Application for Re-designation of International Safe School

Appliciation to become a member ofInternational Safe Schools Network

Let’s make a safer and more secure
Hananoki school

Hananoki elementary school, Chichibu city

Contents
Chapter 1 Overview of Hananoki Elementary School ..................... 1
1 School name, badge, and educational goals
2 Faculty and number of children enrolled / number of classes
3 The environment around Hananoki Elementary School
4 School life

Chapter 2 Chronology of efforts under the International Safe
School initiative............................................................... 5
1 Background to efforts
2 Efforts to date

Chapter 3 Situation of Injuries ......................................................... 8
1 Injuries at school(1) Occurrence of injuries, including minor cases(data from school nurse’s office)(2) Occurrence of injuries requiring hospital visits(3) Mental torment caused by bullying
2 Injuries outside school(1) Regarding rules on bicycles etc. at our school(2) Total cases of bicycle accidents affecting children in the school
district

Chapter 4 Setting prevention targets based on injury occurrence 20
Chapter 5 Efforts based on 8 indicators
Indicator 1

An infrastructure based on collaborations for safety promotion ........... 21
1 International Safe School promotion organization
2 PTA
3 Community
4 ISS promotion organizations in school (teachers)
5 ISS promotion organizations in school (Children’s Society)Indicator 2

The direction of activities is aligned with the local government,
Board of Education, etc., and is based on the Safe Community
principles .............................................................................................. 25

Indicator 3

A long-term and ongoing program covering aspects of gender, allage groups, environment, and circumstances is being
implemented......................................................................................... 27
1 Developing the children’s ability to avoid risks
2 Instruction system in the school
3 Building positive relationships
4 Improvement of environment
5 Boosting traffic safety awareness6 Measures for suspicious persons

Indicator 4

Programs targeting groups and environments facing high risks .......... 41
1 Measures in preparation of large-scale earthquakes
2 Measures for lower grade children
3 Measures for special needs classes

Indicator 5

Initiatives based on evidence ............................................................... 44
1 Analysis of cause to clarify issues that needs to be addressed
2 Activities for key imperatives

Indicator 6

Programs that document the frequency and causes of injuries ........... 53
1 Injury records at school

Indicator 7

Evaluation measures to assess school policies, programs, andprocesses ............................................................................................. 54
1 Assessment index and verification of effects
2 Assessment methods and Improvement
3 Project management of the program
4 Examples of results

Indicator 8

Ongoing participation in Safe Schools networks – at national andinternational levels ............................................................................... 68

Chapter 6 Initiatives and future outlook on creating a safe school 69
1 Mid- to long-term goals
2 Future outlook

Chapter 1
1

Overview of Hananoki Elementary School

School name, badge, and educational goals
Chichibu City is located in northwestern Saitama prefecture, about 90 minutes from central Tokyo.

Our school is located in central Chichibu city. The school was established at its present location on
February 3, 1935 as the Hananoki branch of the Chichibu Municipal Omiya Jinjo Elementary School.
On April 1, 1955 it was renamed to the current Chichibu City Hananoki Elementary School. The school
has been an early pioneer in starting PTA activities, school graduation trips, seaside school camps,
outdoors school camps, and school meals. We have received numerous awards, including excellencein school environmental hygiene, and have taken part in commissioned studies. We celebrated our
80th anniversary in school year 2017, and have graduated 13,370 students.
The education philosophy of Hananoki Elementary School centers on the motto ‘Respect time; Keepthings clean; Greet properly’, aiming to achieve “a school that is safe, secure, abundant withcompassion, and trusted by parents and the community”. Our school’s education goal is to nurture (1)children who are enthusiastic about learning, (2) children who are considerate, and (3) children who
are strong in mind and body.

Hananoki school badge

2

Faculty and number of children enrolled / number of classes
Table 1-1 Total children and total classes
Number ofchildren
Number ofclasses

As of May 1, 2018

Units: People

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Special needs
classes

45

63

43

62

50

58

12

333

2

2

2

2

2

2

2

14

Total

The school initially had 1,426 children when it opened, and this number increased to 1,841 by 1954.
Currently, the number of children has dropped by about 50 from ten years ago, and we believe thisnumber will continue to decline. The number of classes started from 25 at the time the school opened
and at one point increased to 36 classes. At present, two classes operate in parallel at each gradelevel.
Table 1-2 Number of faculty and staff
Principal
Vice Principal
Senior teacher
Teacher (academic affairs)
Teacher (homeroom)
School nurse
Head of administration
ALT*

As of May 1, 2018
1
1
1
4
14
1
1
1

Part-time teacher
School assistantSpecial support assistantLibrarian teacher assistant
Administration staff
Food service staff
School janitor
ALT coordinator*ALT･･･Assistant Language Teacher
1

Units: People
2
3
2
1
1
1
2
1

3

The environment around Hananoki Elementary School

Chichibu City, which has flourished in silk since ancient times, was one of the earliest bodies toenforce municipality in the prefecture, becoming a city in 1950. It was merged with Yoshida-machi,
Otaki-mura, and Arakawa-mura in 2005. There are currently a total of 21 pre-high school
establishments, with 13 elementary schools and 8 junior high schools, as well as 3 publickindergartens.
The school is located about 1 km to the west from Ohanabatake station on the Chichibu railway and
Seibu-Chichibu station on the Seibu railway, and the school district includes the central area of thecity, close to a shopping district and tourist attractions where throngs of sightseers can be seen. The
neighborhood associations in the school district own four of the six festival cars and decorative floats
used in the famous Chichibu Yomatsuri night festival. This festival was registered as a UNESCO
intangible cultural heritages event in December 2016. Just a stone’s throw away from the shopping
street is a residential area with a quiet atmosphere. The area includes a nursery school, kindergarten,
junior high school, senior high school, vocational schools, and the city library. These collectively forman educational zone.
The Arakawa River runs through the school district and along its left bank, although a large open
space has been established, homes and daily human traffic remain scarce. There is a high volume oftraffic on the prefectural road, which runs longitudinally from National Highway 140 to the recently
maintained road along the left bank of the Arakawa River. The area surrounding the school is an old
residential area, and the roads near the school tend to be narrow and used by many cars as shortcuts.
Although school and green belt zones were established with this in mind, concern over traffic
accidents remains high.
During the tourist season, the increased number of unfamiliar cars and tourists prompts concerns
over crime prevention as well as traffic accidents.

Chichibu, Saitama

Hananoki
Elementary
SchoolChichibu

Chichibu City area
577.83 km2
Chichibu population
65,365 persons
Male: 30,960 persons
Female: 32,405 persons
No. households in Chichibu
26,363(As of April 1, 2018)
2

4

School life

(1) School timetable and unique school events[Entrance Ceremony]

6th grade “Doremi Tai” and current
children sing a welcoming song during
the ceremony[80th Anniversary Commemoration Event]（２）特色ある学校行事【入学式】【８０周年記念式典】【花【花小合唱部発表】

Since our 20th anniversary, we haveheld an event every 10 years.

[Hanasho Kabuki Club]【タイムカプセル封緘式】
Children perform at the Chichibu
Yomatsuri and other community events[Hanasho Chorus Performance][Time Capsule Sealing Ceremony][Thank You Assembly for Hanasho Supporters]

The chorus, with children from Grade 3
and higher, performs at various events.

6th graders seal a time capsule, andpromise to meet again when they are 20.

Children express their gratitude to Hanasho
Supporters (school supporters in community).

3(2) Playground and unique playground equipment

Hanasho Tower (Play equipment used in the Hananoki Elementary School playground)

Aerial picture of Hananoki Elementary School (Shot in 2011) (Virtually unchanged to date.)

Hananokischoolbuilding

Traffic
circlePlay equipment
such assee-saw andhorizontal bars

Gymnasium

Pool

Playground
Play equipment
such asbalancing log,
throwing
board, andhorizontal bars

Play equipment
such as tire
mountain andhorizontal bars

Playequipmentsuch astires, gym
rings, andhorizontal
bars
Play
equipmentsuch asclimbing bars
and balancing
log

Balancing log: Playground equipment made of a walk-on log to improve balance.
Tire mountain: Multiple tires amassed to form a ‘△’ shape on the playground to climb from the bottom up.
4

Chapter 2
1

Chronology of efforts under theInternational Safe School initiative

Background to efforts

A school is an institution that aims to provide learning activities that encourage thehealthy growth of children and help children to reach their potential, and establishing a safe
and secure environment has to be the basic pillar of such efforts. At our school, we perform
safety education for children each year based on the overall plan for safety education within
the school. Moreover, ensuring the safety of children is very much part of the school routine,with school safety inspections implemented both regularly and in special cases by thefaculty and standing guards offering guidance on the way to school. Nevertheless, a surveyof children being treated by the school nurse revealed that major causes of injury aretripping and bumping into objects. Teaching children how to ride a bike or cross the street
properly by following the rules is another issue that needs to be addressed. Meanwhile, withsome of the injuries requiring hospital treatment, the resulting absence from school or
enforced early departure inevitably disrupts school life for the injured students.
Our school’s management policy is ‘to promote education that fosters a “zest for living”,
and create a safe and secure school,’ which coincided with many of the points included in
the principles and methods of the Chichibu City Safe Community activities. For this reason,
we decided to participate in the initiatives for creating safe and secure schools under theInternational Safe School Program. In 2015, our school was designated together with theDaini Municipal Junior High School and Minami Elementary School located in the sameschool district.

2

Efforts to date

* Refer to previous application for details on activities prior to designation ceremony.
Numbers in [ ] refer to programs explained from page 31.

Schoolyear
2015 December
January

February

March

2016

April

Overall efforts

Table 2-1

Core children efforts

ISS Designation Ceremony
DecemberLife Skill Research class (Grade 2, Class January1) [1-4]
Human Rights class (Grade 4) [1-3]Life Skill Research class (Grade 2, Class February2) [1-4]
Participation in ISS Summit
Formation of new school commute groups

School Health Committee
Visit by Kumamoto Prefecture Board of
Education
Safe Community International Certification
sign installed
Fence between south and east gates fixedApril
ISS Research Promotion Committee
established
ISS School Research Organization
createdISS School Seminar: Year-round [2-1]Safety inspection (5th of each month):Year-round [4-1]Group leader and vice leader meeting5

ISS Designation Ceremony
School Lunch gratitude session (School
Lunch Committee) [3-2]Nikopin Assembly (Committee for Animals
and Plants)
Eliminate harmful words campaign(Representative Committee)
Story telling (Library Committee)
Hanasho Safe Clean Activities (Grade 6)[1-7]
Nikopin
Assembly(Representative
Committee)

ISS Committee started (Once a month,year-round)
Sectional groups started (Morning playsession) [3-1]
Greeting
campaign(Representative
Committee: year-round)(Once a month: year-round) [2-3]Evacuation drills
Lowering drills [7-2]
School commute instruction by faculty andstaff (Once a month) [5-6]
Leaving school at the same time in groups(once month, as needed: year-round) [5-4]
Human rights talks (Morning assembly)
[1-3]
May

May
Traffic Safety classes [5-1, 5-2]
Bicycle inspection (PTA) [5-8]Sectional group field trip [5-3]Sectional group field trip safety instruction(PTA)
Water rescue training (Faculty and staff)[2-1]
School commute instruction session (PTA)
Weeding activity with Hanasho Supporters[3-6] (Held twice a month in May to
September)
Handover to parents drill [7-3]

June

Human rights class [1-3]
Ame Yakushi patrol (PTA) [6-2]Chichibu municipal employee disaster
drillsJune

AugustCommunity safety patrol (PTA) [6-2]Parent-child volunteer work (PTA)

September

September

Evacuation drills [7-2]Sports day safety patrol (PTA) [6-2]November
Education Day safety patrol (PTA) [6-2]Open School for Morals Class (All grades)[3-5]
Arts Appreciation Meeting
Marathon safety mimamori patrol (PTA)
Smartphone safety class (PTA) [1-9]
Substance abuse prevention class (Grade6)
December
Evacuation drill, fire extinguisher usage
January
drill [7-2]
Human rights video viewing session (PTA) February
School Health Committee (PTA)
Pruning trees on the playground [4-3]July

NovemberJanuary
February

March

2017

April

July

Formation of new school commute groups March
Thank You Assembly for Hanasho
Supporters
April
ISS Research Promotion Committee
established
ISS School Research Organization
createdISS School Seminar: Year-round [2-1]Safety inspection (5th of each month):Year-round [4-1]Evacuation drills
Lowering drills [7-2]
School commute instruction by faculty andstaff (Once a month) [5-6]
Leaving school at the same time in groups(Once a month, as needed: year-round)
[5-4]

6

Student Council ISS Slogan
announcement [3-2]Monthly ISS Meeting of all committees(Year-round)
ISS Song Committee choreography
instruction [3-2]ISS song at music assembly (Year-round)[3-2]
In-school exploration (Grades 1, 2)
Sectional group field trip, group activities[3-4]
Story telling (Library Committee:
year-round)Collection of aluminum cans and plastic
bottle caps by Welfare Committee (Twodays a month: year-round)Preparation of school safety map (Grade3) [1-8]
ISS Committee “How to spend summer
vacation”
Preparation on how to spend summer
vacation by Representative Committee(End of semester: three times a year)
Collection of reflection cards byRepresentative Committee
Participation in community senior citizen
clubs (Chorus group, kabuki)
Challenge Assembly (sectional groups)[3-1, 5-9]

ISS Committee campaign
Mogu-Mogu campaign (School Lunch
Committee)
School Lunch gratitude session (School
Lunch Committee) [3-2]Hanasho Safe Clean campaign [1-7]
Rabbit petting and contact experience(Committee for Animals and Plants)
Preparation of safe map (Grade 3) [1-8]
ISS Committee started (Once a month,year-round)
Sectional groups started (Monthly playsession) [3-1]Group leader and vice leader meeting(Once a month: year-round) [2-3]Happy Greeting Campaign byRepresentative Committee (Every
Tuesday: year-round)

May

May
Traffic safety class [5-1, 5-2]
Bicycle inspection (PTA) [5-8]Sectional group field trip [5-3]Sectional group field trip safety instruction(PTA)
CPR course (Faculty and staff) [2-1]
Weeding activity with Hanasho Supporters[3-6](Held twice a month in May to September)
Handover to parents drill [7-3]June

Visit and guidance by Dr. Ishii from ISS
Ame Yakushi patrol (PTA) [6-2]
Human rights class (Grade 4) [1-3]

July

July
Math class seminar (Grade 1, Class 1)[2-4]
Hanasho Fort disassembly [4-5]
Substance abuse prevention class (Grade6)
Community safety patrol (PTA) [6-2]Parent-child volunteer work (PTA)
School Health Committee (PTA)
Evacuation drills [7-2]SeptemberSports day safety patrol (PTA) [6-2]AugustSeptember

