performance indicators for priority subjects(1) Identification method(2) Targeted party

Priority subjects &Indicators for long-term
Indicators for short- & mid-term performances
measuresperformances
1 Development of students’ ability to predict & avoid risks
Indicator 1: Causes of injuries and degree of(1) Awareness survey
initiated by students
understanding
Indicator 8(2) School patrol and(1) Questionnaire Survey with Students (3No. of injury occurrences increation of Schooltimes a year) p.35
schoolSafety Map by students (2) All students(1) Infirmary room data
(3) ISS Assembly meetings (1) Hiyari-hatto Map (daily) p.22 (2) All(2) All students
held by students
students(1) Disaster Mutual Aid
Indicator 2: Change in awareness & behavior
payment datafor prevention(2) All students(1) ISS File Review Card (Used for every
activity) p.23 (2) All students
2 School’s guidance system(4) Seminar for teachers
Indicator 3: Safety awareness andon teaching method ofdissemination
physical education(1) Questionnaire surveys on seminar (before(5) Preparation of ISS& after the seminar) (2) Teachers
activity curriculum in(1) ISS File Review Card (Used for every ISS
regular subjects, etc.
lesson) p.22 (2) All students
3 Prevention of bullying(6) Factual survey on
Indicator 4: The number of bullying cases
bullying(1) Life Review Questionnaire Survey p.9(7) Emotional support(2) All students
provided by the(1) Friendship Box p.51 (2) All students
infirmary room and(1) Survey on greetings conducted by students
school counselor
p.43(8) Friendly-greeting(2) All students
campaign(9) Activity in different age
group
4 Improvement of traffic safety awareness(10) Implementation of the Indicator 5: Bicycle helmet wearing rate
bicycle safety class(1) Questionnaire survey on helmet wearing(11) Creation of Schoolrate p.46 (2) All students
Route Safety Map
Indicator 6: Dissemination rate of traffic rules
Indicator 9(12) Watch-over activity(1) ISS File Life Review Questionnaire Survey
Incidence rate of bicycleconducted by parents & (2) All students
involved accidents outsidecommunity
Indicator 7: Traffic safety in community &school(13) Bicycle helmetschool routes(1) Accident report statistics
wearing campaign(1) Safety & Security Questionnaire Survey(Every year)(14) Collaboration with
(Once a year) (2) Students & parents(2) Students
Shimo-Itabashi Station (1) No. of community watch-over vest & ISS
and Kita-Ikebukuro
sash distributed (Once a year) (2)Station of the Tobu Tojo
Community residents & parentsLine- 53 -

3. Evacuation method and improvement[Indicators for short- & mid-term performances]
Indicator
1
2
3

4

5
6

7

Evaluation method○ Students’ change is investigated and assessed based on the questionnaire results.
○ Injury data are indicated on the map. Places with high injury frequency and increase/decreaseof the number of cases are clarified by grade.
○ After the ISS Assembly meeting and the ISS activity, students fill out the Review Card andchanges are assessed.
○ Seminars are held mainly for teachers of physical education and changes in their awareness areassessed before and after the seminar.
○ After ISS activity in regular subjects, students fill out the Review Card and changes are assessed.
○ Based on the results of 6 questionnaire surveys per year, students’ change is investigated andassessed.
○ Questionnaire results collected from the Friendship Box placed in front of the principal’s office
are examined.
○ Changes are investigated based on the questionnaire results from students and parents.
○ After ISS activity (regular subject, etc.), students fill out the Review Card and changes inawareness, etc. are assessed.
○ In the questionnaire survey held once a year, safety awareness about the school routes andsafety of school routes are investigated.
○ Vests and sashes are distributed to volunteer Watch-over Team consisting of community
residents and parents. Efforts are made to increase the number[Indicators for long-term performances]

8○ The number of cases/incidence rate/situations of injuries that occurred inside school are shownin tables and graphs. Overall characteristics throughout the year and secular change are
analyzed and assessed.

9○ The number of cases/incidence rate/situations of bicycle-involved traffic accidents are analyzed
and are used in analysis/assessment of contents of everyday guidance.

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Indicator 8: There is ongoing participation in national and international networks.
1. Participation in the domestic networks
2015 Jun 11

Visited the preliminary evaluation for Fujimidai Elementary School

Jun 11

Visited the preliminary evaluation for Hoyu Elementary School

Nov 18

Visited the on-site evaluation for Hoyu Elementary School

Nov 19Visited the on-site evaluation for Fujimidai Elementary School

Dec 21ISS seminar [Invited the ISS examiner]

2016 Feb 4
Feb 9

Participated in Safe School Summit in Toshima
Students’ exchange with Toshima City Gyoko Elementary School[Venue: Ikebukuro Honcho Elementary School]

May 18The ISS designation examiner visited the School.

Jun 22Students’ exchange with Toshima City Gyoko Elementary School[Venue: Gyoko Elementary School]

Jul 13

Visited the preliminary evaluation for Saitama Municipal Jionji Elementary
SchoolJul 29Visited Matsubara City Chuo Elementary School

Safe School Summit in Toshima
ISS designated schools gathered in Toshima City from all overthe country. Representing a school that aims to be designated as an
International Safe School, students of the School also made apresentation on the activities so far carried out. After participatingin the summit, the report was presented to all students. Throughthese presentations, new energy for future activities was created in
the School.
Friendly exchange with Toshima City
Gyoko Elementary School
Friendly exchange of student councils has been conducted with Gyoko Elementary School that is also aiming toacquire ISS designation. The gathering has so far been held twice, in which they talked about each school’s
activities while having school lunch. Students who participated from both schools were very much inspired. It is
our intention to continue this friendly exchange on a regular basis in each activity and to further expand the
network.

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Chapter 6

Future efforts and prospects towards development of a safe school

1. Mid- & long-term goals(1) We make efforts to reduce the number of injuries that occur in school by proactively promoting
preventive measures based on evidence-based data.

(2) We make efforts to develop students’ ability to predict and avoid risks by themselves.

(3) We make efforts to promote emotional education with the aim of reducing the number of bullying
cases.

(4) We make efforts to reduce the number of injuries that occur outside school by working on
improvement of traffic safety awareness.

(5) We make efforts to expand the watch-over network for students in collaboration among the School,
parents, and community.

2. Future development(1) We promote the Safe School initiatives under the initiative of students led by Student ISS Committee.

(2) Through effective use of teachers’ organizational power, injury data are analyzed and assessed on acontinuous basis.

(3) The School has been designated as a pilot school by Toshima City Board of Education andcontinues to promote the initiatives in cooperation with Ikebukuro Junior High School that is aiming toacquire ISS designation next year.

(4) We make efforts to increase the bicycle helmet wearing rate.

(5) We make efforts to expand activities led by the community, parents, and the Safety & Security
Watch-over Team, which are all linked by the same indigo sashes.

(6) We proactively promote continuous participation in the domestic and international networks as wellas active exchange with the ISS-designated schools.

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