Application to become a member ofInternational Safe Schools network

Chichibu Municipal Minami Elementary School

Table of Contents
Chapter 1 Overview of Minami Elementary School ............................ 1
1.
2.
3.

School name, school emblem and educational goal......................................................... 1
Number of students ........................................................................................................... 1
Environment surrounding Minami Elementary School ...................................................... 2

Chapter 2 History of Our Activities toward International Safe School 4
1.
2.

Background of program ..................................................................................................... 4
Situation of programs......................................................................................................... 5

Chapter 3 Physical and Psychological Injuries based on Injury Dataand Survey. ........................................................................................... 6
1. State of students who fall in the category of “Safety (Prevention of physical injuries in andoutside of school)” ..................................................................................................................... 6
2
State of students who fall in the category of “Fun (Prevention of psychological injuries ofstudents)”…… ......................................................................................................................... 18
3State of students who fall in the category of “Healthy (Building up a healthy body free of
injuries)”……............................................................................................................................ 21

Chapter 4 Challenges and Goals ..................................................... 24
1
Challenges and goals derived from “Safety (Prevention of physical injuries in and outsideof school)”….. .......................................................................................................................... 24
2
Challenges and goals derived from “Fun (Prevention of psychological injuries ofstudents)”……. ........................................................................................................................ 25
3. Challenges and goals derived from “Healthy (Building up a healthy body free of
injuries)”……............................................................................................................................ 25

Chapter 5 Programs based on the Eight Indicators ......................... 26
Indicator 1
An infrastructure based on partnership and collaborations that is responsible forsafety promotion ...................................................................................................................... 26
Indicator 2
Safe School policies decided by the Safe School Committee and Community
Council in a Safe Community setting ...................................................................................... 30
Indicator 3
School carries out long-term/ongoing preventive activities covering all genders,ages, environments and conditions. ....................................................................................... 32
Indicator 4
There are programs targeted to high-risk groups and environment ................ 46
Indicator 5
Conduct evidence-based programs that are available and usable ................. 49
Indicator 6
There are programs to record occurrences, causes and frequencies of injuries57
Indicator 7
There are ways to measure/evaluate the effect/influence of preventive
activities……............................................................................................................................ 61
Indicator 8
Participate in Safe Schools networks – at community, national and international
levels on an ongoing basis ...................................................................................................... 70

Chapter 6 Achievements of ISS and future programs and vision forbuilding a safe school ......................................................................... 71
1
2
3
4

Achievements of ISS ....................................................................................................... 71
Current challenges ........................................................................................................... 71
Mid- and long-term goals ................................................................................................. 72
Future development ......................................................................................................... 72

Chapter 1 Overview of Minami Elementary School
1. School name, school

emblem and educational
goal
School nameChichibu Municipal Minami
Elementary School was established in
April 1955, and has marked 61 years
since its establishment.

School emblem
Since long time ago, Chichibu City has an abundance ofGinkgo trees, which were called “milk trees” in old words. The
school emblem consists of three Ginkgo leaves. The Ginkgo
tree was designated as the tree of Chichibu City until themunicipal merger.

Educational goal
Bright children of Minami: cultivate solid academic capabilities, richness of spirit and ability to thrive

Smart children

Kind children

Strong children

2. Number of students
Total number of students 194 (as of April 8, 2015)
Number of staff
14 (Principal, Vice-Principal, teachers, special education instructors, officemanager)
1st grade

Males
9

Females
12

Total
21

Number of classrooms
1

2nd grade

19

16

35

1

3rd grade

20

17

37

1

4th grade

14

15

29

1

5th grade

18

14

32

1

6th grade

20

17

37

1

Himawari

1

2

3

2

Total

101

93

194

8

Himawari: Special support class (for students requiring special support)~1~3. Environment
surrounding Minami
Elementary School(1) Look of school district
Chichibu City is located in thenorthwest area of Saitama Prefecture.
SaitamaChichibu City
With a population of about 70,000
Prefecture
people, it sits in a basin with views ofmountain ranges around it. 87% of thecity area is forestland, blessed withnature.
The climate is generally warm.
However, because it is in a basin, thetemperature difference is large.
The Minami Elementary School district
covers the area almost in the center ofChichibu City, with Chichibu City Hall,
Chichibu Station of the Seibu Railway,
and Ohanabatake Station of the
Minami Elementary
Chichibu Railway within the district,
Schoolbeing an entrance to Tokyo from
Chichibu.
Area surrounding Minami
Since National Route 140 passes
Elementary School
through in a north-south direction andNational Route 299 runs east-west through the center of the school district, the traffic
increases especially in the morning and evening.
There are Hitsujiyama Park and Shibazakura Hill on the east side of the school district, andthere are Arakawa River and Chichibu Muse Park on the far west side. In the tourist seasonsin the spring and fall and the festival seasons of Chichibu Shrine in the summer and winter,many tourists visit Chichibu, increasing the number of people and cars.
Within the school district, there are restaurants, hotels, convenience stores and large
shopping centers, which are crowded with shoppers.
[Students’ activities in the Chichibu City area which is crowded with people during the tourist
seasons in the spring and the Chichibu Night Festival in the winter]

The 3rd graders interviewing on Shibazakura(May 1, 2014)

The 1st graders pulling a Kamimachi’s festival float in
Chichibu Night Festival (December 2, 2014)~2~

(2) Situation of school routes
Students walk to school in a group. There aremany dangerous streets as some groups walk ona sidewalk of busy National Route 140, a narrow
street with no sidewalk, or a narrow shortcut
street to National Route 140 where cars pass at ahigh speed. Therefore, school guards, who arecommunity volunteers, teachers, PTA members
and neighborhood associations supervise andwatch students. The school, PTA and the entire
community
pay
attention
duringschoolcommuting hours.

School route with a narrow street

May get caught up by a car turning left.
Very dangerous.

A group walking on a sidewalk of National

An intersection in front of Chichibu City Hall

Route 140

which is a common accident site

February 2014 School reopened after one week after almost one meter of heavy snowfall

Supervision by school guards
School route secured with the help of community
people~3~

Chapter 2 History of Our Activities toward International
Safe School
1. Background of program
On September 4, 2012, Chichibu City declared the start of program toward designation as a
Safe Community.
Safe Community is an internationally designated by “World Health Organization Collaborating
Centre on Community Safety” as a “city” which is continuously working to create anenvironment in which people of all generations, whether disabled or not, can live safely
without fear. With philosophy that “injuries or accidents leading to injuries don’t occur bychance, but can be prevented,” Safe Community continuously works to prevent accidents,
crimes, disasters and suicides, etc. by combining “programs” based on scientific data and“cross-sectional collaboration” of community, government, police, families and schools.
Following the declaration by Chichibu City, three schools in the school district of Chichibu
Dai-ni Junior High School (Chichibu Dai-ni Junior High School, Hananoki Elementary Schooland Minami Elementary School) collaborated and, on July 22, 2013, declared the start ofprogram toward designation as “International Safe School (ISS),” the school version of the
Safe Community, in November 2015.
The following four points were confirmed to start the program.
The first point is to determine the association of Safety Community with Safe School.

Safety of community (Safe Community)

Safety of school

Safety of family
Safety of children

Safe School
Public safety

The second point is to gain understanding of Safe School activities among teachers.
Educational activities related to safety and security that are currently carried out at Minami
Elementary School need to be reorganized within the framework of ISS through sharedunderstanding of the Safe School program, that “it does not designate schools that are 100%
safe (free from danger), but it designate schools that are confirmed to have an establishedand functioning system to create a safe school.”
The third point is to make children understand the program of Safe School. Createawareness that students, teachers and community all play a main role.
The fourth point is to seek cooperation with various community organizations and activities.
Strengthen cooperation with government, police, fire department, PTA and school.

~4~2. Situation of programs
Safe community

September 2012
Declaration of startof safe community
program2013

Minami Elementary School Safe School

July
Declaration of start of ISS program Installed outdoor light in the parking(environmental improvement for crime-prevention)

2014

April
Fully launched the program (Strengthened research promotion system)
Added “time for Safe School” to daily schedule, started the program
Reorganized committee activities Established ISS Representative CommitteeMay
ISS auditor visited the school 1st ISS Representative Committee Meeting (inwhich chairman and vice-chairman of each committee report on ISS activities)
ISS slogan was determined to be “Safe, Fun and Healthy Minami Students”
Started the program of swimming supervising and watching volunteers (PTA)

MinamiElementary
Schoolruns on atrimester
system,with aschool year
starting in
April andending inMarch.

July
Started Minami Students Safe and Security Network Meeting (community, school,
parents)

AugustISS auditor visited the school
Yoshifumi Nishida, Chief Researcher, National Institute of Advanced Industrial
Science and Technology

September
Issued the first ISS Committee Newsletter (report on activities of each committee,
etc.)
Publicly solicited ISS poster childSubmitted request for subsidies for purchasing helmets/met with Mayor

October
ISS poster child was determined to be “Minamin”
Yoshifumi Nishida, Chief Researcher, National Institute of Advanced Industrial
Science and Technology visited the school Held lecture (teachers, parents)
Repaired back net (environmental improvement for injury-prevention)

November2015

ISS auditor visited the school (preliminary audit) ISS Representative Meeting
Helmets were donated (50 pcs) to be used in traffic safety class, field trip, etc.
Saitama Branch of Japan Construction Occupational Safety and Health Association(environmental improvement for injury-prevention)
Started the wearing helmet campaign (for 3rd and 4th graders and their parents)
Held the 2nd Minami Students Safe and Security Network Meeting

February
ISS Representative Meeting

March
Held the 3rd Minami Students Safe and Security Network Meeting
Presented the Safe School program to the entire school (time for Safe School)

April
ISS Committee activities were restarted

May Preliminary
audit

May

July Audit

July

ISS Representative Meeting

ISS auditor visited the school

June
ISS Representative Meeting
The 1st Minami Students Safe and Security Network Meeting

October
Submitted application

NovemberOn-site audit~5~Chapter 3 Physical and Psychological Injuries based on
Injury Data and Survey
With the slogan “Safe, Fun and Healthy Minami Students” came up with by ISS
Representative Meeting (see page 37), Minami Elementary School conducted a survey andanalysis/research in the following three areas.

･･･Prevention of physical injuries in and outside of school
Fun･･･Prevention of psychological injuries of students
Healthy ･･･Building up a healthy body which is a base for suffering
Safetyno physical or psychological injuries

Here is the status of our school from these three standpoints.

1. State of students who fall in the category of “Safety(Prevention of physical injuries in and outside of school)”[Figure 3-1] Number of injuries occurring in school (in fiscal 2014, total number of students 214)
Number of injuries requiring hospital visit

Number of injuries occurring in school(Number of visits to Japan Sports Council)(Number of visits to the school nurse’s office)

410

7
7

*In Minami Elementary School, 410 cases of injury occurred in fiscal 2014. Of them, 7 cases
required hospital visit.

(1) Visit to the school nurse’s office (all injuries occurring in school
including mild ones)
The aggregated injury data recorded in the school nurse’s office during the year from April 1,2014 to March 31, 2015 showed a trend as shown below.
[Figure 3-2] Number of injuries by month (Visits to the school nurse’s office in fiscal 2014)
NumberNumber of visits

Injuries occur more frequently in April,
September, October and Novemberof visits

Average number ofvisits per day

70
2.7

60
50

20

3.0

53
38

40

April

May

0.8

0.8

30

June

57

11

4

July

August7/21 to 8/24
Summer vacation

November December

37

27

January

February

12/25 to 1/7
Winter vacation

~6~

2.0
1.6

58
25

September October

2.5

1.9

1.7

1.7

1.4

10
0

2.6

2

30

3.5

3.2

2.5

40

Numberof injuries

1.5
1.0

30

March

0.5
0.0

[Figure 3-3] Number of injuries by grade/gender (Visits to the school nurse’s office in fiscal 2014)

More 1st, 2nd and 6th graders visited the nurse’s office, although there was no significant
difference. There was no significant difference between female and male students.
Numberof visits100
90

90 (22%)76 (19%)79 (19%)73 (18%)

80
70

21

57 (14%)29

60

Female女子
students

51

Male
男子

students

45

50

35 (8%)

40

39

30

55

19

50

20

39

10

28

18

0

1st
grade

2nd
grade

16

3rd
grade

4th
grade

5th
grade

6th
grade

[Figure 3-4] Type of injury(Visits to the school nurse’s office in fiscal 2014; including cases of multiple injuries)

Numberof visits

160

The most frequent injury is scratch (34%)* Scratch occurred in 1 out of 3 students, bruise in 1 out of 5 students

34%
34%

140 es
120
21％
21%

100
80

144

60
91

40

10%
10%

8%
8%
8%

41

35

63

20
0

 “Others” includes
burn, tooth injury,
blister, etc.

15%
15％
15%

ScratchBruiseCut

Jammed Sprain
finger

~7~

3%
3%

2%
2%

2%

14

10

10

5

18

Prick

Muscle
pain

Nose
bleed

Eye
injuryOthers4%4%1%

[Figure 3-5-1] Time of occurrence (Visits to the school nurse’s office in fiscal 2014)
200

Numberof visits

Injuries most frequently occur during
recess (43%)

43%

150
26%

100

177
3%

50

106

2%

8

0

On theway toschool14
Duringreclass
activity11%

45
DuringrecessDuringphysical
education

8%

4%

3%

During
class

18

10

32

Duringlunch

Duringcleaning
time

After
school[Figure 3-5-2] Causes of injuries occurring during recess (177 cases)
80
70
60
50
40
30
20
10
0

Numberof visits

Many injuries occurring during recess are unpredictable

74
50

36

Unpredictable

Thoughtless

Poor skill

11PlayingaroundFighting

8
Carelessaction5

2OthersUnknown[Causes of injuries]- Unpredictable: Injury occurred due to inability to predict factors of the injury(e.g., fall)- Thoughtless: Injury could have been prevented if a little more attention was paid
(e.g., bump against a pole, finger gets caught in a door)- Poor skill: Injury occurred due to inability to move as intended(e.g., catch a ball, jump a hurdle)- Playing around- Fighting: e.g., trouble between students- Careless action : Injury occurred due to action without thinking about other person(e.g., jump on the back, push suddenly)- Others: Injury not related to own action (e.g., nose bleed, insect bite)- Unknown: Injury without cause(e.g., cut occurred without realizing, have pain without doing
anything)~8~[Figure 3-6-1] Place of occurrence (Visits to the school nurse’s office in fiscal 2014)

Approximately half of injuries occurred in the playgroundNumberof visits

250
47%

200

 “Others”
includesrestroom,balcony, etc.