OctoberNovember

DecemberJanuary

June

October
Field trip to Saitama Prefecture Disaster
Prevention Learning Center (Grade 4)
Presentation of school’s ISS Program at
Kanto Block Research Assembly (PTA)
NovemberIn-school lesson studies (Grade 4, Class2) [2-4]
Prefecture “General learning time” lessons
studies (Grade 5, Class 2) [1-4]Open School for Morals Class (All grades)[3-5]
School 80th Anniversary commemoration
event [1-11]
Marathon safety mimamori patrol (PTA)
Home Economics lesson studies (Grade5, Class 1) [1-4]Evacuation drill, fire extinguisher usage
January
drill [7-2]Class on taxes [Grade 6]

February

February
Smartphone safety class (PTA) [1-9]Visit and guidance by Dr. Ishii from ISS
Bus trip Tour of Sona-Area Tokyo (PTA)
Formation of new school commute groups
Pruning trees on the playground [4-3]MarchThank You Assembly for Hanasho
Supporters [3-2]Preparation of ISS Hananoki File [1-11]
Repairs to seesaw [4-6]
Repairs to corridor [4-2]Repairs to pool side

7

March

Student Council ISS Slogan
announcement [3-2]
ISS Song Committee choreography
instruction [3-2]Monthly ISS Meeting of all committees(Year-round) [3-2]ISS song at music assembly (Year-round)[3-2]
Music Committee (Year-round)
In-school exploration (Grades 1, 2)
Sectional group field trip, group activities[3-4]
Collection of aluminum cans by Welfare
Committee (Two days a month:year-round)
Hanasho tower patrol by Exercise
Committee (Year-round)
Greeting campaign by Representative
Committee (Year-round)Preparation of school safety map (Grade3) [1-8]
Preparation of traffic safety slogans(Grade 4) [5-7]
ISS Committee “How to spend summer
vacation”(End of semester: three times a year)

Collection of reflection cards byRepresentative Committee
Participation in community senior citizen
clubs (Chorus group, kabuki)
Fuwa Fuwa Words Program(Representative Committee) to March[3-7]
ISS Quiz “Zero Lost Belongings”(Broadcasting Committee) to March [1-2]
Story telling (Library Committee) to March

Challenge Assembly (sectional groups)[3-1, 5-9]
Happy Letter, Happy News program(Welfare Committee) [3-8]Community cleanup activity (Grade 5)[1-4]
Preparation of Hananoki bookmark [1-11]
Presentation of sign language chorus(Chorus Group)
Lunch gratitude session (School Lunch
Committee) [3-2]Mogu-Mogu campaign (School Lunch
Committee)
Rabbit petting and contact experience(Committee for Animals and Plants)
Reading month, presentation of ISS
leaves (Library Committee)
Storytelling on how to prevent colds(Health Committee)
Hanasho Safe Clean campaign [1-7]Preparation of community safety map(Grade 6) [1-8]第 3 章 外傷の状況

Chapter 3

1

Situation of Injuries

Injuries at school

When an injury occurred at school, the injured child recorded the detail of the situation after the school
nurse treated it, and the data were collected. For severe injuries requiring hospital visits, data was collected
as data for disaster mutual aid benefits (a system where benefits are payable to the guardian when students
under guidance of the school are injured severely and require hospital visits). There were 999 cases of
injuries at our school in the 2017 school year, of which 28 required visiting the hospital.
Fig. 3-1 Injuries occurring at school, and injuries requiring hospital visit (SY2014 to SY2017)
SY2014SY2017All injuries, including minor

1065 cases

999 cases(data from school nurse’s(2.8 injuries)

27
cases

(2.8 injuries)

28
cases

Number of incidence(7.2%)(8.0%)(No. of injuries per child)No. of children 373

Injuries requiring
medical treatment

No. of children 349(Ratio of children)

SY2015

SY20161176 cases

1182 cases(3.2 injuries)(3.4 injuries)

Disaster mutual aid benefit data

21
cases

24
cases

(5.8%)(6.9%)

No. of children 360(incidents)

No. of children 345

1400
1200

1176

7.2
1065

8
7

999

5.8

1000

9

8

1182
6.9

6

800

5

600

4
3

400

2

200

27

21

24

28

SY2014SY2015

SY2016SY2017

Total number of injuries

1065

1176

1182

999

Injuries requiring hospital visit

27

21

24

28

Ratio of children

7.2

5.8

6.9

8

0

8

1
0

(%)

(1) Occurrence of injuries, including minor cases (data from school nurse’s office)Fig. 3-2 Trends in total events requiring treatment (From April 2015 to March 2018)
Total No. of children(incidents) 200

SY2015 360 people

180

SY2016 345 people

160

SY2017 349 people

140
120
100
80
60
40
20
0
Apr.

May.

Jun.

Jul.

Aug,
Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

SY2015

112

141

112

74

136

169

143

84

73

73

59

SY2016

126

164

173

81

129

146

82

59

77

86

59

SY2017

94

110

116

48

117

95

150

50

85

90

46

Fig. 3-3

Transition of annual number of injuries treated per day(From April 2015 to March 2018)(incidents)

In Oct. and Nov., marathon
running starts, and many
children fall and sustain
injuries.

10.0
9.0
8.0
7.0
6.0
5.0
4.0
3.0
Injuries sustained on theplayground increase in May
when children become active.

2.0
1.0
0.0

In Jan. and Feb., children start
woodblock printing classes.
Injuries sustained from chisels,etc., increase.

Apr.

May.

Jun.

Jul.

Aug,
Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

Annual

SY2015

7.0

7.8

5.1

5.7

5.7

8.0

7.2

5.6

4.9

3.7

3.3

5.8

SY2016

8.4

8.6

7.9

6.2

5.2

7.3

4.1

3.9

4.8

4.5

3.5

5.9

SY2017

6.3

5.5

5.3

3.7

4.7

4.5

7.5

3.3

5.0

5.0

2.7

4.9

Total No. ofchildren

SY2015 360 people

SY2016 345 people

9

SY2017 349 people

Fig. 3-4

Transition of number of injuries treated by grade (From April 2016 to March 2018)(incidents) 600

60

We can see that Grade 1 children
sustain many injuries. This isbecause there were many Grade 1
children in SY2017. Many were very
active, and played outside a lot. The
number of injuries decreases as thegrade advances.

500

400

(%)

40

300

200

20

100

0

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6SY2016 (cases)

218

301

179

263

95

126

SY2017 (cases)

569

72

120

105

77

56

SY2016 (%)

18

25

15

23

8

11

SY2017 (%)

56

7

12

11

8

6

0

(Note) Rate of children in each grade in respect to number of injuries treated during the year
Fig. 3-5 Number of injuries treated by type of injury(From SY2015 to SY2017, Nurse’s Office data)(incidents)

We can see that scrapes andbruises are a common type of
injury. We take a close look at
scrapes and bruises.

600

500

400

300

200

100

0
ScrapeBruiseLaceration

SprainJammedfingerOthers

SY2015

391

350

91

102

40

202

SY2016

435

485

130

68

41

23

SY2017

394

416

82

43

23

41

10

Fig. 3-6

Number of injuries treated by place of scrape occurrence(From SY2015 to SY2017, Nurse’s Office data)

Many scrape injuries are
sustained on the playground.

(incidents) 350
300
250

We took a detailed look from200

SY2016, when the mostinjuries were recorded.

150
100
50
0

Fig. 3-7(incidents)
80

Playground

Classroom

Hallway,
stairsGymnasium

Playgroundequipment

Lower
gardenOthers

SY2015

247

23

15

18

41

0

47

SY2016

287

19

12

7

28

27

55

SY2017

191

11

9

23

45

60

55

Timing of scrape occurrence on the playground,and number of injuries treated by grade70(SY2016, Nurse’s Office data)
n=287

In all grades, most scrapes were
sustained during recess. We cansee that the number of injuries ishigh among lower grades.

60
50
40

Of the 287 scrapes sustained on the30

playground,20

during recess.

approx.

85%

occurred

100Playground

Playground

Playground

Playground

Playground

Playground

Other class

RecessCleaning

PE

PE

Morning

Scrape
1

76

9

2

3

61

3

1

34

7

4

3

31

7

5

18

1

6

23

4

1

5

11

1
1
1

Fig. 3-8(incidents)
90

Number of scrapes sustained on playground by grade and by cause(SY2016, Nurse’s Office data)
n=287

In Grades 4 and higher,
many children sustain
scrapes when playing
soccer. This accounts
for approx. 22% ofscrapes sustained on
playground.

80
70
60
50
40

In Grades 1 to 3, scrapes
sustained from falling
account for approx. 65%
of scrapes sustained on
the playground. Many
children fell when they
were playing tag.

30
20
10
0

SoccerFell

Ran into tree

Playground
Scrape
1

85

2

71

3

13

30

4

22

19

5

9

10

6

18

9

Fig. 3-9

1

Number of bruises by place of occurrence(From SY2015 to SY2017, Nurse’s Office data)

Many bruises occur in theclassroom.

(incidents)
180
160

We took a detailed look at SY2016
having the most incidents at 156
incidents.

140
120
100
80
60
40
20
0
Playground

Classroom

Hallway,
stairsGymnasium

Playgroundequipment

Lower
gardenOthers

SY2015

83

120

31

33

48

0

35

SY2016

127

156

47

50

65

5

35

SY2017

59

128

52

24

103

15

36

12

Fig. 3-10

Timing of bruise occurrence in the classroom,and number of injuries treated by grade(incidents)
n=156
40

Grade 2 children sustained the most bruises in
the classroom. Overall, incidents are morecommon in the lower and middle grades.

35
30
25

(SY2016, Nurse’s Office data)

Many bruises occur

20

during recess.

15
10
5
0

Classroom

Classroom

Classroom

Classroom

Classroom

Classroom

Classroom

Other class

At end ofschool day

RecessLunch

Cleaning

PE

Morning

BruisesBruisesBruises
1

2

2

6

1

3

14

1

2

37

7

15

15

4

4

6

17

3

6

5

1

6

1

2

7

1

6

Fig. 3-11(incidents)
30

1

1

Number of bruises sustained in classroom by grade and by cause(SY2016, Nurse’s Office data)
n=156
Many of the injured children sustained bruises in
the classroom when they bumped into a desk ordoor. We found that there were many incidents in
Grade 2 and Grade 4 children. One cause may bethat Grade 2 has the many children, and eachclass has the most children.

25
20

Approx. 49% of
the bruises
sustained in theclassroom
because ofcarelessness orlack ofawareness to besafe werecaused by
bumping into
something.

15
10
5
0

Classroom

Classroom

Classroom

OthersPinchedBumped into
personClassroom

Classroom

Classroom

Fell

Bumped into
something

Fell

1

4

1

3

2

9

11

11

5

29

3

1

4

3

2

9

4

2

3

3

5

20

5

1

4

1

4

6

1

1

1

3

Bruises
12

2

13

1

(2) Occurrence of injuries requiring hospital visits
Fig. 3-12 Trends of incident occurrence (*) Average for Chichibu City and our school(From SY2015 to SY2017, Disaster mutual aid benefit data)

9

(%)

8
7
6
5

Although the number of injuries requiring hospital visit was

4 lower than the Chichibu City average, the rate of occurrence
3 increased between SY2015 and SY2017. The number of injuries

requiring hospital visit may have increased because it has

2 become more difficult to assess injuries at school, and because
1priority has been placed on checks made at a medical institution.

0

*
*
*

2015

2016

2017

Chichibu City

7.6

7.4

8.2

Our school

5.8

6.9

8.0

Number of injuries/illness ÷ Number of children×100 (%)
National incidence = Information from the Japan Sport Council
Chichibu City incidence = Information from the Physical Education department of the Chichibu City Board of Education

Fig. 3-13

Types of injuries requiring hospital visit(From SY2015 to SY2017, Disaster mutual aid benefit data)(SY2015: 21 incidents, SY2016: 24 incidents, SY2017: 28 incidents … Total 73 incidents)

25(incidents)

23 of the injuries requiring hospital visit
were for fractures. These account for
approx. 32% of all injuries requiring
hospital visit.

20

15

10

5

0
Fracture

SprainBruiseLaceration

Puncture

2017

9

5

4

3

2

2

2

1

0

0

2016

8

2

5

3

0

1

2

0

1

2

2015

6

5

4

4

1

0

0

0

1

0

14

Dislocated Corneal
tootherosionRemovedAbrasionfingernail

OthersFig. 3-14 Timing of injury requiring hospital visit(From SY2015 to SY2017, Disaster mutual aid benefit data)(SY2015: 21 incidents, SY2016: 24 incidents, SY2017: 28 incidents … Total 73 incidents)(incidents)
40
35

Most of the injuries occur during recess
when each child is out and active. 37
incidents account for approx. 51% of
all injuries. This is followed by injuries
sustained during physical education
class. 15 incidents account for
approx. 21% of all injuries.

30
25
20
15
10
5
0

DuringWarm-upcommuteexercises
home

RecessPhysical
education

Other
class

Cleaningtime

School
event

2017

14

7

1

2

1

1

2016

13

5

2

1

1

1

2015

10

3

4

1

1

0

Fig. 3-15

Lunch

Afterschool
club

1

0

1

1

0

0

1

1

0

Place of occurrence of injury requiring hospital visit(From SY2015 to SY2017, Disaster mutual aid benefit data)(SY2015: 21 incidents, SY2016: 24 incidents, SY2017: 28 incidents … Total 73 incidents)(incidents)
30

Most injuries occur on the playground, followed by
the classroom. Of injuries sustained during PE
class, most occur in the gymnasium.

25
20
15
10
5
0
Playground

Classroom

Gymnasium

Playgroundequipment

Hallway,
stairsOn the road

Others

2017

11

5

5

0

4

1

2

2016

10

6

3

2

0

3

0

2015

5

5

4

4

2

1

0

15

(3) Mental torment caused by bullying◎Number of cases of bullying recorded at our school
The Japanese Ministry of Education, Culture, Sports, Science and Technology defines ‘bullying’ as ‘aperson engaging in specific human relations involving psychological or physical attack and behavior
resulting in mental distress.’ At our school, we have had no physical injuries caused by abuse. However,since ‘bullying may involve anyone, in any class, at any school,’ we observe the children carefully as well
as utilize the ‘trouble survey (refer to Indicator 6)’ to investigate from the most objective respective.
Fig. 3-16

Have you ever been ignored or otherwise ostracized?
(From the Trouble Survey data tabulated in November 2015 and 2016)
Approx.
30% ofGrade 4students
responded
Yes.
Individual
actions
were
provided inaddition to
generalprograms.

２０１５
100%
80%
60%
40%
20%
0%

Grade
2

Grade
3

Grade
4

Grade
5

Grade
6

No

65

45

52

52

46

47

Yes

1

8

6

22

8

4

80%
60%
40%

0%

(people)

Grade
1

Grade
2

Grade
3

Grade
4

Grade
5

Grade
6

No

40

57

52

52

72

52

Yes

0

7

2

5

2

0 (people)

Have you ever been subject to ridicule, teasing, abuse or unacceptable language?
(From the Trouble Survey data tabulated in November 2015 and 2016)
More than halfof Grade 4
children
responded
Yes. Among all
students, thenumber ofchildren who
had beenteased washigh. We
providedindividual
actions, andmade an effort
to provide
emotional
education.

２０１５
100%
80%
60%
40%
20%
0%

100%

20%

Grade
1

Fig. 3-17

２０１６

Grade
1

Grade
2

Grade
3

Grade
4

Grade
5

Grade
6

No

56

31

42

28

37

42

Yes

10

22

16

46

17

9

２０１６
100%
80%
60%
40%
20%
0%

(people)

16

Grade
1

Grade
2

Grade
3

Grade
4

Grade
5

Grade
6

No

38

46

48

47

63

48

Yes

2

18

6

10

11

4

(people)Fig. 3-18

Are you or any of your friends being bullied?
(From the Trouble Survey data tabulated in November 2015 and 2016)

２０１５

In Grade 1, 3
children
responded
Yes. The next
year in Grade2, this number
increased to
10 children.

100%
80%
60%

２０１６
100%
80%
60%

40%
20%
0%

40%

In Grade 3, 5
children
responded
Yes. The next
year in Grade4, 3 children
responded
Yes.

20%
0%

Grade
1

Grade
2

Grade
3

Grade
4

Grade
5

Grade
6

No

63

52

53

67

52

49

No

40

54

48

56

71

Yes

3

1

5

7

2

2

Yes

0

10

6

3

3

(people)Grade Grade Grade Grade Grade Grade
1
2
3
4
5
6
52
0

(people)In addition, there were 4 cases over the past five years of trouble caused among children involving
the use of the Internet or other communication equipment, specific details of which included ‘written
abuse’, ‘posting of personal photos’ and ‘exposure of personal information.’
Countermeasures included: (1) A talk with parents from an invited Internet advisor lecturer, (2) Topics
related to Internet trouble were covered in the school newsletter, which was posted and distributed tohomes for educational purposes, (3) Documents related to Internet trouble were distributed to homes foreducational purposes, (4) Classes on preventing internet trouble by faculty and staff, (5) PTA seminar,(6) Questionnaire survey of children, and (7) Guidance given to students by grade and by homeroom.
A committee was also established in Chichibu City, which proceeded to respond to Internet troubles
and bullying.
Fig. 3-19

Have you ever received hurtful emails or been mentioned in a blog or profile?
(From the Trouble Survey data tabulated in November SY2015 to SY2017)
The Trouble Survey
targeted only Grade 5 and2

6 children. In the three2

1

years, we identified1
1

0

children who had bad
0

Grade 600Grade 5

2015
2

2016
1

2017
0

Grade 6001Grade 5experiences through theinternet, and took quick
actions.

（人）

17

SY2015 Grade 5 54 children
Grade 6 51 children
SY2016 Grade 5 74 children
Grade 6 52 children
SY2017 Grade 5 58 children
Grade 6 72 children

2

Injuries outside school(1) Regarding rules on bicycles etc. at our school
In our school, rules state that grades 1 and 2 are only allowed to ride a bicycle when accompanied byparents. From grade 3 onwards, only children who have attended a traffic safety lesson and had theirbicycle inspected will be allowed to ride by themselves. Moreover, almost all children from grade 3
upward own a bicycle. We have recommended helmets, and incorporated programs to increase use.
The children walk and do not use a bicycle to come to school. However, in everyday life, bicycle riding iscommon from elementary school onwards. In terms of the school district, given the narrow roads andmany intersections without traffic lights, there is a specific need to focus on bicycle safety.
(2) Total cases of bicycle accidents affecting children in the school district
For the school district of Hananoki Elementary School, there were 6 cases of traffic accidents
affecting children in the past three years, 4 of which involved children riding bicycles.
Fig. 3-20(incidents)

Details of traffic accidents involving children at our school(From SY2015 to SY2017, Data from Chichibu Crisis Management Division)(Total 16 incidents)(Total 16 incidents)

By grade(incidents)

5

By school year
5

4

4

3

3

2

2

1

0

1

1

0

1 1

0

1

1

0

1
0

0 0

0

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

On bicycle

1

0

1

1

1

0

Walking

0

1

1

0

0

0

2
1 1

1

1
0

2015

2016

2017

On bicycle

1

2

1

Walking

1

1

0

The number of reported traffic accidents has dropped, but we have received several reports ofchildren who were injured after falling from the bicycles, or who collided with something while riding theirbicycles. Although traffic accidents have decreased, serious accidents could occur. We recognized theneed to teach the children how to ride their bicycles safely. We also conducted a survey on helmet use tofollow up on the issue of increasing helmet use, which was pointed out during our certification in 2014.

18

Fig. 3-21

Do you own a helmet?
(Bicycle Survey conducted in May 2016 and 2017, Targets: Grade 3 to 6 children)

Grade 3 2016

26

24

2017

32

31

Grade 4 2016

29

28

2017

32

Grade 5 2016

24

21

24

Grade 6 2016

15

38

2017

21

49

Fig. 3-22

20%

30%

40%

50%

60%

70%

80%

90%

100%

If you own a helmet, do you always wear it when riding your bicycle?
(Bicycle Survey conducted in May 2016 and 2017, Targets: Grade 3 to 6 children)

Grade 3 2016

16

2017

9

15

14

2017

25

Grade 5 2016

7

3

No

21

11

2

2017

13
5

0%

Yes

18

2017
Grade 6 2016

(People)10
23

Grade 4 2016

Fig. 3-23

No

32

10%

Yes

52

2017

0%

(People)

10%

16
20%

30%

40%

50%

60%

70%

80%

90%

（人）

100%

Rate of children who own a helmet(Bicycle Survey conducted in May 2016 and 2017, Targets: Grade 3 to 6 children)

No,
61%

SY2017

n=245

SY2016

n=233

Yes,
39%

No,
52%

Yes ,
48%

Even if the children have a helmet, it is meaningless if they don’t wear it. Children who have helmets
have increased, but we must work on increasing the number of children who use their helmets.

19

Chapter 4

Setting prevention targets based on injury
occurrence

Based on injury occurrence, prevention targets are set for injuries both at school and outside school,and preventive activities are conducted.
Prevention targets

Occurrence of injury etc.
Atschool○ Scrapes and bruises are the most common type of injury.
(Fig. 3-5)
○ Most scrapes occur on the playground during recess.
Most are caused because of falling. (Figs. 3-6, 7, 8)○ Most bruises occur in the classroom during recess. Most
are caused by children bumping into something. (Figs
3-9, 10, 11)○ Injuries requiring hospital visit occur most often on theplayground during recess. Fractures are the mostcommon. (Figs. 3-13, 14, 15)○ Injuries sustained by lower grades during recess arehigher than other grades. (Figs. 3-4, 7, 8, 10, 11)○ In the three years since our designation, we have not had
any serious incidents of bullying. However, the “Trouble
Survey” shows that there are children that have had badexperiences in dealing with their friends. (Figs. 3-16, 17,
18)
Outside ○ Over the past three years, 6 cases of traffic accidents inschoolthe school district affecting children at our school, 4(30%) involved children riding bicycles. (Fig. 3-20)○ The main cause of bicycle accidents was suddenly
emerging without warning (Fig. 5-17)○ The number of children who own a helmet has increased,
but the number is still low. There are many children who
have a helmet but don’t use it. (Figs. 3-21, 22, 23)(1) Injuries on playground(From falling)(2) Injuries in the classroom(Bumping into something)(3) Injuries during break time
(Playground)(Classroom)(4) Injuries of lower gradestudents(Playground equipment)(Classroom)(5) Relations with friends(6) How to ride a bicycle(7) Helmet usage rate

* Since there were almost no cases of child abuse, we did not focus on this area.
* Although the level of crime involving children was minimal, the countermeasures included: (1)Establishing a curfew of 16:00 for all students to leave the school premises and ensuring all children
have left school by this time. (2) Installing security cameras in the school. (3) Students are required toreturn home after the after school activities by 18:00 in the spring and summer and 17:00 in theautumn and winter. (4) Distributing crime prevention buzzers to all newly enrolled first year students.
(5) Encouraging homes in the community to register and cooperate with the ‘110 child safety shelter’
initiative (A refuge provided when children find themselves at risk of being involved in crime),’ anddistributing ‘110 child safety shelter’ (end of March 2018: 327 homes registered) plates to theregistered homes. Efforts are being made for these items.
* Regarding disaster prevention measures such as evacuation drills, leaving the school in groups
arranged by school route, and drills for making sure the children are passed to the care of guardians
during disasters, please refer to ‘Indicator 4. ’20

Chapter 5

Efforts based on 8 indicators

Indicator 1 An infrastructure based on collaborations for safety promotion
1 International Safe School promotion organization
Our school is broadly in line with the philosophy and actions of the Chichibu Safe
Community initiative and works with the Chichibu Crisis Management Department toadvance our efforts to become an International Safe School. In particular, collaborations arefocused on the priority issues for Chichibu Safe Community such as child safety measuresand traffic safety. In addition, we are collaborating with relevant regional organizations andparents in the community to enhance overall school safety.

Chichibu Safe Community Promotion Council(Chair: Chichibu City Mayor)

Task Force for Disaster Safety

Task Force for Safety of Children

Task Force for Safety in Nature

Injury Surveillance Committee

Task Force for Elderly Safety

Traffic Safety Task Force

Crime Prevention Task Force

Suicide Prevention Task Force

Chichibu Board of Education

Task forces for priority issues(3) Hananoki Elementary School ISS Promotion Committee(Faculty Organization)(1) PTAPTA Chair
PTA Deputy-Chair(Person in charge of ISS)
Headquarter Executives
Safety Department(2) Community
School Management
CouncilHanasho Supporters

21(4) Children’sSociety
Nine committees led byRepresentative
Committee

2 PTA ((1) in Fig. 1)
The principal, research supervisor, or PTA Executive
Committee ISS supervisor provides information at themonthly and Executive Committee and PTA council
meetings. The initiatives are discussed by the PTA
Executive Committee and Safety Department meetings.
3 Community ((2) in Fig. 1)
Information focusing on the children's traffic safety andcrime prevention is exchanged and initiatives are
discussed at the School Management Council meeting.
(1) School Management Council (representatives fromvarious sectors)(2) Hanasho Supporters (group supporting the school) Neighborhood associations
 School guards
 Public child welfare officers
 Senior clubs
 Women's regional patrol committee
4 ISS promotion organizations in school (teachers) ((3) in Fig. 1)
Established among the faculty and staff, this organization engages in root cause
analysis and considerations based on injury data and awareness surveys and engages inongoing preventive measures across the organization (research and analysis section, classresearch section, special activities section, environmental improvement section). In addition,
cooperative efforts are made to create a safe, secure and caring educational environment.

(1) Research Committee [Principal, vice principal, senior teacher, student guidance chief,
special activities chief, school nurse, safety chief, morals chief, ISS statistics section members]● Basic policies, progress management ●Verification of results ●Verification of changes
in behavior of children ●Collaboration with external related organizations ●Safety
guidance program ●Crisis management manual(2) Research and analysis section● All injury data collection, analysis, discussion ● Child Safety Awareness Survey● Understanding the reality of bullying(4) Environmental
Improvement Section● Creation of an ISS-related
safety bulletin● Review and consideration of
the safety plan

(3) Special activities section● Increasing awareness towards
the safety and security ofchildren, Children’s Society
activities focusing on the ISS
committee

22(1) Research Committee
Under the principal, a study promotion committee has been established to engage ininvestigating basic policies related to the ISS and to conduct progress management. In
addition, this committee works in cooperation with the planning and coordination sections
and relevant institutions and performs national and local PR activities (issuing the ISS
newsletter).
(2) Research and analysis section
Data collected from the school nurse's office and data from awareness survey
conducted by investigation department are analyzed and observed. This information isshared with the special activities groups, environment maintenance group, and Children'sSociety.
Data is collected from occurrences on a daily basis, saved to file, and a bulletin iscompiled and posted.
(3) Special activities section
Based on the injury data and awareness survey, research is promoted on the actions of
the Children’s Society aiming to facilitate the independent activities of children (activities
focusing on the ISS committee) through division of duties with the special activities section.
(4) Environmental improvement section
Based on the injury data and awareness survey of the research and analysis section andthe ISS action plan by each committee, efforts to promote a safer environment in school is
promoted along with measures to create an environment that enhances safety awareness.
The issued bulletin, which is integrated into ISS Street, shares information on children’sawareness and activities.
5 ISS promotion organizations in school (Children’s Society) ((4) in Fig. 1)
The ISS committee and each individual committee cooperate and form Safe School
activities, which are transmitted to the entire school, while other committees also expand thescope of work in safety and security for themes under their responsibility.

Welfarecommittee

Representative
Committee

Committee foranimals and plants

HealthCommittee
School lunchcommittee

Library
committee
Broadcastingcommittee

2 students from each classin Grades 4, 5, and 6.

ISS committee
Each committee includes
representatives from eachclass of Grades 5 and 6

23

Exercisecommittee
Music
committee

(1) Committee activities
The Representative Committee, in cooperation with each committee, leads efforts toachieve “a school that is safe, secure, and abundant with compassion.” An ISS Committee isheld at the start of the school year. The committees work together to create an ISS activity
plan based on various issues, and hold a report meeting. At the ISS Assembly, thecommittees give reports on the situation of activities and distribute information.

〇 ISS activities of each committee
Representative
Committee
Welfarecommittee
School lunchcommittee
Music committee
Committee foranimals andplantsBroadcastingcommittee
Library
committee
Exercisecommittee
Health committee

Made decision on ISS slogan “Let’s make a safer and more secure
Hananoki school”
Activities to promote ISS Character “Hananokki”, HAPPY greeting(greeting campaign), promotion of “Fuwa-Fuwa (non-hurting) words”,
inspection and indication of hazardous areas in school, safety patrols inschoolPosting of posters in and outside school building, preparation of posters
related to ISS, aluminum can collection (twice a month), plastic bottle capcollection, fundraising activities, collection and introduction of happy
letters
Promotion of Mogu-Mogu campaign, thorough disinfection (warninglabels, check sheets), Lunch gratitude session, publication of school
lunch newsletter, campaign to reduce leftovers (calling attention, use ofposters)
Promotion of song related to safety and security, and song with sign
language, planning and running of monthly music assembly,
heartwarming musical performances, ISS song practice sessions
Campaign for abundant flowers (Grow seedlings and hand out to eachclass), poster notices, contact experience with rabbits, green curtain toprotect against heat, weeding activities
Staging broadcasts focused on ‘safety and security’ in line with ISS
activities, ISS quiz, broadcasts calling for zero lost items, rainy day safety
broadcasts, broadcasts on safe bicycle use (Fridays)
Preparation of “Recommended book corner”, storytelling, reading bank,calling for safe use of library, publication of newsletter, Reading Monthinitiatives (reading tree, distribution of ISS cards), rainbow chair
Addressing ISS meetings and morning physical education assembly on
using playground equipment safely, conducting playground equipment
safety patrols, playground hazard patrols, and picking up stones on theschool grounds
Posting of injury records and preparation of injury map, posting ofcomments on injury prevention, maintenance of hazardous areas,
education on hand disinfection and gargling at school, preparation ofposters (Hazardous areas, cavity prevention, Eye Protection Day)24

Indicator 2 The direction of activities is aligned with the local government, Boardof Education, etc., and is based on the Safe Community principles
1 The relationship between the school and national, prefectural, and Chichibu City
levels in regards to school safety issues
Hananoki Elementary School's initiatives match the direction taken by Japan, Saitama
Prefecture, and Chichibu City.