150
100

19%

191
10%

50

8%

80

2%

2%

34

27

8

8

19

Minamigaoka/playequipment

Hallway/
stairsBuilding
entrance

StreetOthers430Playground

Classroom/
hall

Gym

5%

7%

[Figure 3-6-2] Causes of injuries occurring in playground (191 cases)

Many injuries occurring in playground are unpredictable

Numberof visits

120
103
100
80
60

52

40
25
20
0

Unpredictable

Thoughtless

Poor skill

1

3

3

4

PlayingaroundCarelessactionOthersUnknown* See “Cause of injuries” on page 8~9~(2) Injuries requiring treatment at hospital
Below is the aggregated data of injuries requiring hospital visit recorded in the nurse’s officeof Minami Elementary School during 5 years from April 1, 2010 to March 31, 2015 (filed by
Japan Sports Council).
[Figure 3-7] Number of applications for accident benefits by fiscal year
(total 54 cases of application during fiscal 2010 to 2014)

The number of injuries requiring hospital visit started
to decrease significantly in fiscal 2012

Numberof visits

25

22.1

19.6

20

17.9

18.5

18.0
15

Minami Elementary School
南小

17

10

Average of all elementary
秩父市内の小学校の平均
schools in Chichibu City

19

5

6

0

Fiscal 2011

Fiscal 2010

Fiscal 2012

5

7

Fiscal 2013

Fiscal 2014

* While the number of cases was very similar to that of the average of all elementary schools
in Chichibu City by 2011, with more than 15 cases requiring hospital visit every year, since2012, it has decreased down to less than half.
* In 2012, the use of play equipment was limited because the gym was under renovation.
Also from 2011 to date, dangerous play equipment has been repaired or removed. The
number of major injuries has declined due to the ISS program started in fiscal 2013.
[Figure 3-8] Number of applications for accident benefits by grade(total 54 cases of application during fiscal 2010 to 2014)
Numberof visits

20

Although there are differences between
fiscal years, more applications are filed byhigher grade students

15
10
5
0
6th grade
5th grade
4th grade
3rd grade
2nd grade
1st grade
Total

Fiscal 2010
3
4
4
1
2
3

Fiscal 2011
6
3
2
4
2
2

Fiscal 2012
1
1

17

19

6

2
2

~ 10 ~

Fiscal 2013
3

Fiscal 2014
3
1

1
1

2
1

5

7

[Figure 3-9] Number of applications for accident benefits by month(total 54 cases of application during fiscal 2010 to 2014)
Number 12
of visits

Although injuries requiring hospital visit occurred
more frequently in June, it has declined and nodifference has been seen since 2012.

10
8
6
4
2
0
Fiscal 2014
Fiscal 2013
Fiscal 2012
Fiscal 2011
Fiscal 2010
Total

Apr.
1

May
2
1

June
1

July

Sept.

Oct.
2

1
2
1
4

1
2

1
2

5
4

1
1
1

4

6

10

3

Dec.

1
3
1

Nov.
1
1
1
3
2

Jan.

1
2

1

7

8

3

4

Feb.

Mar.

1
1

1
1
1

2

3

3

* Although injuries requiring hospital visit occurred more frequently in the rainy season (June)
and the season with increased physical activity (October and November), the occurrence ofmajor injuries decreased due to the supervision which has been given on how to walk in
hallways and spend rainy days (see page 38).
[Figure 3-10] Number of applications for accident benefits by type of injury(application during fiscal 2010 to 2014; including cases of multiple injuries)
25

Numberof visits

Sprain, contusion/bruise occur more frequently

20

15

10

5

0
SprainContusion/b
ruise

2014

3

2

2013

4

2

1

2012

4

1

2

2011

6

4

2

4

2

2010

5

5

5

1

1

Total

22

14

10

7

3

Abrasion

Fracture

Others

Laceration/
chopping Head injury
wound

2

Tooth/oral
injury1

1~ 11 ~

3
3

1

1

1

1

3

3

[Figure 3-11] Number of applications for accident benefits by time/cause
25

Numberof visits

More injuries occur due to thoughtless actions
during recess and poor skill during physicaleducation

20

15

10

5

0

On the way
to school

During preclassactivity

DuringrecessDuringphysical
education

Careless action

2Fighting

1

Playing around1

Poor skill

2

93

Thoughtless

1

1

13

Unpredictable

1

1

2

Total

2

2

21

Duringclass

Duringlunch

Duringcleaning
time

After
schoolClub
activity

Athletic
event

Summervacation

1

1

1

1

1
1
1
1
1

1

2
12

1
1

5

1

3
1

2
5

3

(total 54 cases of application during fiscal 2010 to 2014) *See page 8 “Causes of injuries”[Figure 3-12] Number of applications for accident benefits by location of occurrence/time(total 54 cases of application during fiscal 2010 to 2014)
20

Injuries occur more frequently in playground and classroom
during recess and in gym during physical education

Numberof visits
15

10

5

0
After school

Playground

Classroom

Gym

3

1

Play
equipment

Hallway1

During class

StairsBuilding
entrance

1

3
2

1

11

During cleaning time1

Pre-class activity

11

During lunch
During recess

Swimmingpool

1

On the way to school
During physical education

Street

1
9

6

1

4

Summer vacation

1
1

Athletic event

1

Club activity

2

1~ 12 ~

[Figure 3-13] Number of applications for accident benefits by site of injury(application during fiscal 2010 to 2014; including cases of multiple injuries)
15
Numberof visits

More injuries occur in the ankle and fingers
10

50
Ankle Finger
Sprain13

Contusion/bruise

5

Fracture

1

Knee

Face

Head

Eye

Mouth Elbow

1

5

Abrasion

Leg

3

1

4

2

1

1

Arm

Neck

2

2

2

Lower
Back
back

1

2
2

Shoulder

1

1

1
1

Head injury

1

3

Laceration/chopping wound3

Tooth/oral injury

3

Others

1

Total

14

1

14

8

7

1
5

4

3

3

2

1

1

1

1

1

[Figure 3-14] Number of applications for accident benefits by cause of injury(total 54 cases of application during fiscal 2010 to 2014)
Numberof visits

30

Injuries due to careless action occur mostfrequently in all grades. More injuries due topoor skill occur in higher grade students.

25
20
15
10
5
0

Unpredictable

Thoughtless

Poor skill

Playing around

Fighting

Careless action

3

4

6

1

1

1

3

5

1

2

2

1

2nd grade2

6

1st grade

2

4

Total

9

25

6th grade
5th grade
4th grade
3rd grade

1

6

1
1
1
13

2

2

3

* See “Cause of injuries” on page 8~ 13 ~

(3) Traffic safety outside school
1. Number of traffic accidents occurring in the district of Minami Elementary
School (survey by Chichibu Police Department, January to September 2014)
Traffic accident within the school district
15 casesMild injury accident

13 cases (86.7%)

Severe injury accident

2 cases (13.3%)

More accidents occur on the arterial roads National Route 140 and 299 (13 cases, 86.7%).
Only one traffic accident related to Minami Elementary School children occurred during thisperiod.

2. Number of traffic accidents related to Minami Elementary School children andlocations of occurrence (traffic accidents related of Minami Elementary School
children that the school is aware of)In fiscal 2014, 3 cases of traffic accidents occurred after September 2014 involving studentsof Minami Elementary School, including 1 case in November 2014 and 2 cases in March2015. These accidents were an accidental contact with a car on a pedestrian crossing (1stgrader) and collisions at intersection corners on bicycle (3rd and 5th graders).
Fiscal 2011
Fiscal 2012
Fiscal 2013
Fiscal 2014
April 2011 toApril 2012 toApril 2013 toApril 2014 toMarch 2012

March 2013

March 2014

March 2015

1 case1 case2 cases

3 cases

Of all of the 7 cases in the past 4 years, 4 occurred while riding a bicycle and 3 occurred while
walking. They were all collisions at intersection corners. Three cases occurred on an arterial
road and 4 cases occurred on a narrow street.
[Figure 3-15] Traffic accident locations in the district of Minami Elementary School (the squares
indicate locations of traffic accident involving students of Minami Elementary School)

A poster showing traffic accident data by Chichibu Police Department and locations of traffic
accidents involving school children(Displayed at the west entrance of Minami Elementary School)~ 14 ~

(3) Close-call experience by students
A questionnaire was conducted to get the picture of minor traffic accidents and close-callexperience.
(Safety and Security Questionnaire – A questionnaire conducted once every semester in all
students; see page 57)[Figure 3-16] Number of students experienced traffic accidents/close-call accidents
Source: Safety and Security Questionnaire (November 2014)(%)

Almost half of the students experienced close-call accidents
6年(N=42)
6th grade(N=42)
5年(N=37)
5th grade(N=37)

55

19

26

86

11

3

4年(N=34)
4th grade(N=34)

6

3年(N=28)
3rd grade(N=28)

4

2nd grade(N=37)
2年(N=37)

50

95

1st grade(N=35)
1年(N=35)

3 3

94

68

26
89

7

0%

10%

20%

30%

Experienced a traffic
交通事故の経験がある
accident

40%

50%

60%

70%

Experienced a close call
ヒヤリとしたことはある

80%

90%

100%

経験はない
Never experienced

Students who experienced a close call were interviewed by their homeroom teacher and special
education instructor on when, where and what kind of accident they had, and the degree of theirinjury. Almost half of the students had experienced a traffic accident or close call.

(4) Results of questionnaire on bicycle helmets
The students walk to and from school, whereas they ride a bicycle in their daily lives. Therefore,
a questionnaire was conducted to get the picture of the state of injuries due to bicycle riding inthe students. The results showed that the number of injuries due to bicycle riding begin to
increase in 3rd and 4th graders, whose range of activities starts to expand.
[Figure 3-17] Number of students injured while riding on a bicycle
Source: Safety and Security Questionnaire (January 2015)(%)

Injuries due to bicycle riding begin to increase in 3rd and 4th graders
6年（N=43)
6th grade(N=43)
5年（N=35)
5th grade(N=35) 070

30

4th grade(N=34) 0
4年（N=34)
3rd grade(N=28)
3年（N=28)

59

17

24

59

41
11

82

7

2nd grade(N=36)
2年（N=36)

30

97

1st grade(N=34)
1年（N=34)

3 3

94

0%

10%

20%

30%

Experienced a traffic accident
自転車でけがをした経験がある

40%

50%

60%

70%

Experienced a close call
ヒヤリとした経験がある~ 15 ~

80%

90%

Never

経験はない
experienced100%

A questionnaire was conducted to investigate how many students own a bicycle and how manyof those who own a bicycle own a helmet.
Source [Figure 3-18 to Figure 3-21]: Safety and Security Questionnaire (November 2014)[Figure 3-18] Number of students who own abicycle[Figure 3-19] Number of students who own ahelmet(Number ofstudents)

Most students own a bicycle(Number ofstudents)

Few students own a helmet

6th grade (N=43)42

1

6th grade (N=42)

537

5th grade (N=35)

33

2

5th grade (N=33)

627

4th grade (N=34)

33

1

4th grade (N=33)

727

3rd grade (N=28)

25

3

3rd grade (N=25)

421

2nd grade (N=36)35

1

2nd grade (N=35)

1st grade (N=34)

628

1st grade (N=28)

0% 20% 40% 60% 80%100%

24

11

14

14

0% 20% 40% 60% 80% 100%

Own a bicycle (the number of students)

Own a helmet (the number of students)

Do not own a bicycle (the number ofstudents)

Do not own a helmet (the number ofstudents)

Although most of the students own a bicycle, only 24% of the total students own a helmet.
Of the students who own a helmet, more lower-grade students wear their helmet.
[Figure 3-21] Number of students whowant to wear a helmet[Figure 3-20] Number of students who wear
their helmet
Higher-grade students don’t wear a helmet

6th grade (N=5) 0
5th grade (N=6)
4th grade (N=7)

1

5
2

5

1st grade (N=14)3614

4th grade (N=34)

9

1st grade (N=34)

0

35
14

2nd grade (N=36)

58

5th grade (N=35)

3rd grade (N=28)

1(Number ofstudents)

Many students want to wear a helmet

6th grade (N=43)

5

3rd grade (N=4)
2nd grade (N=11)(Number ofstudents)

0% 20% 40% 60% 80% 100%

21
25

16

12
29

23

7
11

0% 20% 40% 60% 80% 100%
Want to wear a helmet (the number ofstudents)
Do not want to wear a helmet (the number ofstudents)

Wear a helmet (the number of students)
Do not wear a helmet (the number ofstudents)

While the number of injuries starts to increase in 3rd and 4th graders, the number of students
who own a helmet starts to decrease in 3rd and 4th graders. In 2nd and 3rd graders, thenumber of students who wear a helmet and want to wear a helmet is large. Therefore,
supervision needs to be strengthened with a focus on 2nd and 3rd graders, as well as 4th
graders whose chance of sustaining an injury starts to increase. In addition, continued
supervision is necessary in higher-graders who experience bicycle accidents more frequently.