Second Plan on the Promotion of School Safety
National

Promotion policy

Prefectural－Ministry of Education, Culture, Sports, Science and Technology, March 2017－

Saitama Prefecture Education Promotion Basic Plan 2nd Phase(1) Promotion of organized initiative regarding school safety(2) Policy to improve education regarding safety(3) Maintenance and improvement of school facilities and equipment(4) Prevention of accidents, etc., through establishment of PDCA cycle forschool safety(5) Promotion of school safety through collaboration and cooperation withhomes, community, and related agencies, etc.

－Saitama Pref. Board of Education, July 2014－<Basic Target II> Fostering a sound mind and healthy body<Basic Target III> Strengthening of environment to promote high quality school education

Chichibu City School Creation Grand Design
City－Chichibu City Board of Education, 2017－<Target IV> Promotion of high-quality school education◎Maintenance of safe and secure school environment♢ Promotion of initiatives as an International Safe School certified school♢ Creation of safety net using "Sugu Mail" (immediate mail)♢ Promotion of mimamori watching activities in cooperation with community (school
guards, school supporters)♢ Promotion of disaster management education for self-directed actions

SchoolHananoki Elementary School, School management policy－2017－<Target school vision>
A school that is safe, secure, and caring, that is trusted by parents and thecommunity<Target children vision>
Smart children, who are compassionate, and healthy in both mind and body25

2 Safety Policy of the school in the Safe Community
The ISS of our school works closely in line with the Chichibu Safe Community initiative.
The Safe Community efforts involve various departments collaborating on the means ofimproving regional safety.
There are schemes that focus on all areas of Chichibu and its citizens to help protect
populations and environments facing high risks, as well as schemes to track the progressand evaluate the results of safety improvement programs, which are consistent with the
Safe School efforts made by the school.
Dr. Yoko Shiraishi, the Representative Director of the Japan Institution for Safe
Communities, visited our school even after we were certified, and gave us advice on the
direction of our school goals. Mr. Tetsuya Kawada, former PTA Chair of our school, is now
Chair of the Task Force for Safety of Children in the Chichibu City Safe Community program,which gives us insight into the efforts being made by the Safe Community initiative.

Tetsuya Kawada, Chair of the Task
Force for Safety of Children

Hearing session with
Dr. Yoko Shiraishi

3 ISS committee slogan and purpose of Children’s Society
The target slogans for activities of each committee formed before certification continued
to be used as Hanasho slogans. Each committee sets targets from these slogans at the startof each school year. Our ISS character “Hananokki” appears at various events as the
symbol of Hanasho ISS.

Let’s make a safer and more secure
Hananoki school

26

Indicator 3 A long-term and ongoing program covering aspects of gender, all age
groups, environment, and circumstances is being implemented.
School safety guidance is managed using an ‘Overall safety education plan’, the scopeof which encompasses various education and activities. The following table shows theoverall picture of the long-term and ongoing aims of the Safe School program. By objectively
analyzing materials such as data, we establish priority issues based on evidence andleverage a collaboration mechanism to work on safety issues. Programs are arranged bychildren, teachers, parents (PTA), and community inside and outside school. (The numbers
indicate the specific efforts described from page 31 and onward.)

For the programs listed in the table, programs for Indicator 3 are in ‘green,’ programs for
Indicator 4 are in ‘red,’ and programs for Indicator 5 are in ‘blue.’
TargetParents,
Children
Teachers
Area
Community

Injury map 1-1
ISS activities by committee 1-2, 1-5, 1-6
3-7, 3-8

Safety learning 1-3, 1-4, 2-4
Internet trouble classes 1-9

Inside the building

In school

ISS character bulletin 1-11
In-school study classes 1-4, 2-4
In-school research sessions for faculty and staff 2-1

Open School for Morals Class (All grades) 3-5
ISS Street 2-5
ISS meeting 3-2
Sectional group activities, sectional field trips 3-1, 3-4, 5-9, 7-5
Improving in-school environment through safety inspections 4-1, 4-2, 4-4, 4-6

Evacuation drills 7-2
Performing trouble surveys 3-327

TargetArea

Children

Teachers

Parents,
Community

Injury map 1-1
ISS activities by committee 1-2, 1-5, 1-6

Safety learning 1-3, 1-4, 2-4
In-school research sessions for faculty and staff 2-1

Outside school building

In school

Conducting swimming class with multiple teachers 2-2

ISS Street 2-5
ISS meeting 3-2
Sectional group activities, sectional field trips 3-1, 3-4, 5-9, 7-5

Sectional group weeding 3-6
Improving in-school environment through safety inspections 4-1, 4-2, 4-5, 4-6

Evacuation drills 7-2
Performing trouble surveys 3-3
Registration in "Sugu Mail" 7-1
Installation of security cameras 6-4

28

TargetArea

Children

Teachers

Parents,
Community

Making a regional safety map 1-8
Hanasho safe clean exercise, regional safety map 1-7
Internet trouble classes 1-9

School zone

Original flags for school route groups 1-10
Leaving school at the same time in groups, Group
leader and vice leader meeting 2-3, 5-3, 5-4

ISS meeting 3-2
Traffic safety and bicycle safety classes 5-1, 5-2, 5-7

Outside school

Instructions for arriving at school 5-6, 7-4
Training for passing children to parents’ care 7-3
Grade 1 children leaving school in groups 5-5
Watching over children going home from school 7-6

Making a regional safety map 1-8
Hanasho safe clean exercise, regional safety map 1-7

School district

Original flags for school route groups 1-10
Meeting with school route group leaders and vice leaders 5-1, 5-2, 5-7, 5-9, 5-10

Bicycle safety inspection 5-8
Instructions for arriving at school 5-6
Collaboration with the Child 110 Safety homes 6-1
District patrols 6-2

29

1 Developing the children’s ability to avoid risks
1-1

Continued

Activity

Illustration of sites where injuries occurred
inside and outside school (Injury map)

PurposeTo share information on hazards

OutlineContinuously connect data, and update the existing injury
map. Attach stickers on the danger spots so even 1st and 2nd
graders can understand them, and increase interest in safety.

Organizers

Children, faculty and
staff

1-2

Continued

Maintarget(s)Children

Activity

Safe and secure broadcasting by the childrenof the Broadcasting committee

PurposeTo improve awareness of safety and security in school

OutlineBroadcasts are made every day in the morning, at lunch, andat the end of school. Information includes safety notices
about the weather, ISS quizzes, the day's news, zero lostbelonging reminders, etc. Members of the Broadcasting
Committee periodically discus and decide the details.

Organizers

Children, faculty and
staff

1-3

Continued

Activity
PurposeOutlineMaintarget(s)ChildrenInside school

Place

Inside school

Learning about life
(Ability to avoid/predict risks)
Nurture the importance of valuing life and develop theability to avoid/predict risks
Curriculum to foster the mind to value life and the ability toprotect one's life is used during the principal's talks atmorning assemblies and in the “Morals,” “Special
Activities,” and “Integrated study time” classes, etc.

Organizers

Faculty and staff,
guest teachers

1-4

Continued

Maintarget(s)Children

Activity

In-school lesson study

PurposeDeveloping the ability of children to avoid risk

OutlineResearch classes are held during “integrated study time”
classes to create effective classes for the children.

Organizers

PlaceChildren, faculty
and staff

Maintarget(s)Children

30

Place

All

Place

Inside andoutside school

1-5
Activity
PurposeOutlineOrganizers

1-6

Continued

Installation of a hazard display(Representative Committee, each committee)
Improvement of the school environment, providing
warnings
The children confirmed the injury data and injury hotspots,
and put up new posters to identify and show hazardous
areas. They also periodically inspected and recreated theexisting displays.
Upper grade children,
Main
Childrenfaculty and staff
target(s)Maintenance of hazardous areas(Representative Committee, etc.)

PurposeIncrease awareness of safety, improve environment

Organizers

1-7

Committee members go around the school and look forhazardous areas, etc. The children themselves find injury
hotspots and hazardous areas, and work to maintain theenvironment.
Upper grade children,
Main
Childrenfaculty and staff
target(s)Hanasho safe clean exercise

PurposeIncrease awareness of safety and security

Organizers

1-8

Grade 6 children perform environment beautification
activities in the school district with the Hanasho supporters(school support groups). They also cooperate with thesupporters to inspect for hazardous areas in thecommunity.
Hanasho supporters,Children, local
Main
Grade 6 children
target(s) residents

Inside school

Place

Inside school
district

Place

Inside school
district

Continued

ActivityChildren making a regional safety map

PurposeIncrease awareness of safety and security

Outline

As part of their Social Studies class, the Grade 3 children
tour the around the school to learn about the neighborhoodand find hazardous areas. They discuss their findings. The
Grade 6 children venture out into the school district as partof the community cleaning activities. They confirm known
hazardous areas, and inspect for new hazardous areas.
Both grades create “Community Safety Maps”. These maps
are posted in the ISS Street, and presented at the ISS
Assembly, etc., to share information.

Organizers

PlaceContinued

Activity

Outline

Inside school

Continued

Activity

OutlinePlace

Grade 3 and 6
childrenMaintarget(s)Children31

1-9Continued, expanded

Activity

Class on Internet Trouble

PurposeIncrease awareness of safety and security

OutlineAt our school, Grade 5 and 6 children have participated inclasses on using the internet safely. In cooperation with the
PTA executive committee, this activity has been expanded
to include parents.

Organizers

Faculty and staff,
outside lecturer, PTA

1-10

Continued

Maintarget(s)Grade 5, 6
children / PTA

Activity

Original flags for school route groups

PurposeIncrease awareness of safety and security

Outline

The children use original group flags they have designed as
the school route group flag.

Organizers

Faculty and staff

Maintarget(s)Children

1-11

Continued, expanded

Activity

Post ISS character

PurposeIncrease awareness of safety and security

OutlineOur school's ISS character “Hananokki” appears throughout
the school to increase the children's awareness. For our
80th Anniversary Celebration in SY2017, the children
handmade “Hananokki” bookmarks, and presented them tothe guests and visitors.

Organizers

Children, faculty
and staff

Maintarget(s)Children

Place

Homes,
community

Place

Inside school, insideschool district

はっき-･なっき-･のっき-

PlaceInside school, inside

Place

All

school district

2 Instruction system in the school
2-1
Activity
PurposeOutlineOrganizers

Continued, improved

Workshops targeted at faculty and staff
Improving the capability of faculty and staff for responding
to crises
Every year before swimming lessons start, members of the
Chichibu Fire Department are invited to give CPR training,
AED use training, and hands-on training for water-related.
After practicing with dummies and AEDs, faculty and staff
are able to take actions in a calm manner.

Faculty and staff

Maintarget(s)Faculty and staff

32

2-2

Continued

Activity

Conducting swimming class with multiple
teachers

PurposeTo ensure safety during swimming classes

Outline

The homeroom teacher and other teachers are involved
with instruction to ensure safe swimming classes. Teachers
involved with teaching set up an emergency response
system to be prepared for any accidents.

Organizers

2-3

Faculty and staff

Maintarget(s)Faculty and staff

Meeting with school route group leaders andvice leaders (once a month)Purpose

Safe and secure school commute in school route groups

Outline

The school route group leaders and vice leaders meet formeetings based on the school commute instruction records
prepared by the faculty and staff. Groups that commute toschool safely are introduced, the month's priority targets are
confirmed, issues arising during school commute are
discussed, and instruction is given on using the group flag
and whistle, etc.

2-4Faculty and staff

Maintarget(s)Children (groupleader, vice leader)

In-school lesson study [Reprint of 1-4]

PurposeDeveloping the ability of children to avoid risk

OutlineFaculty and staff observe classes in the school, and verify
that classes are effective for teaching safety.

2-5
Activity
PurposeOutlineOrganizers

Place

School route

Place

Inside school

Place

Inside school

Continued

Activity

Organizers

Pool

Continued

Activity

Organizers

Place

Faculty and staff

Maintarget(s)ChildrenContinued

ISS street
Increase awareness of safety and security, and preventionof injury
Materials showing the history of ISS, and information fromeach committee are posted along the ISS Street. The
posters and signs are reviewed periodically, and creative
measures are used to make them easy for 1st and 2nd
graders to understand. The Health Committee posts thesituation of the month's injuries. The children postcomments for reducing injuries.

Children, faculty
and staff

Maintarget(s)Children33

3 Building positive relationships
3-1
Activity
PurposeOutlineOrganizers

3-2
Activity
PurposeOutlineOrganizers

3-3
Activity
PurposeOutlineOrganizers

3-4
Activity
PurposeOutlineOrganizers

Continued

Activities of various age groups(sectional groups)
Fostering leadership and compassionate minds inupperclassmen
Sectional groups of Grade 1 to Grade 6 children are formed
after a color-coded lottery session. The children decide theirgroup tree during the first sectional group meeting. The
groups participate in play activities, challenge assembles,
and weeding work, etc.

Children, faculty
and staff

Maintarget(s)Children

Place

Inside andoutside school

Place

Inside andoutside school

Place

Inside school

Place

Inside andoutside school

Continued, improved

ISS Assembly, Music Assembly(once a month)
Fostering awareness, motivation, and attitude for safety andsecurity
Each committee takes turns organizing the monthly ISS
Assembly. Each committee makes presentations on
activities and initiatives for creating a safe and secureschool, and reminds the children of various information. At
the end of the monthly music assembly, the children leave
the assembly hall in order from Grade 1 while the entire
school sings the ISS song along to music played by theMusic Committee.

Children, faculty
and staff

Maintarget(s)ChildrenContinued

Performing trouble surveys
Detecting ‘bullying’ at an early stage and providing an early
response
A questionnaire survey is conducted once a semester. The
results are shared by the faculty and staff. The faculty andstaff share information so not even the smallest issue isoverlooked. This helps in early discovery and early
response.

Faculty and staff

Maintarget(s)ChildrenContinued

School-wide sectional group field trips(Once a year in May)
Fostering leadership and compassionate minds inupperclassmen
On the sectional group field trip, the children walk to
Yagi-yama, about 40 minutes away from school. The
children select one of three courses, and leave in groups. At
the site, they enjoy group activities with playing and taking
part in orienteering, etc. The PTA provides safety instruction
with mimamori-watching activities along the course.

Children, faculty
and staff, PTA

Maintarget(s)Children34

3-5Continued, improved

Activity

Open School for Morals Class

Purpose

Fostering the spirit of compassion and courtesy

Outline

The school hosts one open school day for morals class in all
grades. The class is open to parents and members of thecommunity. An art appreciation assembly, featuring work by
the children, is held on the same day.

Organizers

Faculty and staff,
guest teacher

3-6

Continued

Activity
PurposeOutlineMaintarget(s)Children

Place

Inside school

Place

Inside school

Place

Inside school

Fostering an understanding of work, community, and love
for the school
Twice a month between May and September, the children
perform weeding work with the Hanasho supporters. The
children split up into their sectional groups, and are
responsible for performing their share of the work. This is an
opportunity to have exchanges with members of thecommunity, to learn about work, and to foster affection forthe community.
Faculty and staff, children,
PTA, community

3-7

New

Main
target(s)Children

Activity

Promotion of “Fuwa Fuwa Words”(non-threatening words)

Purpose

Fostering the spirit of compassion and courtesy

OutlineThe “Fuwa Fuwa Words” activity was led and promoted by
the Representative Committee. “Fuwa Fuwa words” wereintroduced, and each class assessed the activity every day.

Organizers

Faculty and staff,
Children

3-8

New

Main
target(s)Children

Activity“Happy Letter” activity

Purpose

Fostering the spirit of compassion and courtesy

Organizers

All

Sectional group weeding activity withHanasho supporters Twice a month(May to Sept.)

Organizers

OutlinePlace

The Welfare Committee led this activity. Children wrote
happy news, etc., from their daily lives in a letter, and put itin the postbox. The letters were introduced over broadcasts,
and posted up.

Faculty and staff,
ChildrenMaintarget(s)Children35

4 Improvement of environment
4-1
Activity
PurposeOutlineOrganizers

Continued, expanded

In-school safety inspection(once a month, as needed), [Reprint of 1-6]
Early identification of hazardous areas in school, andimprovement of environment
Committee members go around the school and look forhazardous areas, etc. They improve the environment whena hazardous area is found. In previous activities, they haverepaired indents and steps, and picked up small stones
from the playground. The children also make rules for using
playground equipment safely.
The faculty and staff perform safety inspections usually on
the 5th of each month. They look for deteriorated or
improperly maintained equipment, and for hazardous spots.
The SY2017 Inspection Card, listing points from theinspections, was also updated this year.

Children, faculty
and staff

Maintarget(s)Children, faculty
and staff

4-2

New

Activity

Repairs to corridor

Purpose

Improvement of hazardous environment in school

OutlineChildren could potentially sustain an injury on the steps inthe corridor linking the school building to the gym. Repairs
were made to eliminate the steps.

Organizers

4-3

Chichibu City

Main
target(s)Children, faculty andstaff, community

Inside school

Place

Inside schoolPlace

On thepremisesPlace

In front of school
entrance

Continued

Activity

Pruning trees on the playgroundPurpose

Improving dangerous areas on the school grounds

OutlineBranches that are broken or overgrown are periodicallyremoved or pruned.

Organizers

Faculty and staff,
Chichibu City

4-4

Continued

Maintarget(s)Children, faculty
and staff

Activity

The stairs in front of the entrance

Purpose

Improving dangerous areas in school (freezing points)

Outline

The steps leading to the faculty entrance, on the second
floor, can freeze during the winter and result in falling.
Non-slip material is already installed. Freezing is prevented
by stopping water spraying, and by laying down plastic tarp
when it is snowing.

Organizers

Place

Faculty and staff

Maintarget(s)Children, faculty andstaff, PTA, community

36

4-5

New

Activity

Removal of “Hanasho Fort”

Purpose

Improvement of hazardous environment in school

OutlineWe removed the Hanasho Fort playground equipment as it
was deteriorated, and use had been prohibited for a longtime. The equipment was installed as a graduation
memento.

Organizers

Chichibu cityMaintarget(s)Children, faculty andstaff, PTA, community

4-6

New

Activity

Repairs to seesaw

Purpose

Improvement of hazardous environment in school

Outline

The seesaws were arranged in a row, and the children
could bump each other when playing on them. One seesaw
was removed to increase safety.

Organizers

Chichibu cityMaintarget(s)Children

Place

Playground

Place

PlaygroundPlaceoutsideschoolPlaceoutsideschool

5 Boosting traffic safety awareness
5-1

Continued

Activity

Implementation of traffic safety classes(once a year)

PurposeUnderstand traffic rules and manner, learn pedestrian safety

Outline

Traffic safety classes are held to teach the children how tocross pedestrian zones and walk properly so they cancommute to school safely.

Organizers

Chichibu Civic Life
Division

5-2

Continued, expanded

Maintarget(s)Grade 1-2
children

Activity

Implementation of bicycle safety classes(once a year)

PurposeLearn how to rid bicycle correctly

OutlineMock traffic lights are put up and used to teach children how
to ride their bikes safely. Our school allows children to ride
their bicycles by themselves from Grade 3. The Grade 3
children, who are just starting to ride, are allowed to ride
their bicycle after completing this traffic safety class. We
have also adopted a bicycle license policy. Children who
pass a written test are issued a license.

Organizers

Chichibu Civic Life Section,
Chichibu Police StationMaintarget(s)Children in
Grades 3 to 6

37

5-3

Continued

Activity

Meeting with school route group leaders andvice leaders (once a month) [Reprint of 2-3]

Purpose

Safe and secure school commute in school route groups

OutlineOrganizers

5-4

The school route group leaders and vice leaders meet formeetings based on the school commute instruction records
prepared by the faculty and staff. Groups that commute toschool safely are introduced, the month's priority targets are
confirmed, issues arising during school commute are
discussed, and instruction is given on using the group flag
and whistle, etc.
Main
Children (group
Faculty and staff
leader, vice leader)target(s)Leaving school at the same time in groups(once a month, as needed)

Purpose

Safe and secure commute in school route groups

OutlineInstruction on safe commuting is given based on the schoolcommute instruction records prepared by faculty and staff.
The month's priority targets are conveyed, and the groupflag and whistle are confirmed.

5-5Faculty and staff

Maintarget(s)Children

Grade 1 children leaving school in groups

Purpose

Safe and secure commute home

Organizers

5-6

To ensure the children get home safely, the Grade 1 and 2
children commute home in a group. During the early part ofthe school year, the Grade 1 parents take turns meeting thechildren, and walk home with them. The faculty and staff,
and the school guard leaders, etc., provide
mimamori-watching.
Main
Faculty and staff,
Grade 1 and 2
parents, community
childrentarget(s)School route

Place

School route

Place

School route

Continued

Activity

Instructions for arriving at school(once a month, twice in April)

Purpose

Safe and secure school commute with instruction by guards

OutlineGuards stand at various locations following the School
Commute Instruction Plan, and provide instruction on
walking and crossing roads. Reports are given on groups
with good conduct, and on issues that need to beaddressed.

Organizers

PlaceContinued

Activity

OutlineSchool route

Continued

Activity

Organizers

Place

Faculty and staff,
PTA

Main
target(s)Children38

5-7

Continued, expanded

Activity

Creation of bicycle safety posters

PurposeIncrease awareness of using bicycles

Outline

The children review current posters, such as the “Near Miss
Safety Map”, and add new information. Grade 4 children
create slogans during first semester. They also devise andpost slogans about riding bicycles safely.

Organizers

5-8Children, faculty
and staff

Maintarget(s)Children

Bicycle safety inspection

PurposeIncrease awareness of using bicycles

Outline

The PTA organizes an event for bicycles to be inspected bymembers of the Chichibu Bicycle Association. Children can
only ride bicycles that have passed the inspection and havea Hanasho original “Pass” sticker.

5-9Children, faculty and staff,
PTA, local community

Maintarget(s)Children

Promotion of helmets by Challenge
Assembly

PurposeHelmet wearing trials (sectional group activity)

OutlineChildren play games, requiring helmets to be worn, at the
Challenge Assembly. The children get to try wearing ahelmet while having fun.

5-10

ChildrenMaintarget(s)ChildrenoutsideschoolPlace

Inside andoutside schoolPlaceoutsideschoolContinued

Activity

Bicycle Questionnaire

PurposeIncrease in awareness of riding bicycle safely

Outline

The Grade 3 and above children take part in aquestionnaire to investigate awareness of bicycle safety
and helmet usage.

Organizers

Place

New

Activity

Organizers

outsideschoolContinued

Activity

Organizers

Place

Faculty and staff

Maintarget(s)Children39

6 Measures for suspicious persons
6-1

Continued

Activity

Collaboration with Child 110 Safety homes

PurposeEnsuring children's safety, and preventing crimes, etc.

OutlineOrganizers

Registered homes are asked to display plates indicating“Child 110 Safety home” where it can be seen easily fromthe school route. Children can ask for help at these homes ifthey encounter any suspicious persons, etc. Small stores inthe school district and homes where residents are usually athome are often asked to cooperate.
Main
Faculty and staff,
Children
PTA, local community
target(s)6-2Continued

Activity

District patrols

PurposeOutlineOrganizers

6-3
Activity
PurposeOutlineOrganizers

6-4
Activity
PurposeOutlineOrganizers

To ensure the safety of children and to suppress crimes(prevent crimes before they occur)
Patrols, consisting of parents and members of thecommunity, patrol each neighborhood. During each summer
vacation, daily evening patrols are conducted in each of theten neighborhoods.
Main
Faculty and staff,
Children
PTA, local community
target(s)Place

In school
districtPlaceoutsideschoolPlace

School routeIn school district

Place

Inside school

Continued

Distribution of portable crime prevention
buzzers
Measure against suspicious persons, increase crime
prevention awareness
Every year, the new Grade 1 children are given portable
crime prevention buzzers to put on their bags. The buzzers
are inspected periodically to confirm that they work.

Faculty and staff

Maintarget(s)ChildrenContinued

Installation of security cameras
Measure against suspicious persons, increase crime
prevention awareness
Security cameras are installed at each school gate and aremonitored round the clock in the school office for any
suspicious persons. A system where warning lights turn on
when suspicious persons enter the premises has also been
installed, and this system can also be used to notify
authorities for emergencies.

Faculty and staff,
chichibu cityMaintarget(s)Children, faculty
and staff

40

Indicator 4

Programs targeting groups and environments facing high risks

There are certain risk factors that we need to consider, such as the frequent occurrenceof earthquakes in Japan and disaster prevention measures to handle the extreme weather
conditions of recent years. In addition, there is also concern for break-ins by suspicious
persons and cases where suspicious persons may try to start conversations or attempt tofollow children going to school or going home. While the geographical areas where children
are active expand during the lower grades, children at that age are still in the development
stage in regards to the understanding of traffic rules and judgments of traffic situations. Thissignifies a need for further support in order to prevent traffic accidents.
Another factor to consider is that there are two special needs classes at our school, andit can be assumed that children with special needs may panic more easily due to theirconditions. In some cases, they require special consideration in their daily lives to ensure
their safety. We have defined the groups outlined above as high-risk groups and are
involved in programs targeting these groups.

1 Measures in preparation of large-scale earthquakes(1) “Sugu Mail” registration
7-1
Continued
Activity“Sugu Mail” (Immediate mail) registration

Purpose

Provision of information to parents

OutlineIn Chichibu City, the Board of Education recommends that
all families register in the school's “Sugu Mail” system. If adisaster occurs, we can immediately send out e-mails
regarding the emergency system in place.

Organizers

Faculty and staff

Maintarget(s)Faculty and staff,
parents

Place

Inside andoutside school(2) Evacuation drills
7-2
Continued
Activity

Implementation of emergency evacuation
drill (once a semester)PurposeTo ensure safety when earthquakes/fires occur

Outline

The sound of the Earthquake Early Warning is utilized when
conducting evacuation drills to prepare for large-scale
earthquakes. In simulation of power outage, broadcasts
over the school system for evacuation guidance isconducted using emergency broadcasting equipment. Eachclassroom is equipped with a megaphone so it can be used
to communicate with or guide others promptly. Children are
selected to take part in fire extinguishing drills, and theGrade 5 children practice coming down a chute from the 3rd
floor.

Organizers

Faculty and staff

Maintarget(s)Children, parents

41

Place

In the school,
playground7-3
Activity
PurposeOutlineOrganizers

Continued

Training for passing children to parents’ care
To train how to pass the children to the parents’ care safely
after disaster such as a large-scale earthquake
Drills simulating large-scale earthquakes are conducted topractice how to pass the children to the parents’ caresmoothly. Parents are asked to walk to school and pick up
their children. They confirm emergency evacuation shelters,
etc., as they walk home together. “Sugu Mails” are also sentout on this day.

Faculty and staff

Maintarget(s)Children, parents

Place

Inside school, inside

Place

School zone

PlaceoutsideschoolPlace

School zone

school district

2 Measures for lower grade children
7-4
Activity
PurposeOutlineContinued

Leaving the school in groups
To ensure the safety of lower grade children on their way toschool/on their way home
School route groups are formed with children in the upper
grades assigned as group leader and vice-leader. The older
children look out for the lower grades to ensure a safe
commute to school. The school groups are formed every
March. The leaders check out the meeting place and schoolroute, etc., with the faculty and staff in charge.

Organizers

Faculty and staff,
parents

7-5

Continued

Activity
PurposeOutlineTo ensure the safety of lower grade children going on
sectional group field trips
The children in the upper grades are designated as leadersand vice leaders of the sectional groups. They take care oflower grade students so that the groups arrive at the parksafely.

Faculty and staff,
PTA

7-6

Continued

PurposeOutlineOrganizers

ChildrenSectional group activities [Reprint of 3-1]

Organizers

ActivityMaintarget(s)Maintarget(s)Children

Watching over children going home fromschoolTo ensure the safety of lower grade children when they areleaving school
When the new school year starts, the parents accompany
children in lower grades so that they can arrive home safely.
Mimamori-activities by the faculty and Hanasho supporters
are carried out while the lower grades are going home.
Faculty and staff, Hanasho
supporters, parentsMaintarget(s)Children42

3 Measures for special needs classes
7-7
Activity
PurposeOutlineOrganizers

7-8
Activity

PurposeOutlineOrganizers

7-9

Continued

Establishment of special needs classes
Providing individual support to ensure safe and secureschool life for children with special needs
Our school has two special needs classes, one for children
with intellectual disabilities and one for children withemotional disabilities. Twelve children are currently
enrolled. Two homeroom teachers and two special needs
assistance follow individual instruction plans, and givedetailed support to help children become independent. The
classes interact with other grades at school events and invarious subjects. The children also have exchanges withspecial support schools and special support classes
throughout the city. They participate in joint learning
presentations and joint field trips. We make an effort tofoster the children's minds. Visitors are welcome to visit the
Sakura Grade's “Morals” class on Open School day.