~ 16 ~

(5) Other safety issues (measures for suspicious people)
Chichibu City has not experienced any major crime or case related to a suspicious person
involving children. However, information on suspicious person is occasionally released by
Chichibu Police Department and schools send an email notification to parents. Therefore, aquestionnaire was conducted on experiences with a suspicious person which may lead to acrime.
Source [Figure 3-22 to Figure 3-24]: Safety and Security Questionnaire (November 2014)

30% of students have encountered a suspicious person and became intimidated.
Encountered a suspicious person

Suspicious person

100%Became intimidated

21
10%

Never experienced

N=211
(%)

69

20%

30%

40%

50%

60%

70%

80%

90%

100%

[Figure 3-22] Encountering a suspicious person
A questionnaire was conducted in students who have encountered a suspicious person. Whilesome answered that a suspicious person “took a picture” of them or “stared” at them, somecases were not necessarily related to “a suspicious person,” such as “a person was walking inweird clothes,” which may reflect students’ increased cautiousness towards “suspicious
person.” To investigate the students’ consciousness and action for securing their own safety, aquestionnaire was conducted in the students on their safety behaviors.
[Figure 3-24) Do not do anything dangerous
that may lead to accident or
injury[Figure 3-23] Tell a family member where
they go to

Do not do anything dangerous

Tell a family member where they go to before
leaving the house

6th grade (N=42)
5th grade (N=37)
4th grade (N=34)

62

31
85

68

26

(%)

(%)

7

6th grade (N=42)140

5th grade (N=37)

86

59

6

4th grade (N=34)

85

15 0

67

28

5

3rd grade (N=28)

89

110

3rd grade (N=28)

94

33

2nd grade (N=37)

86

113

2nd grade (N=37)100

0

1st grade (N=35)

100

0

1st grade (N=35)

9730

0% 20% 40% 60% 80% 100%0% 20% 40% 60% 80% 100%Always

AlwaysMost of the time

Most of the time

Fail often

Fail often

Although the rate of higher-grade students who carry out safety behaviors declines slightly, thestudents’ consciousness towards safety is high on the whole.

~ 17 ~

2 State of students who fall in the category of “Fun (Prevention of
psychological injuries of students)”(1) Reality of students based on Life Questionnaire“Bullying” is defined by the Ministry of Education, Culture, Sports, Science and Technology as “abehavior that brings about psychological or physical stress, which is conducted by achild/student toward another child/student in the same school and causes mental/bodily
suffering.” In Minami Elementary School, there is no student who refused to go to school for
more than 30 days during the year from April 2014 to March 2015, and no case of serious“bullying” was acknowledged. However, it is not completely free of troubles between students indaily lives. Therefore, the Life Questionnaire is conducted three times a year to investigate if
there is any hidden occurrence that may lead to “bullying” in the students’ daily lives andcarefully observe the students. Also, to help collect information, a questionnaire is conducted in
the parents once a year on actual conditions of their children from their points of view.
* Question items of “Life Questionnaire”: see page 58* Question items of “Parent Questionnaire”: see page 58[Figure 3-25] State of bullying by grade
Source: The First Life Questionnaire (June 2014)

Higher-graders experience more troubles between friends(Number ofstudents)

15
9

10
33

5
0

1

2

12 12

1111
8
4
11

7
4

6

3

1

4

0
1st１年
grade
N=34

N=34

わけもなく
Being
punched or
殴られたり
kicked
蹴られたり
without
した
reason

3rd
grade
３年
N=29

2nd
grade
２年
N=38

N=38

N=29

4th４年
grade
N=34

N=34

Being called
友達から
by an
嫌なあだ名
insultingや悪口を
nickname or
言われた

N=37

Being
話さない、
ignored such
仲間に入
as not being
れない等
talked to orの無視を
being left out
された

called names
by a friend* Verbal violence occurs
more frequently, such as
calling insulting nickname
or calling names.

5th５年
grade
N=37

of the group

10
6
33

6th grade
６年
N=43

N=43

Bullied a
友達に暴friend such as
力や悪口、
by physically
無視など
attacking,のいじめ
calling names
をした
or ignoring* There are students who take aperpetrator role while knowingthat they are “physicallyattacking, calling names or
ignoring” a certain student.

~ 18 ~

[Figure 3-26] Number of students who own a cell phone/had experienced internet-based
troubles (during the period between November 2014 and February 2015)
Source: The 3rd Life Questionnaire (February 2015)14(Numberof
12
students)

Own a cell phone
自分用の携帯を持っている12
11

Had unpleasant experience

携帯電話で嫌な思いをしたこwith a cell phone
とがある

10
8

7
6

6

Had an internet-based trouble
ネットトラブルの経験がある

6

5

4

3
22

2
0

1
000

00

00

0

１年
N=34

2nd grade

２年
N=38

3rd grade

３年
N=29

4th grade

1stgrade

４年
N=34

５年
N=37

5th grade

６年
N=43

6th grade<Examples of internet-based troubles>* Being called names on
online game
* Had a fight with a person
who mistakenly thought heor she was being ignored* Some lower-graders own a cell phone. The number of students who own a cell
phone starts to increase in 4th grade.
* More internet-based troubles occur as students’ grade advances.
* Beside the facts revealed by the graph, notifications from parents and stories ordaily life notebooks of students also revealed troubles not only via a cell phone,
but also via a game with communication function.

(2) Attitude survey through Life Questionnaire
As the survey of actual conditions revealed there are many verbal troubles, a survey was
conducted on students’ attitude to investigate the background. The followings are the results ofa questionnaire conducted at the same time with the 2nd Life Questionnaire in November 2014.
[Figure 3-27] Percentage of students who try not to verbally hurt their friends“Do you try not to verbally hurt
your friends?”
6th grade
6N=43
年N=43
5th grade
5N=35
年N=35
grade
44th
年N
=34
N=34
grade
33rd
年N
=28
N=28

できている
Yes

時々できている
Sometimes

できていないことが多い
Not much

4.7%

30.2%

65.1%

2.9%

50.0%

47.1%

8.8%

29.4%

61.8%

0.0%

28.6%

71.4%

22nd
年 Ngrade
=36
N=36

86.1%

13.9% 0.0%

grade
11st
年N
=34
N=34

88.2%

11.8%0.0%

As students’ grade advances, they tend to lack consideration for their words
toward their friends. According to observation by teachers, even lower-gradestudents occasionally use violent language.

~ 19 ~

[Figure 3-28] Percentage of students who try not to do anything their friends don’t like“Do you try not to do anything your friends don’t like?”
できている
Yes

時々できている
Sometimes

grade
66th
年N
=43
N=43
grade
55th
年N
=35
N=35

できていないことが多い
Not much

8.6%

45.7%

45.7%

grade
44th
年N
=34
N=34

0.0%

34.9%

65.1%

33rd
年 Ngrade
=28
N=28

5.9%

23.5%

70.6%

17.9% 0.0%

82.1%

22nd
年 Ngrade
=36
N=36

0.0%
8.6%

91.4%

grade
11st
年N
=34
N=34

20.6%

79.4%

0.0%

As with the question “Do you try not to verbally hurt your friends?”, asstudents’ grade advances, they tend to be less considerate toward theirfriends in regard to avoiding doing things their friends don’t like.

[Figure 3-29] Percentage of students who try to stop bullying when they witness it“Do you think you should try to stop bullying when you witness it?”
とてもそう思う
I think so very much
6th grade
6年N=43
N=43

そう思う
I think so

あまりそう思わないI don’t think so very much

2.3%

48.8%

48.8%

5th grade
5年N=35
N=35

34.3%

54.3%

11.4%

4th grade
4年N=34

32.4%

58.8%

8.8%

N=34

3rd grade
3年N=28N=28

2nd grade
2年N=36
N=36

10.7%

28.6%

60.7%

22.2%

75.0%

1st grade
1年N=34

97.1%

N=34

2.8%
0.0%
2.9%

Compared to lower-grade students, higher-graders tend to not stop bullying
when they learn the existence of it.

~ 20 ~

3 State of students who fall in the category of “Healthy (Building
up a healthy body free of injuries)”* This is handled as an effort of ISS since ”Healthy” is the basis of Safe School.
(1) Survey by the Ministry of Education, Culture, Sports, Science andTechnology
According to the data from survey materials by the Ministry of Education, Culture, Sports,
Science and Technology (Fiscal 2014 survey commissioned by the Ministry of Education,
Culture, Sports, Science and Technology; Research study on comprehensive promotion ofhome education), “children who stay up late are more likely to be in bad shape in the morning”
and “children who don’t eat breakfast are more likely to be in bad shape in the morning.”[Figure 3-30] Bedtime/wake-up time and physical condition

Children who stay up late are more likely to be in bad shape in the morning
What time do you go to bed on days before school day?

Feel out of condition in the morning

Before 21:00 (n=372)
After 21:00 but before 22:00 (n=1977)
After 22:00 but before 23:00 (n=1733)
After 23:00 but before 24:00 (n=517)
After 24:00 but before 1:00 (n=99)
After 1:00 but before 2:00 (n=43)
After 2:00 but before 3:00 (n=19)
After 3:00 (n=15)

Frequently

Occasionally

RarelyNever[Figure 3-31] Breakfast consumption and health condition

Children who don’t eat breakfast are more likely to be in bad shape in the morning.

Do you eat breakfast?

Feel out of condition in the morning

Every day (n=4203)
Sometimes (n=334)
Rarely (n=130)
Never (n=39)
Frequently

Occasionally

RarelyNeverSome students in Minami Elementary School lack energy during morning health monitoring, or
yawn or have a bad posture already in the morning. Therefore, a questionnaire was conductedin students of Minami Elementary School on “bedtime”, “wake-up time” and “breakfast.”~ 21 ~

(2) Student questionnaire
1. Wake-up time and breakfast, etc.
[Figure 3-32] Bedtime

Source: Wake-up time, bedtime and breakfast questionnaire (May 2015)

As students’ grade advances, their bedtime becomes later～８：００
Before
20:00～９：００
Before21:00～１０：００
Before22:00

6th
grade (N=36)
６年（Ｎ＝３６）03

５年（Ｎ＝３４）
5th
grade (N=34)04

３年（Ｎ＝３４）
3rdgrade (N=34)

3

２年（Ｎ＝３３）
2ndgrade (N=33)～１２：００
Before
24:00

66
15

４年（Ｎ＝２７）
4th
grade (N=27)～１１：００
Before
23:00

%
28

41

35

37

9

48

11

56
15

0%

35
58

10%

20%

3

30%

40%

3 3
21

50%

60%

70%

0

80%

6 0
90%

100%

[Figure 3-33] Wake-up time Source: Wake-up time, bedtime and breakfast questionnaire(May 2015)

Most students are up by 7:00
～６：００
Before 6:00
６年（Ｎ＝３６）
6th
grade (N=36)～６：３０
Before 6:30
25
41

４年（Ｎ＝２７）
4th
grade (N=27)37

３年（Ｎ＝３４）
3rdgrade (N=34)

38

10%

20%

17

21

32

30%

40%

50%

0
6

52

30
0%

～７：３０
Before 7:30

58

５年（Ｎ＝３４）
5th
grade (N=34)

２年（Ｎ＝３３）
2ndgrade (N=33)

%

～７：００
Before 7:00

11

0

44

18

0

58

9

3

60%

70%

80%

90%

100%

As students’ grade advances, their bedtime becomes later. The data of the Ministry of Education,
Culture, Sports, Science and Technology also shows that students who go to bed after 22:00
are more likely to be in bad shape in the morning. In Minami Elementary School, more students
go to bed after 22:00 in 5th and 6th grades, too. Although most students are up by 7:00 in themorning, some students in the 5th and 1st grades wake up after 7:00. Therefore, higher-gradestudents have less sleep.
[Figure 3-34] Breakfast consumption Source: Wake-up time, bedtime and breakfast
questionnaire (May 2015)

Most students eat breakfast
1%

All students, except one 5th
Had

食べた

breakfast

grader, had breakfast.
However, some students had

99%

Did not have
食べない
breakfast

unbalanced breakfast, such as
eating only bread.

Total students (N=164)
全校（Ｎ＝１６４）~ 22 ~

(2) Outdoor play and likes/dislikes
A questionnaire was conducted on exercise and food that are necessary for building up ahealthy body.
[Figure 3-35] Percentage of students who willingly play outdoors
Source: Safety and Security Questionnaire (November 2014)%

Some higher-grade students don’t play outdoors much
6th grade (N=43)
6年（Ｎ＝４３）44

5th grade (N=36)
5年（Ｎ＝３６）5458

4年（Ｎ＝３４）
4th grade (N=34)

2

28

53

14
47

3年（Ｎ＝２８）
3rd grade (N=28)

0

75

25

0

2年（Ｎ＝３７）
2nd grade (N=37)

81

19

0

1年（Ｎ＝３５）
1st grade (N=35)

83

17

0

90%

100%

0%

10%

20%

できている
Always30%

40%

時々できている
Sometimes

50%

60%

70%

80%

できていないことが多い
Not much[Figure 3-36] Likes/dislikes Source: Safety and Security Questionnaire (November 2014)%

Many students are not picky eaters
6th grade (N=42)
6年（Ｎ＝４２）
5th grade (N=37)
5年（Ｎ＝３７）

16

49

35

4年（Ｎ＝３４）
4th grade (N=34)

7

57

36

2年（Ｎ＝３７）
2nd grade (N=37)

12

26

62

3年（Ｎ＝２８）
3rd grade (N=28)

12

43

45

1年（Ｎ＝３５）
1st grade (N=35)
10%

20%

できている
Always

30%

3

26

71
0%

5

35

60
40%

時々できている
Sometimes

50%

60%

70%

80%

90%

100%

できていないことが多い
Not much

While many students play outdoors willingly, some don’t until being invited by their friends. In
many grades, all students are encouraged to play outdoors by holding a class recreation.
Although many students are not picky eaters, the school lunch committee has pointed out that
there is a lot of leftover lunch.

~ 23 ~

Chapter 4 Challenges and Goals
Goals are set based on challenges derived from the injury data and questionnaires.

1 Challenges and goals derived from “Safety (Prevention ofphysical injuries in and outside of school)”(1) Safety inside school[Challenges]
 Injuries occur more frequently in April and September to November. (Figure 3-2)
 The most frequent injury is scratch. (Figure 3-4)
 Injuries frequently occur during recess (Figure 3-5)
 Injuries frequently occur in the playground (Figure 3-6)
 Although the number of applications for accident benefits is small, major injuries requiring
hospital visit occur every year. (Figure 3-1, 3-7)
[Goals] Reduce injuries in the beginning of semester and in October and November.
 Reduce cases of scratch.
 Reduce injuries during recess.
 Reduce injuries in the playground.
 Reduce major injuries requiring hospital visit.

(2) Safety outside school[Challenges]
 The number of traffic accidents involving students is increasing (Figure 3-15)
 Almost half of the students experienced close-call traffic accidents (Figure 3-16)
 Injuries due to bicycle riding start to increase in 3rd and 4th grades (Figure 3-17)
 Not many students own a bicycle helmet, and higher-graders don’t wear it (Figure 3-18 to 21)
 30% of students have encountered a suspicious person and became intimidated.
(Figure 3-22)
Safety Minamin[Goals] Reduce the number of traffic accidents involving students
 Reduce close-call traffic accidents
 Reduce bicycle accidents
 Increase the rate of owing and use of bicycle helmet Teach students how to foresee and avoid danger~ 24 ~

2 Challenges and goals derived from “Fun (Prevention of
psychological injuries of students)”[Challenges]
 Troubles between classmates increase in higher-grade students. (Figure 3-25)
 There are many occurrence of verbal violence. (Figure 3-25, 3-27)
 Some students are less aware of bullying (Figure 3-25, 3-27, 3-29)
 Internet-based troubles increase as students’ grade advances (Figure 3-26)[Goals] Increase the number of students who can build a personal relationship.
 Decrease troubles due to verbal and physical violence.
 Increase the number of students who understand the danger and safe use of internet,
and decrease internet-based troubles.

3. Challenges and goals derived from “Healthy (Building up ahealthy body free of injuries)”[Challenges]
 Some students go to bed late or wake up later. (Figure 3-32, 3-33)
 Some students don’t play outdoors willingly. (Figure 3-35)
 Some students lack energy already in the morning. (based on morning health monitoringby homeroom teacher) Some students are picky eaters. (Figure 3-36)[Goals] Increase the number of students who work to build up a healthy body free of injuries.

Helmet MinaminMorning marathon to build up a healthy body(Morning Time)~ 25 ~

Chapter 5 Programs based on the Eight Indicators
Indicator 1 An infrastructure based on partnership andcollaborations that is responsible for safety
promotion(1) Image of ISS operating structure
Community

SchoolFamily(PTA)(Students) (Teachers/staff)
Independent- Supervision support

Home education

mindedEnvironmental

Safety watch

study/daily

improvement

study

Minami Students Safe and Security Network Meeting(2) In-school staff organizations
Organizations consist of school teachers and staff conduct cause analysis and examination
based on data collected by the school nurse’s office and students’ attitude survey, andsystematically take prevention measures on an ongoing basis.

Goals as ISS school

Bright Minami Students, Safe and Security School

ISS Promotion
Committee

Principal

Minami Elementary School ISS slogan “Safe, Fun and Healthy Minami Students”
Safe education division:
Study of classes to foster students’ ability to build safe and secure
life, and study of improvement of skills of execution
 Each subject  Fields  Traffic safety guidance Dietary education  Crime prevention classStudent activity division:
Raise awareness on safety and security in students
 Work by student council, each committee
Environmental improvement division:
Survey on safe and secure school life, facility organization
 Improvement of safe environment in schoolyard and schoolbuildings
 Disaster and crime management  Safe and security gallery
 Research study*ISS Promotion Committee: Examines basic policies related to ISS andmanages progress under the principal~ 26 ~

(3) Student organization
1) Overall picture of student council organizations for the promotion of ISS
With ISS Representative Committee as the main organization, each committee work its
own programs by intermingling with each other in line with the three factors of the slogan“safe,” “fun” and “healthy.”

Meeting Committee
School Lunch Committee
Cultivation Environment Committee

ISS Representative Committee
Broadcasting Committee
Exercise Committee

Library Committee

Health and Beautification Committee

Minami Elementary School ISS Student Council slogan“Safe, Fun and Healthy Minami Students”“Safe” means: Safety on the way to and from school.
Reduce injuries and accidents
due to play equipment.

“Fun” means: Don’t leave a friend out.
Don’t use words that you would
get hurt if someone says to you.
Don’t do things that you would
not like done to you.

“Healthy” means: Watch your health (gargle and wash
hands).
Don’t be a picky eater.
Build strength by exercising.

~ 27 ~

2) Organization chart of student council (see page 36 for the details of activities)
A student council is an inclusive term for all students. Each committee is shared by andconsists of all 5th and 6th graders, who proactively and systematically carry out activities
for one year with advices given by teachers in charge. Also, as the leaders of the student
council, the members of the student council serve as an engine of the entire organizationand carry out activities as ISS Representative Committee in regard to Safe School.
Representatives from each committee report to all students after discussion at ISS
Representative Meeting.
ISS
Representative
Committee

Health andBeautification
Committee

Cultivation
Environment
Committee

Broadcasting
Committee

Library
Committee

ExerciseCommittee

ISS
Representative
Meeting

Meeting
Committee

School Lunch
Committee

ISS Briefing Meeting (for all students)(4) PTA organization

General Meeting

Parents chosen as PTA planning members during PTA general meeting provide informationon the status of ISS programs in Minami Elementary School to the principal or the PTA
president (Chairperson of Minami Students Safe and Security Network Meeting) as well as
discuss on programs of the PTA expert committee and the home education committee andaddress the programs to all parents and promote Safe School activities.
PTA planning committee:
chairperson (1), vice-chairperson (5), advisor, accountant, expert division
manager/sub manager, home education chairperson/vice-chairperson, organizer

PTA expert committee:
welfare guidance division, public relations division, physicaleducation division, culture division, home education committee* Main activities related to safety- Safe School workshop (planning committee)- Swimming first aid training (planning committee)- Volunteer work (planning committee)- Swimming pool watch over volunteers (planning committee)- School district patrol during summer vacation (planning committee/welfare guidance division)- Patrol at festivals (planning committee/welfare guidance division)- Educational promotion bazaar (planning committee), etc.

~ 28 ~

(5) Minami Students Safe and Security Network Meeting (hereinafter“Network Meeting”)
With the PTA president as the chairperson, the Network Meeting was organized, consistingof 44 members including neighborhood association chairs (4), PTA planning committee
members (15), people involved in the development group (5), members of the youth
development promotion council (2), a school guard (1), public welfare officers (15) and an
instructor of after school care program (1). The Meeting is held three times a year. The
objectives of the Network Meeting are:
 Increase awareness of Minami Elementary School’s educational activities toward
designation as ISS (International Safe School).
 Share safety and security information with parents and community people as well asneighborhood association chairs to make Safe School activities into community-based
activities.
 Provide information on ISS activities of Minami Elementary School.
 Address prevention of traffic accidents involving students and severe injuries from
accidents as priorities.
[First Network Meeting] July 8, 2014
[Second Network Meeting] Nov. 25, 2014

Safety of wearing a helmet
Explained the intension of the(showed DVD)
Network Meeting
Checked dangerous places inschool routes[Third Network Meeting] Feb. 25, 2015

Minami Elementary School’s
distinctive program!
~ 29 ~

Safety check of schoolroutes in winterIndicator 2 Safe School policies decided by the Safe School
Committee and Community Council in a Safe
Community setting(1) Measures of Chichibu City as a whole
Promotional structure of Chichibu City Safe Community

City organizations

Crime Prevention

Disaster Safety

Suicide Prevention

Child Safety

Chichibu City Safe Community
City Administration Supporter
Committee

Collaboration
Traffic Safety

Chichibu City
Safe Community Review
Committee

Task Forces for major challenges

Collaboration

Safety in Nature

Chichibu City
Safe Community Promotion
Steering Committee

Injury Surveillance Committee

Chichibu City
Safe Community Promotion
CouncilSenior Citizen Safety

Figure 1

Collaborating organizations

Development of activities for residents, provision of
information, organization of seminars, etc.

Chichibu City has established the Chichibu Safe Community Promotion Council andorganized a promotional structure toward designation as a Safe Community. In this council,“Measures of the safety of children” is also considered as one of the important themes.
Following the program of Chichibu City, on July 22, 2013, the Chichibu Board of Education
declared the start of program toward designation as an “International Safe School”(hereinafter, “ISS”) in November 2015, with the aim of securing children’s safety andpromoting awareness of safety. The ISS program of Minami Elementary School isconsistent with the aims of the country, prefectures, Saitama prefecture and Chichibu city
as described below.
1. “Plan of promotion of school safety” Ministry of Education, Culture, Sports, Scienceand Technology April 27, 2012
- Encourages ISS, etc. as excellent programs
2. “The 2nd term Saitama education development plan” Saitama Board of Education
July 14, 2014
- Lists securing of safety and security of children as one of the goals
3. “Chichibu City school education super plan” April 2014
- Improvement of safe and secure school environment(promotion of internationally-designated Safe School)~ 30 ~

(2) Minami Elementary School’s Grand Design
Minami Elementary School has put educational activities related to safety and security inthe context of ISS within the school’s educational activities, rather than seeing ISS as
something special. Therefore, the school has created “Minami Elementary School’s Grand
Design,” which is the policy for the school’s educational activities, and put Safe School in
the context of educational activities.

~ 31 ~

Indicator 3 School carries out long-term/ongoing preventive
activities covering all genders, ages, environments
and conditions.
The school is engaged in various activities related to safety on the basis of threeperspectives of the ISS slogan “Safe, Fun and Healthy Minami Students.” The school has
put these activities in order and verified whether they are carried out as along-term/ongoing program covering all ages, environments and conditions.

~ 32 ~

~ 33 ~

(1) Minami Elementary School’s original programs for raising awarenessof ISS in students
1) ISS slogan “Safe, Fun and Healthy Minami Students”
The slogan, which was developed by the ISS representative committee with hope that all
students will spend safe and fun school life, was introduced during committee presentation,and it has been a mantra used by all students. Activities such as school events andcommittees are planned and proposed based on this slogan.

2) ISS poster child “Minamin”
In the process of ISS programs, opinions were received,commenting that displays indicating dangerous locations andsafety signs are hard to be noticed.
Therefore,theISS
representative
committee took an approach to create aposter child that can be easily understoodeven by lower-grade students.
Among ideas collected from all students,
one poster child was selected and named“Minamin.” “Minamin” can be dressed up
according to a situation, such as “Helmet Minamin” is wearinga helmet and “Group Leader Minamin” is holding a groupleader flag, to effectively utilize “Minamin” in newspaper,
posters and signs, etc. There are also Minamin sticker andMinamin stamp, as well as Minamin flag-raising and Minaminpicture-drawing and singing, to improve awareness of ISS
activities and they have been effective.
3) Safe School Time
While Safe School activities are carried out through all curriculums, there are also many
that are carried out through committee activities led by 5th and 6th graders. Additionally, inorder to raise awareness of ISS activities in all students, it is important to secure time tocarry out activities.
Therefore, the school allots 13:10 to 13:40 (30 minutes) on every Wednesday as Safe
School Time to carry out ISS representative meeting, various committee activities and Safe
School meeting, etc. (5th and 6th grades)~ 34 ~

1. Committee activities (higher-grade students)
Each committee determines the long-term and ongoing contents of programs that cannot be
hardly worked through committee activities carried out every month.

Setting up a sign to alert students to walk in
Cleaning the gym’s storeroom
hallways (Cultivation environment committee)(Exercise committee)
2. Checking dangerous locations in the school routes by communing groups (allstudents)
Students were divided into their commuting groups, and reconfirmed “dangerous locations”
and “surroundings,” etc. and became conscious to be able to commute to and from theschool.

This program was conducted twice, in the spring and winter and discussed in “Minami
Students Safe and Security Network Meeting,” and voices from community people wereadded to the Minami Elementary School ISS Road with sticky notes of different colors.

4) Minami Elementary School Road (1st floor
hallway/hall)
Details of the activities and information related to Safe
School are displayed in the hallway through the hall of
the 1st floor to give students clear idea of the school’s
programs.

5) Safe School Corner in each classroom
In all classes, a Safe School Corner has been set up in theback of classroom. Awareness of Safe School can beraised by visually explaining mainly efforts and status ofactivities by the class, and the Corner is updated every
time after the class discusses ISS activities.

~ 35 ~

(2) Committee activities and safety programs
The 5th and 6th graders belong to one of the 8 committees, which share roles inthe entire school, and students carry out activities spontaneously andautonomously.

ISS Representative Committee:
Create ISS slogan Greeting campaign
Operate ISS Representative Meeting Coordinate each committee
Create rules for long vacation and raise awarenessSet up Minami Students’ Post Carry out various fund raisingCollect ideas for poster child
Raise Minamin flag Create Minamin picture-drawing and singing
Health and beautification committee:
Take attendance Summarize status of injuries
Create and display an injury map
Display a proper way of using play equipment

Sanitary inspection

Exercise committee:
Safety inspection of play equipment
Clean/organize the gym’s storeroom
Inspect/manage air in unicycles and balls
Appeal/poster for outdoor play and morning marathon
Conduct “Morning Time”
Cultivation environment committee:
Plant flowers in school garden Water plants
Make sure students walk in hallways
Improve environment of hallways
School lunch committee:
Investigate leftover vegetables and report the results
Sanitation of serving table/washing and disinfecting hands
Pay attention to transportation of lunch food cans and plates Poster
Broadcasting committee:
Appeal for walking in hallways, prevention of heat stroke, and playing
outdoors
Music for brushing teeth, cleaning and English Day
Appeal for safe ways to spend rainy days
Library committee:
Issue the Safety and Security Newspaper Operate the book week
Set up Safe School Corners
Recite picture-story show related to Safe School
Meeting committee:
Plan vertical group play, Poster of how to use play equipment
Operate Minami Students’ Meeting~ 36 ~

1) ISS Representative Meeting
The ISS Representative Meeting is held once or twice
per semester to promote collaboration and exchange
opinions between eight committees consist of 5th and6th graders. During the Safe School Time, members of
the ISS representative committee and chairs of eachcommittee attend the meeting and report on each of thethree standpoints of the slogan. Then, they discuss
improvements, etc. and bring new challenges back totheir respective committees. This clarifies the objectives
and contents of activities of each committee, allowing
efficient role allocation.
2) ISS Activity Briefing Meeting
Following the ISS Representative Meeting, “ISS
Activity Briefing Meeting” was held using “Safe
School Time” to inform all students of the reports
made
by
each
committee
duringtheRepresentative Meeting. Informing all students
that programs of each committee are related to
Safe School and of activities of students of thecommittees help implementing ISS activities.
3) Activities of ISS Representative Committee
The ISS Representative Committee was established as a leading
committee for ISS with four 5th graders and four 6th graders who
were selected from each class. In addition to activities of the ISS
Representative Committee, the Committee also appeals for various
issues to the entire school as a student council. The Committee’smajor roles and activities are as follows:
1. Moderate and operate ISS Representative Meeting
2. Set up Minami Students’ Post
The post was set up to gather a wide range of input from Minami
Students. The input obtained was submitted to the ISS Representative Meeting and efforts
were made to solve
problems.
3. Announce rules forlong vacation
Create everyday life
rules for long vacationsuch as summer andwinter vacation, and appeal for no accidents to all students during the closing exercises.
4. Wrote about programs of the student council and issues that needed to be appealed to
students on the student council newspaper once in the month of issuance.
5. Morning greeting campaign twice a year
Greeting is the basic communication and may lead to prevent bullying. Greeting campaign
was carried out in May and February. In May, greeting was encouraged in front of the schoolgate, but in February, based on the reflection that students’ voice was too small and they
lacked spirit, a greeting calendar was created and it was successful.