Faculty and staff

Maintarget(s)Children in special
needs classes

Inside andoutside school

Place

Inside school

Place

Inside school

Continued

Establishment of a special needs resource
room (Support Room) to offer guidance forchildren with special needs learning in
regular classrooms
Instruction to help children improve and overcome
challenges
A teacher in charge of special needs provides individual
guidance to help children overcome issues they face.
Chichibu City has two Special Needs Resource Rooms, one
which is located at our school. Children from other schools,
in addition to our children, visit the Support Room.
Main
Teacher in charge ofChildren who visit
the resource room
the resource roomtarget(s)Continued

Activity

Installation of cushioning materials

PurposePrevent impact to head, etc., if child falls during learning
activities

OutlineThe Special Needs Resource Room and Special Needs
Class classrooms have cushioning sponges on the walls
and urethane mats on the floors. These allow the children to
move around safely during independent activities.

Organizers

Place

Teachers in charge of
special needs classes,
teachers in charge of thespecial needs resource
room

Main
target(s)Children in Special
Needs Class, children
using Special Needs
Resource Room43

Indicator 5

Initiatives based on evidence

At our school, we analyze the occurred injuries by various aspects such as time, location, andmechanism to establish preventive measures based on evidence. As a result of our efforts, issues thatshould be focused on became clear, as indicated in Chapter 4.
Based on injury occurrence, prevention targets are set for injuries both at school and outside school,and preventive activities are conducted.

Occurrence of injury etc.
AtschoolPrevention targets○ Scrapes and bruises are the most common type of injury.
(Fig. 3-5)(1) Injuries on playground(From falling)○ Most of the scrapes occur on the playground during
recess. Most scrapes occur when a child falls. (Figs. 3-6,
7, 8)(2) Injuries in classroom(From bumping into things)(3) Injuries during recess○ Many of the bruises occur in the classroom during recess.
Most bruises occur when a child bumps into things. (Figs.
3-9, 10, 11)(Playground) (Classroom)(4) Injuries of lower gradestudents○ Injuries requiring hospital treatment most often occur on
the playground during recess. There are many fractures.

(Playground) (Classroom)(5) Relations with friends(Figs. 3-13, 14, 15)○ Lower grades have a higher rate of injury during recess.
(Figs. 3-4, 7, 8, 10, 11)○ There have been no serious incidents of bullying in thethree years since we were certified as an ISS school.
However, according to the “Trouble Survey,” there arechildren who had bad experiences interacting with theirfriends. (Figs. 3-16, 17, 18)

Outside ○ Over the past three years, 6 cases of traffic accidents inschoolthe school district affecting children at our school, 4(6) How to ride bicycle(7) Rate of helmet usage

involved children riding bicycles. (Fig. 3-20)○ The main cause of bicycle accidents was suddenly
emerging without warning (Fig. 5-17)○ More children now own helmets, but the number is still
low. There are many children who have helmets but do
not wear them. (Figs. 3-21, 22, 23)* Since there were almost no cases of child abuse, we did not focus on this area.
* Although there are few crimes involving children, the following countermeasures (1) to (5) were
implemented:(1) Establishing a curfew of 16:00 for all students to leave the school premises and ensuring all
children have left school by this time.
(2) Installing security cameras in the school.
(3) Students are required to return home after the afterschool activities by 18:00 in the spring andsummer and 17:00 in the autumn and winter.
(4) Distributing crime prevention buzzers to all newly enrolled first year students.
(5) Encouraging homes in the community to register and cooperate with the “110 child safety shelter”
initiative (A refuge provided when children find themselves at risk of being involved in crime), anddistributing “110 child safety shelter” plates to the registered homes.

441

Analysis of cause to clarify issues that needs to be addressed
Shown below is the summary of the injuries occurring at school. The tendencies of injuries as well as

the locations where injuries are occurring could be interpreted from the collected data.

Injuries inflicted on children at school
Evidence

Analysis

Issues to focus on

Injuries occur frequently during recess.

(1) Scrapes

data
Fig. 3-7

Injuries including minor cases

Fig. 3-10

byfalling on the playgroundFig. 3-5

Many injuries are scrapes and bruises.

during recess lead injuries

Fig. 3-8

Many scrapes are caused by falls on theoccurring during recess.

playground.
Fig. 3-11
Fig. 3-4

Many bruises are caused by children(2) Bruises

sustainedbybumping into things in the classroom.

bumping into things in the

Injuries occur often in the lower grades andclassroom are the second

decrease as the students advance to higher

highest type of injury.

grades.
Fig. 3-8

Fig. 3-14

Injuries requiring
hospital visits

sustained

Fig. 3-15
Fig. 3-13

There are many scrapes in the upper(3) There are many injuries

grades, with many caused by children

occurringplaying soccer.

grades.

in

the

lower

● Throughout the year, injuries sustained on
the playground occur during recess.
● There have been many bone fracturescaused by falling, etc.

(4) Serious injuries occurringon the playground are
fracturescausedbyfalling.

When the occurrence of injuries are analyzed for injuries including minor cases at school, thelocation where injuries occur the most is the playground, followed by the classroom. The data for thetime zone of occurrence indicates that injuries occur the most during break time for all locations with the
exception of the gymnasium and the special needs class, followed by physical education classes. The
situation has not changed greatly since we were certified in 2015, however, the number of incidents has
dropped significantly. Injuries sustained on the Hanasho Tower, where there were many serious injuries,
have also dropped.
Looking at injuries requiring hospital treatment in detail, there are injuries sustained on theplayground, in the classroom, and in the gymnasium. Injuries sustained on playground equipment,
including the Hanasho Tower, have dropped, and there were zero incidents in SY2017.

45

Atschool
schoolAt

2 Activities for key imperatives
Key imperatives<Challenge 1>
1. Scrapes sustained byfalling on the playground
during recess lead injuries
occurring during recess.
2. Bruises sustained bybumping into things in theclassroom are the second
highest type of injury.
3. There are many injuries
occurring in the lower
grades.
4. Serious injuries occurringon the playground are
fractures caused byfalling.

Outside School<Challenge 2>
1. Continue to foster acompassion for others.
2. Continue teaching about
how to talk and use
words.
3. Provide immediately
support, and don’t
overlook even smallthings.
4. Create an environment inwhich teachers canidentify changes in thechildren.

Direction<1>
Improvementof children’scapability to
predict andavoid risks<2>
Additional
schoolinstructions
andmanagement
systemActions(1-1) Preparation of displays about
injury(3-2) ISS Pupil’s meeting by children(4-1) School safety checks by children(4-1) Maintenance of hazardous
areas in school by children(2-1) In-school research sessions forfaculty and staff(4-1) Safety inspections andmaintenance by faculty and staff(3-3) Prevention and management of
mental torment<3>
Establishmentof goodrelationshipwith friends<Challenge 3>
1. Eliminate traffic accidents
occurring during schoolcommute<4>
Assurance ofsafety during
going to/fromschool<Challenge 4>
1. Ensure children ridebicycles correctly.
2. Increase awareness of
traffic rules.
3. Increase rate of helmet
use.

<5>
Reduction of
bicycleaccidents(3-4) Collective activities with different
age groups(2-1) Relation to in-school research(5-3) Instructions for arriving at school
linked with meetings with
commuting group leaders anddeputies(5-1) Traffic safety classroom(5-2) Bicycle traffic safety class(5-7) Preparation of displays forbicycle safety(5-8) Check-up of bicycles(5-9) Promotion of helmets

46

(1) Prevention of injuries at school<1> Improvement of children’s capability to predict and avoid risks
1-1 Preparation of displays about injury at school < Challenge 1>

Continued

The Health Committee children use data on injuries from the nurse’s office, and show the monthly
situation with graphs. Findings from the graph results are written on cards, and used to call for
prevention. The children also make posters and remind all students to prevent accidents.

[ISS Assembly by Health Committee children]
Frequent injuries, found from the data, were announced, and reminders were given to reduce the number. The
Committee also promoted cavity prevention to the entire school.

3-2 ISS Children meeting by children < Challenges 1, 2>

Continued

Once a month, children in each committee organize the assembly, and give presentations on theirinitiatives to create a safe and secure school. Because there were many injuries on the Hanasho
Tower, the Exercise Committee called out to the students reminding them to use the Hanasho Towersafely. Presentations, including a True/False Quiz, were devised to make them easy for the lower
grades to understand. The older children performed mimamori watching during recess to ensure thelower grades could play safely.
It'sdangerous
if you go up
the slidefrom thebottom.

Is it okay toplay tag on
HanashoTower?

[ISS Assembly organized by Exercise Committee]
The entire school checked how to play safely on Hanasho Tower.

4-1 School safety checks by children <Challenge 1>
The Representative Committeeand Health Committee performed
investigations of hazardous areas on
the playground and in the school.
Their findings were presented at the
ISS Assembly, and to each class.

47

Continued

1-5 Maintenance of hazardous area displays by children <Challenge 1>

Continued

The Representative Committeeand Health Committee referred to theinvestigation of the hazardous areas
on the playground and in the school,
and made warning posters for injury
hot spots. The posters are periodicallyinspected and updated.

4-1 Maintenance of hazardous areas in school by children<Challenge 1>

Continued, expanded

The Exercise Committee, Health Committee, and Rabbit Petting and Contact Experience leadactivities to maintain hazardous areas on the playground and in the school. Each Committee works tofind hazardous areas, and performs daily maintenance.

[Picking up rocks][Installing rubber cushions
on corners][Preventing colds;
disinfecting door knobs]<2> Strengthening school instruction and management system
2-1 In-school research sessions for faculty and staff<Challenges 1, 2>

Continued

Detailed instruction must be given in each grade so thatthe children’s ability to predict and avoid danger can be
fostered. At our school, the in-school research organization
conducts training seminars that follow a research plan. The
faculty and staff participate in classes on various subjects
including life skills, water-rescue methods, how to use an
Epipen, school health, and in-school research workshops.
The Student Instruction Committee meets once a month(and as needed) to discuss challenges identified from theschool life survey. In SY2016, an increase in bruises
sustained in the hallway and stairs was identified as a challenge, so faculty and staff discussed
an instruction and management system.
48

4-1 Safety inspections and environment maintenance byfaculty and staff <Challenge 1>

Continued, expanded

The 5th of every month is designated as Safety Day at our school. All faculty and staff
participate in safety inspections. The Safety Inspection card isprovided at inspection sites to ensure complete inspections are
conducted. The detailed items are reviewed each school year.
The chief subject teacher leads the inspections so that many
places can be inspected by many people. When any problem isfound, the Safety Department leads efforts to immediately makerepairs and improvements.

<3> Establishment of good relationship with friends
3-3 Prevention and management of mental torment(Survey about bullying) <Challenge 2>

Continued

Bullying is regarded as a mental torment and a survey was conducted to all children, entitledSurvey for bullying: Happy school life for everyone. It was filled in at home together withguardians and is submitted to the school every semester.
○ Have you ever been ignored or ostracized?
○ Have you ever experienced cracking or chuffing, or received insults or negative words?
○ Have you ever been your belongings hidden or used without your permission?
○ Have you ever hit by intention or punched or kicked as if they were playing?
○ Have you ever experienced e-mail message denouncing you or negative blog messages aboutyou?

The results are tabulated at the end of the month of survey. If any bullying is suspected, theclass’s homeroom teacher (with grade supervisor when needed) confirms the facts, andimmediately provides instruction. If the bullying is identified as serious during this process, a“Bullying Prevention Task Force” is started up with the principal, to ensure the issue is handled ina systematic manner.

3-4 Collective activities with different age groups(Across-grade activities and excursion) <Challenge 2>

Continued

Groups of children in different grades are formed every year. The groups participate inmonthly play activities, and perform weeding work
together with Hanasho supporters on designatedmornings. During sectional group play, the groupleaders and Grade 6 children plan fun ways to playwith children in lower grades.
Additionally, all school excursion including theGrades 1 to 6 is organized in the latter half of May
every year. At this excursion, Grades 4 to 6 children(leader is Grade 6 children) play a key role to walkalong with Grades 1 to 3 children. They play and eat
lunch boxes together to take care of Grades 1 to 3
children. Through this interactions of multi-year groups,
we will help establish good relationship with friends.

49

2-1 Relation with in-school training <Challenge 2>

Continued, improved

Since SY2016, our in-school training has conducted research focusing on math classes. The
research theme is “Devising classes that draw out
children’s questions (SY2018).” The faculty work todesign classes for independent, interactive deep learning
sessions. The faculty and staff participate in periodic
in-school training, and in-school class research is
conducted during math classes. We believe that
promoting this type of class preparation helps thechildren to recognize each other, build a good relation
with their friends, and foster a compassionate mind.

(2) Prevention of injuries outside school<4> Assurance of safety during going to/from school

Continued

5-1 Traffic safety classroom <Challenge 3>
Traffic safety classroom is held for Grades 1
and 2 every year. Staff at Chichibu Civic Life
Division provide instructions and we received
hands-on experience of how to follow the traffic
lights and how to go across the crossing. Throughthis traffic safety class, our children walk in a line
during going to/from school.

5-3 Instructions for arriving at school linked with meetings with
commuting group leaders and deputies <Challenge 3>
Based on Instructions for arriving at school records byschool staff members, groups that were good at greeting,demonstrated good line and cared about Grade 1
children when commuting are presented. The informationthat should be confirmed across the entire commuting
groups is shared. Moreover, we practice commuting
group flags and whistle. Awareness of greetings and safe
travel is promoted during monthly School Route Leader
and Vice Leader Meetings. The Hanasho original groupleader flag also helps to increase awareness aboutcommuting to school safely.

50

Continued

<5> Reduction of bicycle accidents
5-2 Bicycle safety classroom <Challenge 4>(Subject: Reduction of bicycle accidents)

Continued, expanded

At our school, children at Grade 3 orhigher can ride bicycles without theirparents. Majority of children use bicycles.
There were 6 traffic accidents of ourschool children in the past 3 years from2015 through 2017. Among them, 4
accidents occurred while riding on
bicycles. Therefore, for Grades 3 to 6
children who can ride bicycles without
their parents, bicycle safety classroom isorganized in May every year. The
children learn and practice riding theirbicycle safely, including hazards such as
inner wheel difference and blind spots asseen from a car. They also learn about
the safety of wearing a helmet. The
Chichibu Police Department cooperates in this program and issues bicycle licenses, reminding
children to observe traffic rules.

5-7 Preparation of displays for bicycle safety<Challenges 3, 4>Continued, expanded

There are many posters about bicycle safety at our school. The “Hiyari Hatto Safety Map” isperiodically reviewed and updated. Past bicycle accidents are analyzed, and used as materials
for children to think about safety and security. This includes watching out for jumping into thestreet. The “Five Rules for Bicycle Safety” are posted where the children can see them easily,such as at the stairs. The Grade 4 children learn about safety during first semester, and come up
with “Safety Slogans,” which they post around the school.