~ 37 ~

6. Minamin picture-drawing and singing
Since the idea “ISS = Minamin” became well-known, Minaminpicture-drawing and singing was created and introduced to makestudents feel familiar with Minamin. More students are singing/drawing
pictures of Minamin during recess. (see page 55)
7. Minamin flag-raising
The Minamin flag is raised in the schoolyard every morning as asymbol for ISS program.

4) Activities of health and beautification committee
1. Summary of state of injuries in school (see page 56)
Record on the “Injury Log” in the school nurse’s office.
2. Create and display the injury map (see page 49)
Based on the “Injury Log,” create and display the injury map.
3. Proper ways to use play equipment
Created a poster describing how to use play equipment in theschoolyard, and introduced it during the ISS activity briefing
meeting. More students are careful while playing with playequipment.
5) Activities of exercise committee
1. Inspect the safety of play equipment
Carry out safety inspection of play equipment mainly during
the committee time.
2. Clean and organize the gym’s storeroom
Make sure that the gym’s storeroom is organized not justduring the committee time, but also when opening and closing
the storeroom every day.
3. Conduct the morning time
The morning time is carried out in the morning of every Friday
with the goal of making exercise a habit and improving
strength. The three rules are “Run alone. Run quietly. Run tothe end.” Along with the morning marathon activity (see page44), more students are running with enthusiasm.
6) Major activities of other committees
1. Cultivation environment committee:
Improve environment of hallways, make sure students
walk in hallways
Since some students run in hallways causing danger, a sign
was created and set up to appeal for waking in hallways, anda check card for waking in hallways was created to make surestudents walk in hallways. It was effective in reducing thenumber of students who run in hallways.
2. School lunch committee: Check leftover vegetables
It is necessary for students to eat well-balanced diet in order to stay healthy every day.
Since some students leave vegetables on their plates, leftover vegetables were
investigated in each grade and the results were announced. It was effective in reducing thevolume of leftover vegetables in each grade.

~ 38 ~

3. Broadcasting committee:
Appealing to students
Appeal to students for walking in hallways, playing
outdoors, heat stroke prevention, and safe ways tospend rainy days indoors, etc. depending on thesituation on the air in the morning, recess andlunch time.
More students listen to what is said on the air andtry to do it.
4. Library committee: Set up a corner tointroduce books on safety, and recite picture-story
show related to safety to appeal for safe andsecure action.
(Picture above: reciting picture-story show onsafety)(Picture on the left: playing tag by all students)
5. Meeting committee: Conduct Minami Student Meeting
Come up with play with which all students can enjoy, and hold a meeting once a month.

(3) Provide information
1) Issue “Safe School Minami”
It is issued 4 times a year to
inform Safe School activities toparents and community people.
2) Issue “Minamin Newspaper”
It is issued 1 or 2 times persemester by each committee toprovide information on theiractivities to students, families andcommunity.
3) Issue Minami Students’Correspondence(Student Guidance Letter)
Look back annual and monthly goals for student
guidance and programs of students and appeal forcooperation to parents. (Issued 1 or 2 times a month)4) Minami Elementary School Website
In addition to daily educational activities in Minami
Elementary School, the website also introduces ISS
activities every day. (Updated regularly)
URL http://www.city-chichibu.ed.jp/minamisho/~ 39 ~

(4) Preventive activities by theme (Safe, Fun,
Healthy)1) Safety (Prevention of physical injuries in and outsideof school)
1. Create a community safety map (revised)
There is a unit called “Let’s create a community safe map”
during the “integrated study period” for the 5th graders. Many
students spend their life peacefully every day and thus lack asense of risk awareness. Therefore, this program is carried out
with a goal of cultivating practical attitudes in students toincrease their interests in the town’s safety and consciousnessof crime prevention and to collaborate with others to create a safe community, by making
students investigate dangerous locations in the area they live and spread the information.
Students were able to develop an awareness of the safety in their community by performing
on-the-spot
investigation andsummarizing andreporting the findings.
By reporting, they
were also able todevelop an awarenessof the safety in theentire school district.
2. Traffic safety class by wearing a helmet (revised)Objective Traffic rules and manners and safety action
Contents How to cross a street safely, how to cross at the crosswalk (1st and 2nd grades)
How to ride a bicycle safely (3rd to 6th grades)
Conducted by Resident Life Section
Main target
All grades
Frequency
Once a year
After class
Improved consciousness of traffic safety in students
3. Bicycle license course (revised)Objective Understand traffic rules and manners, how to ride abicycle safely
Contents Cautions when riding a bicycle, guidance on signs andsignboards, skill guidance, practicing while wearing ahelmetConducted by Chichibu Police Department’s Community Safety
Division
Main target
4th grades
Frequency
Once a year
After class
Became more cautious during a bicycle ride
*Students who passed can receive a bicycle license.
4. Wearing bicycle helmet campaign (new)Objective Increase the number of students who wear a helmet whileriding a bicycle
Contents Acquire knowledge of the usefulness of a helmet
Conducted by Teacher/staff
Main target
3rd and 4th grades, 2nd grade, new students andtheir parents
Frequency
Once a year

~ 40 ~

5. Delinquency prevention class (continued)
Objective Prevent delinquency and foster an ability to understandright from wrong
Contents Value of life, bullying, smoking, etc. Prevention ofdelinquency and troubled behavior
Conducted by Chichibu Police Department’s Community Safety Division
Main target
All students (separately for lower graders, middle
graders and higher graders)Frequency
Once a year
6. Drug abuse prevention class (continued)
Objective Inform students the horrors of drugs and foster an ability
to understand right from wrong
Contents Knowledge about drugs, dangers of drug abuse
Conducted by Chichibu Police Department’s Community Safety Division
Main target
6th grade
Frequency
Once a year
7. Ethical education (continued)
Objective Nurture a rich spirit and foster skills of ethical execution
Contents Supplement, advance and integrate ethical education of
overall school education
Conducted by Teacher/staff
Main target
All students
Frequency
Once a week or more
8. Human rights education (continued)
Objective Increase awareness of human rights
Contents Special class on human rights by human rights protection
officer
Conducted by Human rights protection officer, teacher/staff
Main target
5th grade
Frequency
Once a year (Human Rights Class)
9. Classroom activity (safe and secure school life)(revised)
Objective Have safe and secure school life
Contents Foster an ability to detect and avoid danger, objectives ofISS
Conducted by teacher/staff
Main target
All students
Frequency
As necessary
10. Tour of fire department (walk to and from school
wearing a helmet) (revised)Objective Look at the works of a fire department, and raiseawareness of disaster prevention
Contents System within a fire department, tour guide of a fireengines and ambulance
Conducted by Staff of Chichibu Fire Department
Main target
4th grade
Frequency
Once a year
*Conducted as a social studies field trip for 4th grade
11. Tour of disaster-prevention education center (continued)
Objective Raise awareness of disaster prevention in daily life basedon experience
Contents Earthquake experience, fire smoke experience, strong
wind experience, fire extinction experience
Conducted by Staff of the disaster-prevention education center
Main target
4th grade
Frequency
Once a year
*Conducted as a social studies field trip for 4th grade~ 41 ~

12. Wearing a helmet during field drip (new)Objective Get used to wearing a helmet
Contents Tour of a construction site wearing a helmet
Conducted by Teacher/staff, construction site supervisor, person
involving construction
Main target
3rd grade
Frequency
Once a year
*The picture of 3rd graders wearing a helmet during a social
studies field trip (tour of construction site of National Route 140
Minano Chichibu Bypass)
13. Evacuation drill (continued)
Objective Understand causes and risks of disaster, and acquiresafe evacuation methods
Contents Evacuation drill in the event of an earthquake or fire,confirm knowledge of disaster prevention
Conducted by Teacher/staff, Chichibu Fire Department
Main target
All students
Frequency
Once a semester
1st semester : In the event of fire
2nd semester : In the event of fire due to earthquake
3rd semester : In the event of fire outside class hours- Evacuation drill using escape chute: 5th grade- Evacuation using an escape chute from the balcony of a classroomon the 3rd floor
14. Children’s 110 house (continued)
Objective Secure the safety of students in the community, prevent
crimes, etc.
Contents Ask the community people to display the sign for“Children’s 110 house” in front of their house and allow
students to escape to their house in the event of
encountering a suspicious person.
Conducted by Teacher/staff, PTA, community
Main target
All students
Frequency
Year-round
15. Distribution of disaster prevention hoods/crime prevention
alarms for new students (continued)
Objective Secure the safety of students and new students
Contents Distribute disaster prevention hoods given by Minami
Elementary School PTA, crime prevention alarms given
by Saitama Trucking Association
Conducted by Minami Elementary School PTA, Saitama Trucking
Association
Main target
All students, new students
Frequency
At enrollment to school
16. Swimming first aid training, swimming with clothes on(continued)
Objective Training in the event of a water accident
Contents Practice cardiopulmonary resuscitation, how to use AED
How to protect oneself with clothes on (how to swim, how
to float, how to take off clothes in the water, etc.)
Conducted by Staff of Chichibu Fire Department, teacher/staff
Main target
Teachers/staff, PTA (swimming first aid), all students(swimming with clothes on)
Frequency
Once a year

~ 42 ~

2) Fun (prevention of psychological injuries)
1. Vertical group activities (continued/ new)
“Friendship orienteering meeting,” “Minami student meeting” and“vertical group cleaning” are carried out with goals of interacting
friendly with students of different grades and nurturing a rich spirit
through vertical group activities of all students.
In the “friendship orienteering meeting,” students enjoy orienteering
while paying attention to the safety with 6th-grade leaders. Since
this event has been continued for a long time, higher-grade students
are aware of their roles and gently interact with lower-gradestudents. Currently, students can act while being conscious about
the safety.
The “Minami student meeting” is planned and conducted by themeeting committee.
In “vertical group cleaning,” a program started in fiscal 2015,
students are assigned to 28 locations in the same way as thevertical groups to clean silently with 6th graders as group leaders.
Through these programs, students have developed relationships
with students of other grades, and the 6th graders have become
able to act while being aware of their responsibility as a leader. As the number of students of
Minami Elementary School is expected to decrease in future, it is necessary to further
enhance this program of vertical group activities.
2. Music meeting (continued)
Objective Try hard together and build a sense of unity and a feelingof belonging
Contents Sing in chorus and perform ensemble of a song of themonth selected by the music club and practiced in eachclassroom
Conducted by Teacher/staff (music club)
Main target
All students
Frequency
Once a month* May: “Believe” (chorus)
June: “Kimi wo nosete” (sign language)
December: “Chairo no kobin” (ensemble)
3. Morning reading/Reading aloud to students (continued)
Objective Start school life with a sense of calmContents Whole-school 10-minute morning reading
Conducted by Teacher/staff, volunteers for reading aloud tostudents
Main target
All students
Frequency
2 or 3 times a week
4. Fun time (continued)
Objective Deepen a friendship with classmates, encourage outdoor
playContents Play exercise games and recreations selected by
students in charge of recreation in classroom
Conducted by Classroom teacher, students in charge of recreationin classroom
Main target
All students
Frequency
Once a month (first Wednesday)~ 43 ~

5. Intergenerational exchange (continued)
Objective Interact with elders in the school district and enrich
students’ mind
Contents Interact with elders by talking with elders about the schooland plays and eating lunch together
Write invitations to the athletic event before the event
Conducted by Teacher/staff, elders in the school district
Main target
All students
Frequency
Once a year
6. Internet-based trouble prevention class (revised)Objective Deepen understanding of internet-based troubles
Contents Understand the dangers of internet, etc.
Understand information ethics
Address new internet-related challenges
Conducted by Saitama Police Department’s Cybercrime Division
Main target
5th and 6th grades and their parents
Frequency
Once a year
7. Promotion of life skill education (new)Objective Foster an aptitude for autonomy, a capacity for judgment,
sense of responsibility, and a spirit of symbiosis
Contents Learn communication skills
Conducted by Teacher/staff
Main target
All students
Frequency
3 times a year or more
8. Bullying prevention campaign (new)Objective Be conscious that bullying is never be forgiven
Contents Participate in NHK’s “Knock out bullying” declaration on
conduct by 1 million people
Conducted by ISS representative committee, teacher/staff
Main target
All students
Frequency
Once a year
9. PTA lecture meeting (continued)
Objective Increase awareness of human rights in parents
Contents Watch videos on human rights awareness and exchange
opinions
Conducted by PTA members
Main target
Parents
Frequency
Once a year
*Conducted during PTA board meeting in the 2nd semester

3) Healthy (Building up a healthy body free of injuries)
1. Morning marathon (continued)
Morning marathon is conducted to make students get familiar with
exercising and building up a healthy body willingly. Minami
Elementary School used to have challenges of declining students’physical fitness, endurance and running skills. Therefore, the school
created “Marathon long-distance running trial round-the-world card,”
with an aim to foster students’ motivation to run independently andbuild up a healthy body. After teachers and staff drew lines and ran
with students every morning, more students tried to run willingly,
and more students were able to complete the seven marathon cards(round-the-world).

~ 44 ~

2. Shibazakura Hill marathon (continued)
Objective Increase physical strength and foster a determination tonever give up
Contents Run the course in Shibazakura Hill in the Hitsujiyama
Park
Conducted by Teacher/staff, exercise committee, PTA sports
division
Main target
All students
Frequency
Once a year
*Conducted on the same day as the orienteering meeting, allstudent complete the course
3. Encouragement of outdoor play (new)Objective Build up physical strength which is the basis of Safe
SchoolContents Encourage to play outdoors through broadcasting andposters, etc.
Conducted by Teacher/staff, broadcasting committee, exercise
committee
Main target
All students
Frequency
As necessary*The number of students who run outside in the morning increased
even during winter.
4. Lunch tasting (continued)
Objective Provide students correct information on foodContents Lecture by school nutritionist, lunch tasting
Conducted by School nutritionist, teacher/staff
Main target
Parents of 1st gradersFrequency
Once a year (in June)
5. Dental lecture/brushing lesson (continued)
Objective Provide knowledge and teach skills to live with healthy
teeth
Contents How to eat snacks without causing cavities
Lecture on prevention of periodontal disease, plaquedisclosing
Conducted by School dentist, dental hygienist
Main target
All students
Frequency
Once a year *Chosen as an excellent school at theprefecture’s dental health contest
6. School health committee (continued)
Objective Acquire special knowledge to maintain students’ healthContents Discuss actual state of students’ health and the latest
information
Conducted by School doctor, teacher/staff
Main target
PTA, teacher/staff, school doctor
Frequency
Twice a year
7. Advices on body measurements(continued)
Objective Become aware of own growth and healthContents At the time of body measurements, teach students how toprevent heat stroke and how to deal with flu using a
10-minute video or picture-story show
Conducted by Special education instructor
Main target
All students (conducted for each grade)
Frequency
Once a semester~ 45 ~

Indicator 4 There are programs targeted to high-risk groups andenvironment
Due to the concerns regarding disaster prevention in the earthquake-prone environment thatis specific to Japan as well as extreme weather conditions in recent years such as heavy rain
and heavy snow and sudden occurrences related with a suspicious person, the schooloccasionally sends emails to parents about information of a suspicious person based on
information received from Chichibu Police Department.
Also, according to the number of injuries by grade shown in Figure 3-3, more injuries occur inlower-grade students compared to students in other grades. Minami Elementary School has
two special support classes (Himawari), and the students in these classes possibly startpanicking due to their disabilities. Also, considerations may be required in securing the safetyin everyday lives. Considering these as high-risks, the school has set up programs.

(1) Manual for school and families in the event of natural disasters(typhoons, snow, earthquake, etc.) or other emergencies
1) Typhoons and rainstorms
The head of Chichibu City Principal Association consult with the board of education. If
measures need to be taken, all elementary schools and junior high schools take the samemeasures.
[Judgment on weekdays]
 Make judgment at noon the day before (start class 2 hours late, as a general rule) Make judgment at 5:30 am of the day as necessary[Judgment on holidays]
 Make judgment at 4:00 pm
2) Snow
Make judgment at around 5:30 after discussing with a group of neighbor schools based on
the condition of snow and weather forecast.
[Judgment criteria]
Over 30 cm of snow: close temporary
20 to 30 cm of snow: start class 2 hours late
10 to 20 cm of snow: start class 1 hour late3) Earthquake
Manual of response at disasters in 2014

1. Drill of handing over students to parents(continued)
Objective

To hand over students safely inthe event of large earthquake
Contents Drill in handing over students
to their parents smoothly in theevent of large earthquake.
Conducted by Teacher/staff, students,
parents
Main target
Students, parents
Frequency
Once a year

~ 46 ~

(2) Measures for students in special support class
Minami Elementary School has two special support class(Himawari). One of Himawari Classes has two students
with mental disabilities, and the other Himawari Class has
one physically weak student. Himawari Classes aremanaged with sufficient attention to each student.
1. The students and teachers conducted safety
inspection inside the room together, and installedsafety protective materials at dangerous spots in theroom from a standpoint of students.
2. Signs of evacuation route were put up at the bothdoors of the room to make the students be aware of
their evacuation route from the classroom so that they
can take the route in the event of evacuation.
3. Signs were put up to pay attention to dangerous
locations such as door opening and closing andhandrails of the balcony.
4. In the “Safe School Corner,” there are always necessary items in the event of evacuation
so that the students can take action together with regular class students.

Things to take in the event of evacuation

Sign for evacuation route from classroom(3) Measures for lower-grade students
2. Going to and from school in commuting groups oflower-graders (continued)
Objective Secure the safety of lower-graders during commuting toand from schoolContents Higher-graders as a leader/sub-leader commute toschool safely while taking care of lower-graders
Conducted by Teacher/staff, PTA
Main target
Students
Frequency
Year-round~ 47 ~

3. Study in pairs (continued)
Objective 1st grade students get used to events and studies atschoolContents 6th graders and 1st grader take the new physicalfitness test, swim, and jump a rope, etc. together
Conducted by 6th graders, teacher/staff
Main target
1st graders and 6th gradersFrequency
Approximately 3 times a year
4. Greeting meeting (continued)
Objective Make 1st graders get used to the schoolContents 1st graders and 2nd graders follow rules together forschool life such as classroom tour and manners at
such occasion
Conducted by 2nd graders, teacher/staff
Main target
1st graders and 2nd gradersFrequency
Approximately twice a year
5. Watch over by parents during swimming, city exploration,etc. (new)Objective Secure the safety of students during swimming classand field trips
Contents Monitor during swimming class, accompany students
during field trips
Conducted by Teacher/staff, PTA volunteers
Main target
Students
Frequency
Swimming class (all days)
Field trips by lower-graders
6. Watch over by school guards during commuting to andfrom school (continued)
Objective Secure the safety of students during commuting to andfrom schoolContents Watch over during returning to home by the school
cheering group (school guards)
Conducted by School guards
Main target
All students
Frequency
Year-round
7. Watch over new students during returning home byparents (continued)
Objective Secure the safety of new students during returning
home
Contents At the beginning of a new school year, parents lead 1st
grade students so that they can return home safely
Conducted by Teacher/staff, PTA
Main target
New students
Frequency
Approximately 1 week at the beginning of a newschool year

~ 48 ~

Indicator 5

Conduct evidence-based programs that are available
and usable(1) Prevention of injuries at school (Challenges derived from aggregated dataof injuries at school)
1) Challenges and goals
Challenges
1. Injuries occur more frequently in April, September, October and November (Figure 3-2)
2. The most frequent injury is scratch (Figure 3-4)
3. Injuries frequently occur during recess (Figure 3-5)
4. Injuries frequently occur in the playground (Figure 3-6)
5. Although the number of applications for accident benefits is small, major injuries requiring
hospital visit occur every year. (Figure 3-1, 3-7)
Goals
Reduce injuries in the beginning of semester and in October and November.
Reduce cases of scratch.
Reduce injuries during recess.
Reduce injuries in the playground.
Reduce major injuries requiring hospital visit.
2) Programs toward resolution of the challenges- Create and display a community safety map (health and beautification committee)- Check how to use play equipment (sports club, exercise committee, health and beautificationcommittee)- Inspect the safety of and organize play equipment (teacher/staff, exercise committee)- Remind students on the air (broadcasting committee)- Set up signs to encourage walking on the right side in hallways (cultivation environment
committee)- Organize the gym’s storeroom, inspect play equipment (exercise committee)- Safety study3) Specific programs (new programs)
 Create in-school safety map <Challenges 1, 2, 3, 4, 5>
A graph of time of injury occurrence was created based on date of injury at school collected by
the student health and beautification committee. An “in-school safety map” was created bypasting pictures of play equipment, etc. on a school’s 2D diagram, and stickers are put at a spot
where a student sustained an injury.
By visualizing dangerous spots, students have increased their interests in the safety, and are
discovering things to improve on their own and taking specific measures.

~ 49 ~In ISS meeting, members of the student health and beautification committee reported “months,”“time,” “locations” and “causes,” etc. and reminded students to pay further attention.
Also, to prevent injuries due to “fall,” which was the common “cause of injuries,” the committee
discussed conditions and environments of falls, and listed specific cases on posters and inletters to raise awareness of safety.
 Check how to use play equipment <challenges 1, 2, 3, 4, 5>
Regarding how to use play equipment in the playground, thehealth and beautification committee summarized “state of
injuries,” “how to use” and “cautions” with pictures of playequipment, and reported to all students during ISS activity
briefing meeting. Subsequently, the contents were displayed on
the Minami Elementary School Road so that students canconfirm how to use play equipment anytime. As a result, injuries
due to play equipment were reduced.

 Inspect the safety of and organize play equipment by staff
and students <Challenges 3, 4, 5>
Staff conducts safety inspection of play equipment once amonth and the exercise committee mainly conducts theinspection during the committee time. Staff and students both
check the safety of play equipment by touching it.
Following the results of the safety inspection, after the gym wasrenovated in 2012, various safety measures were taken suchas safety bars were added to the Minamigaoka slide, old play equipment was removed, low
exercising bars, swings and climbing bars were removed and new ones were installed, a new
back net was installed, and a safety mat was added to the soccer goal, successfully reducing
major injuries requiring hospital visit.

Minamigaoka slide

New low exercising bars and swings were installed~ 50 ~Column Spread of Safe School (autonomous activities of students, parents and PTA)The Safe School program has spread into students’ activities during summer vacation.

Creation of a safe andsecure map around home

Creation of Minamin mascot

Creation of Minamin flag

(2) Prevention of traffic accidents, etc.
(Challenges derived from the summary of the safe and security questionnaire and the bicycle
helmet questionnaire)

1) Challenges and goals
Challenges
1. The number of traffic accidents involving students is increasing (Figure 3-15)
2. Almost half of the students experienced close-call traffic accidents (Figure 3-16)
3. Injuries due to bicycle riding start to increase in 3rd and 4th grades (Figure 3-17)
4. Not many students own a bicycle helmet, and higher-graders don’t wear it (Figure 3-18 to
21)
5. 30% of students have encountered a suspicious person and became intimidated. (Figure
3-22)
Goals
Reduce the number of traffic accidents involving students.
Reduce close-call traffic accidents.
Reduce bicycle accidents.
Increase the rate of owing and using of bicycle helmet.
Teach students how to foresee and avoid danger.

2) Programs toward resolution of the challenges- Wear helmet campaign (1)–4- Creation of a community safe map/school route safety inspection map (1)–1- Traffic safety class/bicycle license (1)–2, 3- Commuting to school in groups, guidance on commuting to school, returning home at sametime (4)–2, 6, 7
3) Specific programs
 Wear helmet campaign <challenge 4>
The wear helmet campaign is conducted mainly in 3rd and 4th grades, and it was also
conducted in parents of new students during one-day admission to school. According to theresults of the questionnaire conducted before and after, many positive comments were obtained
from students such as they “understood very well that a helmet can protect the head,” and fromparents, they “were able to understand the usability of a helmet” and “wanted to make theirchildren wear a helmet when they start riding a bicycle.”~ 51 ~

However, although the number of students who purchase a helmet has increased, the rate ofstudents wearing it has not increased yet. The school will continue to work to improve the rateof students wearing a helmet.

Campaign targeting 3rd and 4th
graders and their parents

Campaign targeting parents of newstudents in the next school year Creation of school route safety inspection map <challenges 1, 2, 3, 5>Students got together by their commuting area, and re-confirmed “dangerous locations” and“surroundings” by commuting group to consciously commute to and from school. This isconducted twice, in the first semester and the third semester, and students confirm dangerous
locations by season. This is discussed in the “Minami Students’ Safe and Safety Network,” inwhich parents and people in the community participate, and dangerous location from theirpoints of view are added to the map with different color sticky notes and displayed in the Safe
School Road for the safety of students during commuting to and from school.

Safety inspection of school route by
students

Safety inspection of school route in Minami
Students’ Safe and Safety Network Meeting Watching over students using Beacon terminal (a device to transmit radio waves)<challenge 5>
Beacon terminal
The system for watching over students is started on a trial basis in 2015 via
collaboration with Recruit Suumo, in which Beacon terminal put to students’school bag sends information of the location of students to their parents via
a watch over volunteer (who has a smartphone with an application“SUUMO watch over” installed) and a smartphone installed at the schoolgate. The objectives were explained to parents during the parents meetingin the first semester, and when parents were asked to be a watch overvolunteer, 70 parents participated. The efficacy of watch over using Beacon terminal will beverified to ensure students safety in future.

~ 52 ~

 System of arriving/leaving
school detection(1) A device to detect Beacon is
installed at the school gate.

The informationof location issent to parents’smartphones.

(2) The device activates when
Beacon terminal gets close to theschool gate and notifies parentsof locations of their children.

The smartphone at the schoolgate sends the information oflocation to parents.
The information of location is
also sent from smartphones ofwatch over volunteers.

(3) Prevention of psychological injuries(Challenges derived from the summary of the safe and security questionnaire and life
questionnaire)

1) Challenges and goals
Challenges
1. Troubles between classmates increase in higher-grade students. (Figure 3-25)
2. There are many occurrence of verbal violence. (Figure 3-25, 3-27)
3. Some students are less aware of bullying (Figure 3-25, 3-27, 3-29)
4. Internet-based troubles increase as students’ grade advances (Figure 3-26)
Goals
Foster students to have skills to develop personal relationships.
Reduce verbal and violent troubles.
Foster students to understand the danger of Internet and the safe use to reduce
Internet-based troubles.

2) Programs toward resolution of the challenges- Promotion of life skill education (2)–7- Bullying prevention campaign (2)–8- Vertical group activity (2)–1- Internet-based trouble prevention class (2)–6~ 53 ~

3) Specific programs (newly started programs)
 Promotion of life skill education <Challenges 1, 2>
A class is conducted with a focus on interpersonal relationship skills that is essential for carryingout activities by cooperating with others and smoothly communicating with others. The class
was also conducted on a parents’ day since this life skill is necessary and important for living
not only at school but also in community life.

友 情 の 輪- Life skill class for 3rd graders “How to value friends” - Bullying prevention campaign <Challenge 1, 2, 3>
The following activities are conducted to foster all students to have interests in bullying such as
what bullying is and ways to reduce bullying, and attitudes to actively prevent bullying, as wellas to have awareness that bullying is intolerable on a day-to-day basis and to achieve to build
the school and classes in which bullying can be resolved by everyone in case it occurs.
After examining the live questionnaire (seepage 58), classroom teachers conducted
an interview, and serious cases arehandled together with the student guidance
division and the management.
Additionally, the school participated in NHK’s
program “Knock out bullying” and watched andcontributed (bullying knock out declaration) to theprogram.
Training on bullying for teacher/staff
 Vertical group activity <Challenges 1, 2>
To foster students who can become friendly with anyone,
the school provides many opportunities for students ofdifferent grades can interact with each other.
1. Minami Students’ Meeting
Students play together (tag, etc.) once amonth in companionship groups consist of
students of different grades.
2. Orienteering meeting
All students go to Hitsujiyama Park near theschool once a year to enjoy eating lunch andorienteering, etc.
3. Vertical group cleaning
Students are assigned to different locations to clean invertical groups.