51

5-8 Bicycle safety check <Challenge 4>

Continued

PTA Safety Department and School Safety Department co-hosted an event and invited abicycle shop personnel at Chichibu Area Bicycle Association. Saddles, frames, bells and lights
were inspected from an expert perspective. If they were passed, this year’s Hanasho sticker isgiven and is used as a permission for bicycle schooling. This activity is intended to ensure
awareness of daily checking of bicycles and safety ride.

5-9 Program to increase helmet usage rate <Challenge 4>
Newsletters explaining the necessity and safety
factors of wearing a helmet were sent out to parents
in hopes of increasing the helmet usage rate. The
PTA Executive Committee, etc., has also introduced
the necessity of wearing helmets. At Children's
Assemblies, the children proposed games that letthem try wearing helmets.

52

New

Indicator 6 Programs that document the frequency and causes of injuries
At our school, multiple data collection programs for gathering information on external
injuries, etc., are used to obtain a comprehensive view of injuries by children in the school
environment and the community.

Category

Injuries to thebody

Mental torment

1

Type of injury(1)

Injuries including
minor

(2)

Injuries requiring
hospital visits(3)

Number of casesof cases resulting
in bullying

Recording method

Frequency
oftabulation
Once amonth“Injury record” sheet is used to collectinformation about injuries andaccidents at School nurse’s office.
They are statistically analyzed.
In order to claim Disaster medical care Once a
expense under school supervision,
month
records to be submitted to Japan SportCouncil are provided to the local
government.
All children are surveyed if they have Once per
had experiences of bullying or theirsemesterfriends are experiencing bullying.

Injury records at school(1) Collection of injuries including minor (datafrom the school nurse’s office)Using Injury Record Sheet, “Time the onset of
an incident,” “Location of an incidence,” Category of
injury,” “Location of injury,” “Cause of an injury” and“Medical treatment” are recorded for each case.
Based on this data, children of the healthcommittee prepare graphs, add comments, andpost them up. The monthly nurse's office data iscollected and saved in a file. As part of the ISS
program, all faculty and staff share information, andtake appropriate actions to prevent injuries.
(2) Records for injuries requiring hospital
visits(From “Disaster mutual aid benefit data”)
Injuries that occurred under the school
supervision and required at least 5000 yen for
medical treatment are reported to Japan SportCouncil. At that occasion, “Disaster mutual aid
benefit data” are utilized.
(3) Understanding of cases that may lead tobullying“Trouble survey” is conducted every semester to understand the status of pupil’s mental
condition while ISS Summer Vacation Summary Card is used to investigate living conditionof each pupil.
This survey helps in early identification of cases that could lead to bullying.
53

Indicator 7 Evaluation measures to assess school policies, programs,
and processes
For those listed at Indicator 6, the following actions will be conducted to measurechanges and they are used as an indicator, in order to confirm performance of our activities.
For short- and mid-term assessment, we will evaluate changes of “Awareness / knowledge”
and “Behavior and actions.” For long-term assessment, we will confirm how much reductionof injuries was achieved.

1 Assessment indicator and verification of effects☆ Verification methods, ★ Items subject to assessment

Countermeasure
(1)
(2)
(3)

(4)
(5)
(6)

Pupil’s awareness survey bychildrenPreparation of Display for
injuries
ISS meeting by children

Safety check by children
Study of school class
Improvement of safety
management method at aschoolIndicator for short and mid-term
Indicator for long-term
achievement
achievement
Assessment indicator
Assessment indicator 1:
8:
Understanding of onset and causes of
injuries
Number of onset of
injuries at school and☆Survey
their incidence rate
★All children☆Data from theAssessment indicator 2:
Changes in awareness and behavior for school nurse’s officeand Disaster mutual
prevention☆Pupil’s awareness survey by children aid benefit data
(every year)(Once per semester) (Children’s survey)★All children★All children
Assessment indicator 3:
Awareness for safety and its assurance☆Assessment of instruction effect(Before and after learning)★Children, faculty and staff(7)

Prevention of mental damages Assessment indicator 4:
and countermeasures
Number of cases of bullying(8) Collective activities with
☆Status investigationdifferent age groups(Trouble survey, once per semester)(9) Lectures on mindset★All children
Assessment indicator
Assessment indicator 5:(10) Bicycle safety classroom
9:
Penetration of the traffic rule (walking)(11) Traffic safety classroom
Number of bicycle(12) Promotion of helmet use☆Status investigation
traffic accidents /(ISS Review Card, every month)(Going to/from school survey by faculty, incidence rate
☆Summary ofstaff and parents)
accident reports and★All children
police summary
Assessment indicator 6:
statistics
Penetration of the traffic rule
(every year)
Rate of helmet use (bicycle)★All children☆Status investigation(ISS Review Card, every month)(Going to/from school survey by faculty,
staff and parents)★All children
Assessment indicator 7:
Traffic safety for local areas and schoolroutes☆Survey★Parents54

2 Assessment methods and Improvement
For assessment indicator, achievements and evaluation are analyzed andimprovements will be sought.
<Indicator for short- and mid-term achievements>
Name of assessment indicator◎Assessment method◆Improvement◎ Survey for changes of children by safety
instruction in accordance with Annual
Understanding of the onset and cause of
instruction plan is conducted annually andassessment is performed. (From nurse's
Assessment injuries
office data)
Figs. 3-1 to 15
indicator 1◆
Onset and causes of injuries are understoodFigs. 5-1 to 13
by grade and safety instruction plan shall be
improved for each grade.
◎ ISS committee conduct survey to all children
every semester, based on similar survey
items. (Review card)
Assessment Changes in awareness and behavior for◆ Through continuous follow-up of the survey
indicator 2
prevention
results, changes of awareness and behaviorof children are understood and inputs topupil activities will be made.

Assessment
Awareness for safety and its assurance
indicator 3◎ Monthly “Trouble survey” is used tounderstand the number of bullying and thecurrent status. (Survey of Worries andConcerns)◆ In order to eliminate bullying, faculty andstaff will systematically take actions. At thesame time, causes of bullying are analyzed
and continuous monitoring shall be
conducted.

Number of cases of bullying
Assessment
indicator 4

Figs. 3-16 to 19
Figs. 3-14 to 16

Penetration of the traffic rule (walking)Assessment
indicator 5

Assessment
indicator 6◎ Pupil’s awareness on safety is surveyed
before and after learning and every year.
Changes and penetration rate are
evaluated. (Review card)◆ In relation to preventive measures forinjuries, Safety Instruction Curriculum of all
subjects are prepared and revised.

Fig. 3-20
Figs. 5-17, 18

Penetration of the traffic rule (bicycles)
Figs. 3-20 to 23
Figs. 5-17 to 22

55◎ Children of all grades learn traffic safety
every year. Level of understanding of thetraffic rule is assessed before and after
learning. (School Route Group Check
Card)◆ The school route group check card is used
to check how well children understand therules, and to improve instruction contents.
◎ The level of traffic rule understanding andthe helmet usage rate are assessed before
the activity. The level of understanding isassessed for each review card. (Bicycle
Survey)Assessment
Penetration of the traffic rule (bicycles)
indicator 6◆ Enlightenment will be made at “ISS
Newsletter”, PTA Advisory Board meetingand parent’s communication meetings.

◎ Survey on school routes and local safety will
be made to parents every year. Sense ofrisk among parents is understood.
Moreover, at a meeting with local
volunteers, local information will beobtained. (School assessment)
Assessment Traffic safety for local areas and school
indicator 7◆ Upper grades work on updating theroutes“Hanasho District Safety Map.” Hazardous
areas are inspected by supporters andduring the Safe Clean Activity, etc. The
scope of mimamori-watching is increased
with these activities.

<Indicator for long-term achievements>
Number of onset of injuries at school and ◆ Based on injury data, sense of prevention
will be raised. Safety Instruction Curriculum
Assessment their incidence rate
is prepared and the number of injuries andindicator 8
Figs. 3-1 to 15
incidence rate will be reduced.
Figs. 5-1 to 3
Number of bicycle traffic accidents / ◆ Parents and local care network will be
expanded and the number of traffic
Assessment incidence rate
accidents of pupil’s bicycles and theirindicator 9
Figs. 3-20 to 23
incidence rate will be reduced.
Figs. 5-17 to 22

3 Project management of the program
Project management of the program will mainly conducted by “ISS Promotion
Committee.” Effectiveness is rated based on the assessment indicator. When implementing
PDCA cycle as part of the Program, we invite instructors from Japan Institution for Safety
Communities and receive advices on our activities and program management. The programis also assessed by the External Appraisal Committee (representatives of parents,
community, and school), and the results are linked to improvements.

Plan
Collection analysis and evaluation of
injury data

ActionEvaluation results are reflected tocountermeasure and implementation
plan

ISS Promotion
Committee

Do
Activities by each specialized section
Implementation of countermeasurethrough cooperation of various
committees

Check
Japan Institution for
Safe Communities

Measurement of effectiveness basedon assessment indicator
Verification of indicator and newissues56

School appraisal

4 Examples of results(1) Situation of injuries sustained in the school

1. Injuries including minor injuries
Fig. 5-1

Changes in number of treated injuries occurring during recess,on playground, or classroom(Nurse's Office data for SY2016 to SY2017)

1000(incidents)
800

600

400

200

0

Injuries during recess

Injuries on playground

Injuries in classroom

SY2016

769

492

266

SY2017

654

304

207

Fig. 5-2

Changes in number of treated cases by type of injury, and number oftreated cases per child(Nurse's Office data for SY2016 to SY2017)(incidents)

600

1.5
(incidents)

500
400

1

300
200

0.5

100
0

Scrape
すりきず

Bruise
打撲

Laceration
切り傷

Sprain
捻挫

Jammedfinger突き指

Others
その他

SY2016
injuries
2016年ケガ

435

485

130

68

41

23

SY2017
injuries
2017年ケガ

394

416

82

43

23

41

2016年一人あたり
SY2016per child

1.2

1.4

0.4

0.2

0.1

0.1

SY20172017年一人あたり
per child

1.1

1.2

0.4

0.1

0.1

0.1

57

0

Fig. 5-3

Changes in number of treated scrapes by place of occurrence(Nurse’s Office data for SY2016 to SY2017) [Reprint from Fig. 3-6]
Many scrapes occur on the playground.
We can see that the number greatly
dropped in SY2017.

(incidents)
350
300

Scrapes sustained on
playground equipment
have increased, but
injuries sustained on
Hanasho Tower have
dropped.

250
200
150
100
50
0

Fig. 5-4(incidents)
100

Playground

Classroom

Hallway,
stairsGymnasium

Playgroundequipment

Lower
gardenOthers

SY2016

287

19

12

7

28

27

55

SY2017

210

12

9

9

45

60

49

Number of scrapes sustained on playground by grade and by cause ofoccurrence(Nurse's Office data for SY2017)
In SY2016, there
were 62 incidents ofscrapes sustained
while playing soccer[Fig. 3-8]. In
SY2017, this number
dropped to 11
incidents.

80
60
40
20
0

Many scrapes are caused by falls. In
SY2017, there were many incidents
among Grade 1 children. This number
drops as the grade increases.

Playground

Playground

Playground

PlaygroundSoccerTumbledBumped into
somethingFell down

1

1

94

2

1

2

1

26

3

1

23

4

7

23

Scrape

5
6

20
1

10

58

Fig. 5-5

Changes in number of treated bruises by place of occurrence(Nurse's Office data for SY2016 to SY2017) [Reprint from Fig. 3-9](incidents)
Many bruises occur in the classroom. We can180

see that the number dropped in SY2017.

160
140
120

Bruises sustained on
playground equipment
have increased, but
injuries sustained on
Hanasho Tower have
dropped.

100
80
60
40
20
0
Playground

Classroom

Hallway,
stairsGymnasium

SY2016

127

156

47

50

SY2017

59

135

52

24

Fig. 5-6

Playgroundequipment

Lower
gardenOthers

65

5

34

106

15

25

Number of bruises sustained in classroom by grade and by cause(Nurse’s Office data for SY2017)60(incidents)

n=135

40

20

0

Classroom

Classroom

OthersBumped into
personClassroom
Fell

Classroom

Classroom

Classroom

PinchedBumped into
something

Fell

45

1

Bruises
1

15

2

1

3

4

1

4

5

1

5

3

6

2

17

4

12

1

1

1

2

13
1
2

1

59

1

1

Fig. 5-7

Transition of number of injuries treated by grade(Nurse’s Office data for SY2016 to SY2017) [Reprint from Fig. 3-4]600
(incidents)

60
(%)

500

SY2016n=1182

SY2017n= 999

400

40

300
200

20

100
0

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6SY2016 (incidents)

218

301

179

263

95

126

SY2017 (incidents)

569

72

120

105

77

56

SY2016 (%)

18

25

15

23

8

11

SY2017 (%)

56

7

12

11

8

6

0

(Note) Rate of children in each grade in respect to number of injuries treated during the year
Fig. 5-8

Changes in number of treated scrapes by type of child(Nurse’s Office data for SY2016 to SY2017)80(incidents)

Injuries dropped as thegrade increased. In
SY2017, injuries
dropped in all grades.

70
60
50
40
30
20
10
0

Started school Started school Started school Started school Started school Started school
SY2018SY2017
SY2016SY2015
SY2014SY2013(Current(Current(Current(Current(Current(Current
Grade 1)
Grade 2)
Grade 3)
Grade 4)
Grade 5)
Grade 6)SY201573

SY2016SY2017
SY2017

23

9

66

63

26

37

44

41

42

26

14

n=60

n=40

n=64

n=54

n=58

60

Fig. 5-9

Changes in number of treated bruises by type of child(Nurse’s Office data for SY2016 to SY2017)300(incidents) There were
250
200
150
100

many bruises
in Grade 1.
This is most
likely because
there weremany children,
who were very
active.

In SY2017, bruises dropped in all grades.

500Started school
SY2018(Current Grade
1)

Started school
SY2017(Current Grade
2)

Started school
SY2016(Current Grade
3)

Started school
SY2015(Current Grade
4)
72

92

60

53

147

78

129

272

16

46

37

25

n=60

n=40

n=64

n=54

n=58

SY2015
SY2016SY2017

SY2017

Started school
SY2014(Current Grade
5)

Started school
SY2013(Current Grade6)

2. Injuries requiring hospital treatment
Fig. 5-10 Trends of incident occurrence (*) Average for Chichibu City and our school[Reprint from Fig. 3-12]

9

(%)

8
7
6
5
4
3
2
1
0

*
*
*

Although the number of injuries requiring hospital visit was lower
than the Chichibu City average, the rate of occurrence increased
between SY2015 and SY2017. The number of injuries requiring
hospital visit may have increased because it has become moredifficult to assess injuries at school, and because priority has beenplaced on checks made at a medical institution.
2015

2016

2017

Chichibu City

7.6

7.4

8.2

Our school

5.8

6.9

8.0

Number of injuries/illness ÷ Number of children×100 (%)
National incidence = Information from the Japan Sport Council
Chichibu City incidence = Information from the Physical Education department of the Chichibu City
Board of Education

61

Fig. 5-11

Types of injuries requiring hospital visit(From SY2015 to SY2017, Disaster mutual aid benefit data)(SY2015: 21 incidents, SY2016: 24 incidents, SY2017: 28 incidents … Total 73 incidents)[Reprint from Fig. 3-13](incidents)
25
Between SY2015 and SY2016, many
injuries requiring hospital treatment werebone fractures. From SY2017, fractures
sustained when jumping off a step andtwisting ankle increased.