~ 54 ~

Orienteering meeting Internet-based trouble prevention class <Challenge 4>
The school has never been consulted on Internet-based
troubles. However, it’s been informed by parents and students
that the number of students in the middle grades and above
who own a cell phone increases and in the higher grade,
students exchange emails with their friends until late at night.
Additionally, due to popularization of games with
communication function in recent years, there is a rapidly
increasing worry on Internet-based troubles. Therefore, toprevent students from getting involved in Internet-based
troubles or cybercrimes, workshops are provided to higher-grade students and their parent onholiday parents’ day.

(4) Building up a healthy body free of injuries(Challenges derived from the summary of the safe and security questionnaire and the student
questionnaire)

1) Challenges and goals
Challenges
1. Some students go to bed late or wake up later. (Figure 3-32, 3-33)
2. Some students don’t play outdoors willingly. (Figure 3-35)
3. Some students lack energy already in the morning. (based on morning health monitoringby homeroom teacher)
4. Some students are picky eaters. (Figure 3-36)
Goals
Increase the number of students who work to build up
a healthy body free of injuries.

2) Programs toward resolution of the challenges- Morning marathon, Shibazakura Hill marathon,morning time (3)–1, 2- Encourage playing outdoors (3)–3- School health committee (3)–6

Encouragement posters by the exercise

committee3) Specific programs
 Encourage playing outdoors <Challenges 2, 3>
In one of the programs of the exercise committee, students
are “encouraged to play outdoors.” The exercise
committee discussed and decided to conduct this program
to encourage students to participate in the morning
marathon and play outdoors to build up a healthy body.
Students in the exercise committee encourage students inthe same grade as themselves and ask students in chargeof recreation in their classes to increase the number ofclass recreation, and as a result, more opportunities were given to play outdoors together.
The committee also collaborates with the broadcasting committee and encourages students toplay outdoors through the school’s broadcasting program during break between classes andthe noon recess on nice days, and creates posters to encourage students to play outdoors. As aresult, more students play outdoors now.

~ 55 ~

(Column)
Minamin picture-drawing and singing

The song for drawing a mascot character of the safe school
There is a weirdly shaped fish tank.
On top of the lid, a helmet
Is it safe to cross the crosswalk?
We have to double check for safety.
“Right hand side?”“Safe!”“Left hand side?”“Safe!”
Go go go, let’s go!
As we fish are getting along.
We have drawn Minamin!
Talalala…Minamin!
(By a melody of the Mickey Mouse March)~ 56 ~

Indicator 6

There are programs to record occurrences, causes
and frequencies of injuries

The school is taking records of causes and frequencies of injuries by the following methods toimplement programs of “Safety,” “Fun,” and “Healthy.”
Challenges derived from Safety  Record of injuries (Chart 6-1)
Database from the nurse’s office of Minami(Prevention of physical injuries
Elementary School (Chart 6-2)
in and outside of school)
 Minami Elementary School safe and security(see page 24)questionnaire (Chart 6-3)
 Data submitted by Japan Sports Council
Challenges derived from Fun  Minami Elementary School safe and security
questionnaire(Prevention of psychological Question items of the life questionnaire (forinjuries of students)
students) (Chart 6-4)
(see page 25)
 Life questionnaire (for parents) (Chart 6-5)
Challenges derived from Healthy  Survey materials by the Ministry of Education,
Culture, Sports, Science and Technology (see page
(Building up a healthy body free21)
of injuries)
 Minami Elementary School safe and security(see page 25)
questionnaire (Chart 6-3)
 Wake-up time, bedtime and breakfast questionnaire(see page 22)(1) Record of injuries (records of injuries occurring in school)
1) Collection of data from the school nurse’s office
The “Injury Log” in the school nurse’s office allows students to easily enter information of
their injury such as “when the injury occurred,” “where the injury occurred,” “where got
injured”, “how the injury occurred,” “type of the injury,” “site of the injury” and “treatment.”[Chart 6-1] Injury record

Date, Time, Class, Name, Gender, Type of injury, When, where, Activity
at injury, Part of injury, Treatment~ 57 ~

To fill out the “cause of the injury,” students are asked what they could have done to avoid the
injury (cause) with the purpose of making them think about preventing injuries.

GenderGradeTime of visit

Day of week

Day

Month

ID

[Chart 6-2] Database from the nurse’s office of Minami Elementary School (partial)

Type ofinjuryWhen theWhere theinjuryinjuryoccurredoccurredCause

1[Type of injury] Scratch, Prick, Cut, Bruise, Jammed finger, Sprain, Nose bleed, Other[When the injury occurred] On the way to school, Pre-class activity, During recess, Duringphysical education class, While studying, During lunch, Whilecleaning, After school[Where the injury occurred] Playground, Play equipment, Classroom, Gym, Hallway/stairway,
Street, School building entrance, Other[Cause] Unpredictable, Inattention, Poor skill, Playing around, Fight, Careless action, Other,
Don’t know

Based on the “record of injuries” (Chart 6-1) completed while interviewing students, a special
education instructor save the information in the database of the nurse’s office (Chart 6-2).
Additionally, to foster the abilities to detect and avoid danger, students in the health andbeautification committee and a special education instructor summarize the state of injuries ofstudents visiting the nurse’s office during the Safe School time (13:10 to 13:40 on every
Wednesday). They examine “where injuries occur” and “time of injuries” by month.

(2) Implementation of “Minami Elementary School safe and security
questionnaire” (Chart 6-3) (once a year, data analysis and efficacy
verification)
The questionnaire analyzes the changes of students’ conscious and action. By using
characteristics of a small-size school, the changes in students are analyzed individually throughfollow-up and interview concurrently with numerical data analysis.
“Safe and security questionnaire” is utilized as verification of effects of challenges derived from
Safety (Prevention of physical injuries in and outside of school), Fun (Prevention of
psychological injuries of students) and Healthy (Building up a healthy body free of injuries).

~ 58 ~

[Chart 6-3] Minami Elementary School Safe and Security Questionnaire * partial

Minami Elementary School Safe and Security Questionnaire
1Healthy

Fun

Safety2
3

I do not try to go to dangerous places or do dangerous
things.
I always tell my family where I’m going to before
leaving home.
I keep to the time to go home.

1

I have my own bicycle.

2

I have my own bicycle helmet.

3

I wear my helmet when I ride my bicycle.

4

I want to wear a helmet. (Answer “Yes” if
you wear a helmet.)

4

I walk on the right side in hallways in school.

5

I’m careful not to involve in a traffic accident.

1

I’m careful not to hurt my friends by words.

1

Bullying is bad.

2

I do not do things to my friends that they would
not like done to them.

2

In bullying, a perpetrator is to blame
entirely.

3

I proactively greet my friends/teachers in school.

3

I will stop bullying if I witness it.

4

I proactively greet people in the community.

1

I’m careful not to get injured in school.

2

I’m careful not to get an infection or heat stroke.

3

I’m not a picky eater. I eat everything.

4

I willingly play outdoors.

5

I’m careful not to play computer games toomuch.

(3) Response to bullying problems (prevention of psychological injuries)
To prevent psychological injuries in students, a life questionnaire (for all students every
semester, for parents once a year) is conducted. The results of these questionnaires are utilized
as materials to derive challenges for “Fun (prevention of psychological injuries),” specificguidance and verification results.
[Chart 6-4] Question items of “Life Questionnaire” (for students)

1. Have someone forced you to buy something for them?
2. Have you been punched or kicked without understanding why?
3. Have you called by an insulting nickname or called names by your friends?
4. Have you been ignored by your friends, such as “not being spoken to” or “being
excluded from a group.”
5. Have you “bullied” your friends such as using violence, calling names or ignoring?
6. Do you have your own cell phone?
* If you answer “Yes” to “Do you have your own cell phone,” please answer the nextquestion.
1) Have you had any unpleasant experience by using your cell phone?
2) If “Yes,” what was the unpleasant experience?
7. Have you had any unpleasant experience by using Internet (blogs, Twitter, Facebook,online games)?
8. Do you have any unpleasant issues, troubles or problems now?

~ 59 ~

[Chart 6-5] Question items of “Life Questionnaire” (for parents)

Does your child have any issues in school such as those listed below? Or, have youwitnessed any of them in your neighborhood?
- Have been ridiculed or teased, or called names, received threatening or unpleasantremarks.
- Have been left out of a group or ignored by a group- Have been hit, punched or kicked mildly with the pretense of playing around- Have been hit, punched or kicked hardly- Have been asked for money or valuables, his/her money or valuables being hidden,
stolen, destroyed or thrown away
- Someone has done an unpleasant, embarrassing, or dangerous thing to your child or
made your child to do any of these things- Have been a target of defamation or something unpleasant while using a computer or cell
phone, etc~ 60 ~

Indicator 7 There are ways to measure/evaluate the effect/influenceof preventive activities.
The progress of the programs is managed mainly by “Minami Elementary School ISS Promotion
Committee.” While carrying out PDCA cycle in the program, the school invites the leader of the
Safe School’s Designation Center, Chichibu City’s Education Research Center, Chichibu City’s
Crisis Management Section and other external leaders to receive their guidance and advices oneach program and progress management. Also during “Minami Students Safe and Security
Network Meeting” (held 3 times a year), opinions of parents and people in the community are
obtained to be used to improve activities.
[Figure 7-1 Program management and evaluation]

See

Plan

Understand thecurrent situation

Analyze injury data, takemeasures, and develop
implementation plan

ActionReflect contents ofevaluation on measures andimplementation plan

Minami Elementary
School ISS Promotion
Committee

Do
Take measures incollaboration with relatedorganizations

Check
Measure and evaluate
effects after taking
measures(1) Safety in school
1) Goals Reduce injuries in the beginning of semester and in October and November.
 Reduce cases of scratch.
 Reduce injuries during recess.
 Reduce injuries in the playground.
 Reduce major injuries requiring hospital visit.

~ 61 ~

2 Changes due to programs
Major injuries
requiring
hospital visits
are decreasing[Figure 7-2] Transition of the number of applications for accident
benefits
MinamiNumber ofapplications

Average of elementary

Elementary
南小

秩父市小学校平均
schools in Chichibu City

School25
19

17 19.6

20

22.1

17.9

18.5

18.0

15
10

6

7

5

5

1

0

Fiscal
2011

Fiscal
2010

Fiscal
2013

Fiscal2012

July,
Fiscal2015

Fiscal2014[Figure 7-3] Status of visits to nurse’s office due to injuries

2.6

60

2.9

2.5
1.7 1.7

1.4

27

2.0
1.5

46

46

30

41

1.0
24

0.5

July

June

May

0.0
April 2015

June

May

April 2014

0

25

4

37

March

11

0.8

1.8

1.6

February

10

30

0.8

1.9

1.9

58

November40

August38

57

January53

October

30

3.0

2.6

December

40

20

3.5

3.2

2.0

July

50

Daily average
一日平均

2.7

2.5

September

70

Number of visits
来室人数

Number of
students

The number of visits to the nurse’s office due to injury increased from fiscal 2014 to fiscal
2015. Mild injuries have been included in the investigation, but very small injuries were
often not recorded. Since students who frequently visit the nurse’s office sometimes havemental issues, records were taken in more detail in fiscal 2015. This is the reason for theincreased number of visits from the year before.

~ 62 ~

(2) Safety outside school
1) Goals Reduce traffic accidents involving students. Reduce close-call traffic accidents.
 Reduce bicycle accidents. Increase the rate of owing and using of bicycle helmet.
 Teach students how to foresee and avoid danger.

2) Changes observed in students due to the program
1. [Figure 7-4] Number of traffic accidents involving students of Minami Elementary School(Traffic accidents of students of Minami Elementary School that the school is aware of)
2011

2012

2013

2014

2015

1 case1 case2 cases

3 cases

1 caseIn fiscal 2014, 3 cases of traffic accidents involving students occurred. This isconsidered to be due to the increase in traffic volume caused by the increased numberof tourists because of TV commercials and programs promoting Chichibu.

In June of fiscal 2015, one bicycle accident occurred involving a 6th grade student. The student
was hit by a car when he was taking a left turn, but the accident was minor. The school willcontinue the program to prevent further traffic accidents.
2. [Figure 7-5] Change in the number of students wearing a helmet
Source: Safe and Security Questionnaire

November 2014
26

n=213

12.2%

January 2015
32

n=210

15.2%

June 2015
53

n=194

27.3%

It is difficult to improve the rate of helmet wearing. Tireless efforts are needed to promoteawareness among parents and students.
While most parents want to make obligatory to wear a helmet, it is difficult to making it
obligatory soon considering the cost (3,000 yen). Many students, mainly in higher grades,
feel embarrassed about wearing a helmet if other are not doing so.
According to the survey in June 2015 (Safe and Security Questionnaire), the number ofstudents wearing a helmet increased to 53. The rate of students wearing a helmet increased
from 12.2% (in January 2014) to 27.3% (in June 2015). Though only gradually, the programs
are producing results. The programs will be continued to further increase the number ofstudents wearing a helmet.
 Safety inspection of school routes (see pages 35 and 52)
Students inspected the safety in their school routes in commuting groups during the Safe
School Time, and the inspection was also conducted during the Minami Students Safe andSecurity Network Meeting from the viewpoint of parents and people in the community.
Additionally, the 5th grade students created a “community safety map”. The map is displayed tocall for safety in school routes.

~ 63 ~

(3) Prevention of psychological injuries
1) Goals Foster students to have skills to develop personal relationships.
 Reduce verbal and violent troubles.
 Foster students to understand the danger of Internet and the safe use to reduce
Internet-based troubles.

2) Changes observed in students due to the program
1. Life skill education
In addition to providing education of the mind,
students were able to think about specific skills todevelop good personal relationships through theprogram. In the previous fiscal year, this program
was conducted only in higher-grade students, and in
this fiscal year, the program is incorporated into thecurriculum of students of all grades. Though only
gradually, changes are seen in students’ languages
and actions, such as choosing words to say tofriends and showing consideration for friends’ feelings.
Feedback from students– After completing the class “How to listen to other people” – I was happy that my classmates were interested in my story. After I told
 I mywasstory,
happynowthat Imyclassmates
were interested
in mywhenstory.telling
After I atold
my story,know“how someone
feels like”
story.
now
I
know
“how
someone
feels
like”
when
tellingastory.
 I had a fun and happy time because usually I’m not good at chatting with
 I hada fun andI happytime because
I’m not weregood atchatting towithmystory
friends.
my friends.
was happy
that myusuallyclassmates
listeningmy
I carefully.
was happyI feelthat myclassmates
werelistening
to
my
story
carefully.
I
feellike mylike my friendship luck has increased.
friendship luck has increased.
2. Bullying prevention campaign[Figure 7-6] Survey of the conditions of bullying (Source: Live Questionnaire)

Abusive language and violent behavior are decreasing(Number ofstudents)

49

50
40
30
20
10
0

33
27
19

26
21
15

2223
1515

28
19

7
I have been
punched or
kicked without
understanding
why

June 20142014年６月(N=214)（N=214）

16
7

I have beencalled by an
insultingnickname orcalled names
by my friends
November 20142014年11月(N=213)（N=213)~ 64 ~

I have been
ignored by myfriends, such as“not being
spoken to” or“being excluded
from a group.”

I have bullied
my friends
such as using
violence,calling names
or ignoring

February 2015
2015年２月(N=214)（N=214）

June 2015
2015年６月(N=194)（N=194）

Regarding bullying, a survey was conducted using the life questionnaire which collected namesof respondents, and after the survey, students are dealt with individually (see page 58). As aresult of efforts for enriching students’ minds through the “moral education class,” teaching themcommunication skills through the life skill education, and raising awareness of “bullying” instudents through “Knock-out bullying declaration,” incidences are decreasing such as violent
behaviors, abusive languages, ignoring and leaving friends out of a group (Figure 7-6). On
contrary, the feeling of perpetrator is increasing especially in higher-grade students. However,this is considered to be the results that students’ conscious toward “bullying” has begun tochange, making them to think back on their own languages and behaviors.
From this April, when students’ grade advanced, individual students’ data will be compiled into a
database and students of concern will be followed up closely. Additionally, due to enhancementof interaction between students of different grades such as conducting cleaning in verticalgroups, higher-grade students seem to have become more aware of their responsibility as aleader based on their languages and actions during cleaning.
[Figure 7-7] Percentage of students who try not to verbally hurt their friends(Source: Safe and Security Questionnaire)<Nov. 2014><June 2014>

2nd grade
N=35

0%

20%

Agree
very
できている
much

Someそう思う
times

あまりそう思わない
Not
much

32.4%

59.5%

8.1%

28.6%0.0%

5th grade
N=34

86.1%

0.0%
13.9%

4th grade
N=29

86.2%

13.8%
0.0%

88.2%

0.0%
11.8%

3rd grade
N=38

78.9%

21.1%
0.0%

80% 100%

2nd grade
N=34

71.4%

3rd grade
N=28

6th grade
N=37

29.4% 8.8%

61.8%

4th grade
N=34

とてもそう思う
Yes

2.9%

50.0%

47.1%

5th grade
N=35

1st grade
N=34

30.2% 4.7%

65.1%

6th grade
N=43

40%

60%

時々できているAgree

1st grade
N=21

できていないことが多い
Do not agree

70.6%

23.5%5.9%

94.1%

5.9%
0.0%

81.0%

14.3%
4.8%

[Figure 7-8] Percentage of students who try not to do anything your friends don’t like(Source: Safe and Security Questionnaire)
Agree
できている
very much

Agree
時々できている

2.3%

48.8%

48.8%

6th grade
N=43

51.4%

48.6%

5th grade
N=35

34.3%

54.3%

11.4%

6th grade
N=37

4th grade
N=34

32.4%

58.8%

8.8%

5th grade
N=34

28.6% 10.7%

4th grade
N=29

22.9%2.9%

3rd grade
N=39

84.2%

15.8%

0.0%
2.9%

2nd grade
N=34

82.4%

17.6%

100%

1st grade
N=21

3rd grade
N=28

60.7%
74.3%

2nd grade
N=35

97.1%

1st grade
N=34

0%
Agree
できている
very
much

20%

40%

時々できている
Agree

60%

80%

73.5%

26.5%

93.1%

6.9%

95.2%

できていないことが多いDo
not agree

In overall, more students are trying not to verbally hurt their friends.

~ 65 ~

4.8%

[Figure 7-9] Percentage of students who try to stop bullying when they witness it(Source: Safe and Security Questionnaire)Yes
とてもそう思う

2.3%

48.8%

48.8%

6th grade
N=43

Someそう思う
times

Not much
あまりそう思わない

5th grade
N=35

34.3%

54.3%

11.4%

6th grade
N=37

4th grade
N=34

32.4%

58.8%

8.8%

5th grade
N=34

28.6% 10.7%

4th grade
N=29

86.2%

13.8%
0.0%

22.2%2.8%

3rd grade
N=38

78.9%

21.1%
0.0%

60.7%

3rd grade
N=28

75.0%

2nd grade
N=36

0.0%
2.9%

97.1%

1st grade
N=34

0%

20% 40%Someそう思う

とてもそう思うYes

times

2nd grade
N=34

60% 80% 100%
あまりそう思わない
Not much

1st grade
N=21

32.4%

59.5%
70.6%

8.1%
23.5%5.9%

94.1%
81.0%

5.9%
0.0%
14.3%
4.8%

Students are becoming increasingly conscious that bullying is intolerable
3. Internet-based troubles prevention class[Figure 3-26] Number of students who own a cell phone/had experienced Internet-based
troubles (Source: Life Questionnaire)
Number of 14
students

Efforts will be made topromote better
understanding of thedanger and safe use ofInternet.

12

12

11

10
8

7
6

6

6

5

4

3
22

2
0

1
000

00

00

1st
grade
N=34

2nd
grade
N=38

3rd
grade
N=29

0
4th
grade
N=34

5th
grade
N=37

6th
grade
N=43

(During period between
November 2014 andFebruary 2015)
Own
a cell phone
自分用の携帯を持っている
Had unpleasant experience with
携帯電話で嫌な思いをしたこと
a cell phoneがある
ネットトラブルの経験がある
Had an Internet-based trouble

The school invited policemen from Saitama Police Department’s Cybercrime Division to provide“Internet-based trouble prevention class” to the 5th and 6th grade students and their parents on
holiday parents’ day. The below is a comment given by a female student in 5th grade after
learning about the danger of Internet with her parent.
On Saturday, I attended an Internet-based trouble prevention class. First we watched a DVD.
Since I rarely use Internet, I thought I was OK and those troubles happen to other people. But by
watching the DVD, I realized that private information can be stolen while people are unaware, and I
understood that it is not good to interact with strangers through SNS sites.
Now when I use Internet, I want to follow the rules and be careful not to interact with strangers.
(Feedback from a female student in 5th grade)~ 66 ~

[Figure 7-10] Number of students who own a cell phone (Source: Live Questionnaire)
Do you own a cell phone? (Number of students)<4th grade N=29><3rd grade N=37>

7
Yes

7
Yes

30
No

All students have a cell

22
Nophone which only allows
to call and receive callsfrom their parents.

<6th grade N=37><5th grade N=34>

8
Yes

12
Yes
22
No

29
No
One of the students
answered “yes” reported tohave “received a call from astrange person.”

Although the number of students who own a cell phone increased by one from a year before in
the 4th, 5th and 6th grades, the increase was minimum due to holding of an Internet-based
trouble prevention class and presentation of topics of cell-phone based troubles among higher
grade students and junior high school students during class parents meeting. Changes havealso seen in parents’ attitudes that they do not offer a cell phone to their 1st or 2nd grade
children or choose a cell phone model which only allows calls between parents and children.
One case of a call from a suspicious person has been reported, and no other Internet-based
troubles have been reported.
While the school was notified of troubles with a computer game with communication function
last year, currently, no new trouble have been notified. However, since a computer game is themain play among students, the school will monitor students and make an effort not to let them
get into troubles through an enhanced cooperative structure with parents while strengthening
the linkage with them by including a topic of troubles with a computer game to items to be
discussed during parent meetings to obtain more information from parents.

~ 67 ~

(4) Building up a healthy body free of injuries
1) Goals Increase the number of students who work to build up a healthy body free of injuries.

2) Changes observed in students due to the program
1. Program of campaign for going to bed early, waking up early, and eating breakfast
Being a healthy eater is the important indicator for building up a healthy body.
According to the data in May 2015, only one student was not eating breakfast, and therefore it
can be said that students have sound eating habits. However, there are many students whocomplain that they are not feeling well during morning health monitoring and who lack energy
already in the morning or have a bad posture in classes.
Therefore, a questionnaire will be conducted in students on “bedtime” and “wake-up time,” etc.
to make going to bed early, waking up early and eating breakfast habits for students.
[Figure 7-11 Percentage of students who are not a picky eater and eat anything]Source: Safety and Security Questionnaire (Left: November 2014, Right: June 2015)
6th grade
N=43
5th grade
N=36%

4th grade
N=34
3rd grade
N=28

57

36

35

60

1st grade
N=35

できている
Always26

62

2nd grade
N=37

0%

49

35

26

71
20%

40%

時々できている
Sometimes

60%

%

12

43

45

16

6th grade
N=37

12

5th grade
N=34

7

4th grade
N=29

5

3rd grade
N=38

3

2nd grade
N=34

80% 100%

40
59

11
32

38
50

45
0%

20%

7

37

13
32

50
40%

9

55

65

1st grade
N=20

できていないことが多い
Not much

49

60%

3
5

80% 100%

Figures 7-11 and 7-12 show the changes observed in students over time. More of the current
5th and 6th graders are trying not to be a picky eater and to eat anything compared to theprevious fiscal year. However, the large percentage of students answered “No much,” andtherefore, the future challenge is to reduce this percentage.

~ 68 ~

2. Program to build up a healthy body

[Figure 7-12

Percentage of students who play outdoors willingly]

Source: Safe and Security Questionnaire (Left: November 2014, Right: June 2015)
6th grade
N=43

%
44

54

5th grade
N=36

58

4th grade
N=34

53

%

2

28

14

47

0

6th grade
N=37

46

32

22

3rd grade
N=28

75

25

0

5th grade
N=34

2nd grade
N=37

81

19 0

4th grade
N=29

76

24

1st grade
N=35

83

17 0

3rd grade
N=38

82

18 0

100%

2nd grade
N=34

76

21

3

できていないことが多い
Not much

1st grade
N=20

75

25

0

0%
できている
Always20%

40%

時々できている
Sometimes

60%

80%

0%

62

20%

35

40%

60%

3

80%

0

100%

In higher grades, students tend to avoid playing outdoors. The 5th graders who answered “Notmuch” continue to avoid playing outdoors after they advanced to 6th grade. To change thissituation, this fiscal year, the school is placing particular emphasis on leading the daily morning
marathon to provide motivation for students to play outdoors. According to teachers’ subjective
opinions, more students are motivated to engage in the morning marathon now.
The school will continue to encourage students to play outdoors (morning marathon) for the
purpose of building up a healthy body.

~ 69 ~

Indicator 8

Participate in Safe Schools networks – at community,
national and international levels on an ongoing basis

The school has been promoting ISS activities while communicating with Hananoki Elementary
School and Dai-ni Junior High School, which are also promoting ISS together in the City’s Dai-ni
Junior High School District.
The school also participates in programs of other schools which are promoting ISS in Japanand workshops held by JISC. Although the school has not yet participated in international
networks, the school plans to do so when there is such opportunity in future.

~ 70 ~

Chapter 6 Achievements of ISS and future programs andvision for building a safe school
1 Achievements of ISS(1) “Minami Students Safe and Security Network Meeting” was held. (Character of Minami
Elementary School)
By holding “Minami Students Safe and Security
Network Meeting” three times a year, the school
succeeded in promoting ISS involving the school,
parents and community.
(2) Through the poster child “Minamin,” theprograms of ISS have permeated students andparents (change in the awareness of ISS)(Workshop on creating Minamin mascot)(3) The number of parents and students who
voluntarily promote the Safe School activities have increased. Student applying for “Safety
Map Contest,” group creating “Safe School” flag, parents creating “Minamin” mascot, etc.

(4) A PTA activity aiming to spread ISS was carried out.
Workshop on creating “Minamin” mascot, organized by PTA, etc.
(5) Students always voluntarily added an ISS goal on the “leaflet” created by each grade at thetime of field trip, raising students’ awareness of injury prevention.
(6) By quantitatively and qualitatively analyzing collected data on “psychological injuries(bullying),” teachers and staff’s awareness of bullying has changed. They were able torealize how deep the issues of bullying go, and they are changing to be able to take prompt
action to resolve the issue of bullying.

2 Current challenges(1) Continuance of ISS after personnel change and students’ advancement in grade(2) Sustained educational activities toward parent and community(3) Time required for data collection and analysis~ 71 ~

3 Mid- and long-term goals(1) Take preventive measure proactively and reduce the incidence of injuries in school.
(2) Foster students’ ability to predict and avoid dangers by themselves.
(3) Promote education of the mind to reduce the incidence of bullying.
(4) Raise awareness of traffic safety and reduce the incidence of traffic accidents,(5) Continue to hold “Minami Students Safe and Security Network Meeting” and expand the
network for watching over students in the community.

4 Future development(1) Promote student-led programs of Safe School under the leadership of the ISS
Representative Committee.
(2) Collect, analyze and evaluate injury data on an ongoing basis.
(3) Conduct questionnaires on bullying on an ongoing basis and fight against bullying.
(4) Conduct “Safety and Security Questionnaire” on an ongoing basis and verify the effect ofISS.
(5) Increase the rate of wearing a bicycle helmet.
(6) Strengthen the cooperation with Chichibu City Safe Community.
(7) Continue to participate in domestic and international networks and promote advanceexchanges with ISS-designated schools.

Thank you♡~ 72 ~