20
15
10
5
0
Fracture

SprainBruise

2017

9

5

4

3

2016

8

2

5

3

2015

6

5

4

4

Dislocatedtooth

CornealerosionRemovedfingernail

Abrasion

Others

2

2

2

1

0

0

0

1

2

0

1

2

1

0

0

0

1

0

Laceration Puncture

Fig. 5-12

Timing of injury requiring hospital visit(From SY 2015 to SY 2017, Disaster mutual aid benefit data)(SY2015: 21 incidents, SY2016: 24 incidents, SY2017: 28 incidents … Total 73 incidents)[Reprint from Fig. 3-14](incidents)
40
35

Most injuries occur during recess. The total of 37
incidents accounts for approx. 51% of all injuries.
There were 15 injuries sustained during PE class,accounting for approx. 21% of all injuries. Injuries
occurring when the children are active, such asrecess and PE, are increasing.

30
25
20
15
10
5
0

DuringWarm-upcommuteexercises
home

RecessPhysical
education

Other
class

Cleaningtime

School
event

2017

14

7

1

2

1

1

2016

13

5

2

1

1

1

2015

10

3

4

1

1

0

62

Lunch

Afterschool
club

1

0

1

1

0

0

1

1

0

Fig. 5-13 Place of occurrence of injury requiring hospital visit(From SY2015 to SY2017, Disaster mutual aid benefit data)(SY2015: 21 incidents, SY2016: 24 incidents, SY2017: 28 incidents … Total 73 incidents)[Reprint from Fig. 3-15]30(incidents)
25

Most injuries occur on the playground,followed by the classroom. Of injuries
sustained during PE class, most occur inthe gymnasium.

20
15
10
5
0
Playground

Classroom

Gymnasium

Playgroundequipment

Hallway,
stairsOn the road

Others

2017

11

5

5

0

4

1

2

2016

10

6

3

2

0

3

0

2015

5

5

4

4

2

1

0

<Summary>
1.

The number of treated injuries in SY2017 decreased. (Fig. 5-1, 2)

2.

Scrapes sustained by lower grade children from falling on the playground led the
injuries sustained during recess. (Figs. 5-3, 4)

3.

Scrapes sustained by lower grade children from bumping into things in the classroom
led the injuries sustained during recess. (Figs. 5-5, 6)

4.

Injuries sustained by lower grade children decrease as the children's grade advances.
(Figs. 5-7, 8, 9)

5.

Serious injuries occurring on the playground are led by bone fractures sustained fromfalls. (Figs. 5-9, 10, 11)63

(2) Compassionate relations

Injuries, including minor injuries

Evidence data
Fig. 3-16
Fig. 3-17

Fig. 3-16
Fig. 3-17
Fig. 3-18

Fig. 3-18

Analysis
There are children who have been
ignored or left out.
Compared to the children who havebeen ignored or left out, the number ofchildren who have been teased,bad-mouthed, or abused verbally has
increased. Many incidents are seen in
the middle grades.
Children who answered "Yes" to each
item decreased as the grade advanced,
but there tend to be grades with a highnumber of children who answered"Yes".
There are children who answered that
their friend(s) are being bullied.

Priority challenge
1 Continue to foster acompassion for others.
2 Continue teaching about
how to talk and use
words.
3 Provide immediately
support, and don't
overlook even smallthings.
4 Create an environment
in which teachers canidentify changes in thechildren.

As explained earlier, there have been no life-threatening incidents of bullying at our
school in the past five years. The “Bullying Survey” is conducted every semester, and used
for faculty and staff to have a common understanding of the children’s situation. At the
beginning of the school year, the data is analyzed to identify new challenges. The table
above gives a comparison and analysis of the SY2015 second semester survey results andthe SY2016 second semester survey results. While the number of children who have been
ignored, left out or teased has decreased, there are still children who have been ignored, leftout, or teased. Therefore, serious bullying could still occur at our school. The following
observations were made from the SY2017 second semester survey results.
Fig. 5-14

Have you ever been ignored or otherwise ostracized?
(Tabulation of SY2016 to SY2017 second semester Bullying Survey)
SY2016SY2017

Grade 1

Grade 1

Grade 2

Grade 2

Grade 3

Grade 3

Grade 4

Grade 4

Grade 5

Grade 5

Grade 6

Grade 6

Grade 6 Grade 5 Grade 4

Grade 6 Grade 5 Grade 4

Grade 3 Grade 2 Grade 1

No

Grade 3 Grade 2 Grade 1

Yes

Yes

No

(people)In SY2016, there were 16 children (5%) who answered “Yes,” and in SY2017, there were
12 children (3%). There were children who answered “Yes” in every grade.

64Fig. 5-15

Have you ever been subject to ridicule, teasing,abuse or unacceptable language?
(Tabulation of SY2016 to SY2017 second semester Bullying Survey)
SY2016SY2017

Grade 1

Grade 1

Grade 2

Grade 2

Grade 3

Grade 3

Grade 4

Grade 4

Grade 5

Grade 5

Grade 6

Grade 6

Grade 6 Grade 5 Grade 4

Grade 3 Grade 2 Grade 1

Grade 6 Grade 5 Grade 4

Grade 3 Grade 2 Grade 1

Yes

Yes

No

No

(people)The number of children that answered “Yes” decreases as the grade advances, but ingeneral, the number still tends to be high.
Fig. 5-16

Are you or any of your friends being bullied?
(Tabulation of SY2016 to SY2017 second semester Bullying Survey)
SY2016SY2017

Grade 1

Grade 1

Grade 2

Grade 2

Grade 3

Grade 3

Grade 4

Grade 4

Grade 5

Grade 5

Grade 6

Grade 6

Grade 6 Grade 5 Grade 4

Grade 6 Grade 5 Grade 4

Grade 3 Grade 2 Grade 1

No

Grade 3 Grade 2 Grade 1

Yes

Yes

(people)No

The number decreased in SY2017, but the number of children who answered “Yes” isnot zero.
<Summary>
1. The number of children who have been left out decreases as the grade
advances. (Fig. 5-14)
2. Teasing and ridiculing are common in the middle grades, and tends todecrease as the grade advances. However, there are still grades with highrates. (Fig. 5-15)
3. The number of children who answered that their friends were being bullied isdecreasing, but is not zero. (Fig. 5-16)

65

(3) Situation of injuries sustained outside of school
1. Traffic accidents involving bicycles
In the last three years, there have been six traffic accidents involving our school's
children within our school district. Of these, four were accidents involving children riding
bicycles. We have carried out programs to increase the rate of helmet use, which was achallenge we faced at the time of certification.
Evidence data

Traffic accident

Fig. 3-20

Fig. 3-20

Fig. 3-20

Fig. 3-21
Fig. 3-22

AnalysisPriority challenge

In the past three years, there has been
one traffic accident involving a childcommuting to/from school.
In our school's case, there are many
bicycle accidents occurring in theevening.
Grade 3 children, who have juststarted riding a bicycle, are involved inbicycle accidents.
There are children who have helmets
but do not wear them.

1 Eliminate traffic
accidents occurring
during school commute
2 Ensure children ridebicycles correctly.
3 Increase awareness of
traffic rules.
4 Increase rate of helmet
use.

Fig. 5-17 Causes of traffic accidents(Hanasho data from SY2015 to SY2017)5(incidents)

Incident in whichchild walking
home wasinvolved incollision with car.

3

n=6

1

Jumping out

By grade

All accidents
involvingbicycles werecaused by
jumping out into
the street.

2
1
0

Looking away1

1 11 1
0 0

1
0

0 00

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

Bicycle101
1
10Situation of traffic accidents
Walking011000involving our school's children(Hanasho data from SY2015 to SY2017) [Reprint from Fig. 3-20]
Fig. 5-19 Do you always stop at an intersection when you are riding your bike?
(April 2018, Bicycle Use Survey, Targets: Grades 4 to 6 children)

Fig. 5-18(People) 60

Grade 4 n=58
Grade 5 n=50
Grade 6 n=57

50
40

Grade 4 children
have only been riding
their bicycles for30

about a year, but they20

still answer

10“Sometimes don’t

0stop.” Awareness of
Always stop

Sometimes don't stop

Grade 452

(90%)

6 (10%)

Grade 543(86%)

7 (14%)

Grade 6

56

(98%)

1

66

( 2%)

bicycle safety tends
to drop when thechildren get used toriding their bicycles.

Fig. 5-20

Do you own a helmet?
(Bicycle Survey conducted in April 2018, Targets: Grade 4 to 6 children)(People)Grade 632

25

Grade 535

15Grade 4

42

21

0%

Fig. 5-21

20%

40%

60%

80%

100%

If you own a helmet, do you always wear it when riding your bicycle?
(Bicycle Survey conducted in April 2018, Targets: Grade 4 to 6 children)(People)Grade 618

Grade 519

9Grade 4

22

13

0%

20%

9

40%

60%

5
7
6
80%

100%

Grade 422

Grade 519

Grade 6
18

Sometimes wear

13

9

9

Don't wear often

6

7

5

Always wear

Why they always wear
helmet:・Family rule
・To protect themselves
・To protect their head・Because they neverknow when accident
might occur
Why they don't wear
helmet:・It's a nuisance・It gets in the way

Fig.5-22 Rate of children who own a helmet(Bicycle Survey conducted in May 2016 and 2017, Targets: Grade 3 to 6 children)[Reprint from Fig. 3-23](April 2018, Bicycle Use Survey, Targets: Grade 4 to 6 children)

SY2016

n=233

No,
61%

Yes,
39%

SY2017

n=245

Yes ,
48%

No,
52%

SY2018

n=170

No,
36%

Yes,
64%

<Summary>
1 Half of bicycle accidents occur when a bicycle jumps out into the street. (Figs.
5-17, 18)
2 Awareness of observing traffic rules varies by grade and level of development.
(Fig. 5-19)
3 The rate of helmet ownership has increased, but it is still low. There arechildren who have but don't wear their helmets. (Figs. 5-20, 21, 22)67

Indicator 8 Ongoing participation in Safe Schools networks –at national and international levels
We actively participate in the ISS network through tours of ISS certified schools,
exchanges with schools taking part in ISS activities, and active attendance at seminars
sponsored by the ISS Certification Center, etc.
Date
November
2015
November
2015
November
2015
November
2015
March
2016

In
schoolIn city

In
Japan

International

●

●

●

●

●

●

●

●

●

●

●

●

●

●

●

●

●
●

June 2016●

June 2016

ISS Certification Ceremony (Our school, Minami
Elementary School)
ISS Certification Ceremony (Daini Junior HighSchool)Tour of our school by Kumamoto Prefecture Boardof Education
Participated in Chichibu Child Safety Task Force
Committee
Chichibu City Safe Community Steering
Committee (SC)Visit and instruction by Dr. Yoko Shiraishi, directorof Japan Institution for Safe Committees
Participated in Chichibu Child Safety Task Force
Committee
Attended Atsugi Municipal Shimizu Elementary
School onsite evaluation
Participated in Safety Community Designation 1st
Anniversary event
Participated in lecture on smartphone trouble●

September
2016
October
2016
October
2016
November
2016
December
2016

●
●
●

●

●

Participated in Chichibu Child Safety Task Force
Committee
Visit and instruction regarding ISS annual activity
report by Dr. Yoko Shiraishi, director of Japan
Institution for Safe Committees
Visit and instruction by Dr. Yoko Shiraishi, directorof Japan Institution for Safe Committees
Participation in Osaka Prefecture Matsubara
Municipal Chuo Elementary School onsite
evaluation
Presentation on program at PTA Kanto Block
Study Session
Participation in Toshima City Municipal Ikebukuro
Daichi Elementary School onsite evaluation
Visit and instruction by Dr. Yoko Shiraishi, directorof Japan Institution for Safe Committees

●

March
2017

●

June 2017●

November
2017
October
2017
December
2017
February
2018

ISS onsite investigation (Our school, Minami
Elementary School)
ISS onsite investigation (Daini Junior High School)●

May 2016

Activity

●
●
●
●

68

Chapter 6
1

Initiatives and future outlook on creatinga safe school

Mid- to long-term goals(1) To decrease the number of injuries occurring at school by actively implementing preventive
measures.
(2) To encourage children to develop the ability to detect risks of danger and the ability to avoidit.
- The development of attitudes and knowledge towards safety and security in children willbe nurtured through daily classes and school events. This will provide a foundation for thewell-balanced development of knowledge, ethics, and body.
(3) To promote education on mental issues to decrease cases of bullying.
- Lessons and lectures incorporating hands-on activities will be implemented to further
promote education on mental issues.
(4) To increase awareness of traffic safety and decrease the number of injuries outside of theschool in association with community efforts to promote traffic safety measures.
- We will aim to enhance collaborations with neighborhood associations and nearby schools
as well as with various authorities such as the police.
(5) To expand the Mimamori network for children (network for keeping an eye of the welfare ofchildren) through integrated efforts of the parents and community.
- The initiatives of our school will be publicized through our website, Sugu Mail, andnewsletters, to promote understanding and cooperation.

2

Future outlook(1) We will aim to provide instructions and advice to advance the initiatives centering on thechildren (such as ISS meetings).
(2) Studies on special activities and ethics classes that serve to form the foundation for a safe
and secure school will be advanced further.
(3) The ISS Promotion Committee shall exert leadership under the key theme of “collaboration”
and promote the creation of safe and secure schools by the efforts of all the faculty andschool staff. In addition, the Committee will make efforts to improve the crisis management
capabilities of the faculty and staff so that measures for foreseen accidents can be taken
promptly as an organization.
- Preventive measures shall be implemented actively not only through periodic safety
inspections, but also through other actions such as the faculty and staff taking a strong
interest in the activities of children in and out of school and conducting research on thesafety of those activities.
(4) Effective policies based on data and evidence will be implemented.
- Continued analysis and assessment of external injury data will be conducted, and visual
representation of the data and results will be undertaken actively.
(5) Further collaboration with the Chichibu City Safe
Community program will be implemented.
(6) Efforts to increase the percentage of children wearing
bicycle helmets will be made.
(7) Continued participation in domestic and overseas
networks as well as interactions with ISS certified
schools will be pursued actively.
(8) Data on how and why injuries occurred will be collected.
69