Application To Become A
Member Of International Safe
School Network
Gyoko Elementary School

Nov. 10, 2016
Gyoko Elementary School, Toshima City

Table ofContents
Chapter 1 Outline of Gyoko Elementary School ........................................... 1
1. Outline of school, and teaching goals
2. Number of teachers and students
3. Daily Schedule, ISS Activities, and Club Activities
4. Environment around the school

Chapter 2 Programs for acquisition of ISS Designation ............................... 4
1. Situation of programs after making declaration

Chapter 3 Situation of injuries ...................................................................... 5
1. Injuries at school(1) Injuries including minor injuries (Data from School Infirmary Room)(2) Situation of injuries requiring hospital care (From Disaster Fund Payment
Data)(3) Emotional injury caused by bullying
2. Injuries outside school(1) Rate of bicycle accidents involving students within school district(2) Number of emergency transports for traffic accidents (Toshima Ward)(3) Increasing installation of AED units in community(4) Tokyo Metropolitan Board of Education Safety Education Promotion School Students’ awareness during research presentation(5) Changes in students’ behavior through promotion of ISS activities
3. Simulating a large-scale earthquake

Chapter 4 Setting of Prevention Targets Based on Situation of Injury
Occurrence .................................................................................. 15
Chapter 5 Programs Based on Eight Indicators ........................................... 16
Indicator 1: An operational infrastructure to work on safety improvement based oncollaboration has been established.
1.

International Safe School Promotion Organization

2.

ISS Community Taskforce Committee

3.

In-school ISS Promotion Committee

4.

Student Council(1) Safe School Committee

(2) Health & Lunch Service Committee(3) Representative Committee(4) Other committees
5.

PTA

Indicator 2: There are Safe School policies that have been determined by the Safe
School steering organizations and Steering Committee in the community
based on the Safe Community. ................................................................ 20
1.

“Plan to Promote School Safety” - Ministry of Education, Culture, Sports,
Science and Technology

2.

Policy regarding school safety within Safe Community

3.

Promoting the Creation of a Safe and Secure School with “2015 Toshima
Ward Educational Vision”

4.

School Management Policy (as we celebrate our 140th Anniversary)

5.

Student Council slogan

6.

PTA Policy for Creating a Safe School

Indicator 3: There are long-term, sustainable, operational school programs covering bothgenders and all ages, environments, and situations. ............................... 22
1.

Structure and improvement of environment (in school) (outside school)2.

Proactive activities by students

3.

Building warm human interaction

4.

Improvement of disaster and traffic safety awareness5.

Improvement of student support and guidance methods

Indicator 4: There are programs that target high-risk groups and environments. ....... 31
1.

Preparing for large scale earthquakes(1) Aiming for evacuation drills proactively conducted by students(2) Changes in actions/behavior through use of ISS notebook(3) Examples of comments written in ISS notebook(4) Annual plan for evacuation drills(5) Actual evacuation drills(6) Handover to parent drills(7) Safety measures for school building

2.

All grades walking home together in emergency

3.

Safety for 1st graders on the way home from school (group walking), andtraffic safety classes for lower grades
4.

Safety Classes

5.

Teeth brushing after lunch (Measure against influenza)(1) Tooth brushing after lunch program conducted by entire school(2) Classes closed for influenza

6.

Exercise guidelines for preventing heat stroke

Indicator 5: All programs are from the Evidence Base. ............................................... 35
1.

Analysis of causes for identifying challenges

2.

“Setting challenges and 12 central measures (programs)” for aiming to build aschool linked with warm hearts

3.

Details on measures (programs)(1) Incorporation of Universal Design on school grounds(2) Emotional support at School Infirmary Room
(3) Gyoko Safety Week
(4) Greeting exchange program(5) “Class Time” for enhancing awareness on ISS activities(6) Circle Time (creating relations through dialogue)(7) Book-reading by teachers(8) Friendship Group activities(9) Early detection of bullying(10) Community Safety Map (Community safety from students’ perspective)(11) Bicycle safety classes held in cooperation with school, parents andpolice(12) Exchanges with Citizens’ Plaza Gyoko

Indicator 6: There are programs that document the frequency and causes of injuries................................................................................................................ 53
1.

Records of injuries at school(1) Collection of data on injuries including minor injuries (School Infirmary
Room data)(2) Collection of record of injuries requiring hospital care (From “DisasterFund Payment Data”)(3) Identifying the situation of bullying

Indicator 7: There are evaluation measures to assess school policies, programs,

processes and the effects of change. ...................................................... 58
1.

Management of program progress

2.

Performance indicators and verification of effect3.

Evaluation methods and improvements

Indicator 8: There is ongoing participation in national and international networks. ..... 61
1.

Participation in national network

Chapter 6 Future programs and prospects for creating a safe school ......... 62
1. Mid to long-term goals
2. Future developments

Chapter 1

Outline of Gyoko Elementary School

1. Outline of school, and teaching goals
Toshima Ward Gyoko Elementary School, established in 1876, has celebrated its 140th anniversary, making it
the oldest school in Toshima Ward.
We have been working towards ISS Designation as we aim to create a school linked with warm hearts. The large
branches of the camphor tree, our school’s symbol, extend out over the school ground.

As a community school, we provide education that is supported by and integrated with the community.
The words of our 8th Principal, sung in our school song, are also used as our “School Motto”.
School motto

To learn abundantly
To develop fair minds as well as good talents
Let’s step forward together and climb higher
and further
School emblem
2. Number of teachers and students
Table 1-1 Number of teachers
Position

NumberPrincipal

1

Vice-principal

1

Seniorteacher2

Chief teacher

8

Table 1-2 Number of students
Details

1 Curriculum coordinator
1 Head teacher of teaching
study
Head teacher of grade, Headteacher of special activity
Head teacher of lifestyle
guidance

Teacher

7

Head teacher of health

Instructor

7Part-time teachers

Nutritionist

1

Office1

Janitor, cook

(as of October 2016)

Outsourced

1

Boys

Girls

Total

No. ofclasses

Grade 1

32

28

60

2

Grade 2

30

24

54

2

Grade 3

26

33

59

2

Grade 4

34

27

61

2

Grade 5

33

35

68

2

Grade 6

30

26

56

2

Total

185

173

358

12

3. Daily Schedule, ISS Activities, and Club Activities[ISS Activities]
Safe School Committee
Representative Committee
Assembly Committee
Health & Lunch Service Committee
Beautification Committee
Sports Committee
Library Committee
PR Committee
Broadcasting Committee[Daily Schedule]
Arrive at school

8:05 to 8:15

Morning assemblyClass (free study,
circle time)

1st period

8:45 to 9:30

2nd period

9:35 to 10:20

Morning recess

10:20 to 10:40

3rd period

10:40 to 11:25

4th period

11:30 to 12:15

Lunch, Teeth brushing time

12:15 to 13:05

Cleaning time

13:20 to 13:35

Reading time

13:35 to 13:45

5th period

13:45 to 14:30

6th period

14:35 to 15:20

End of school

15:30[Club Activities]
Badminton
Cooking & Handicrafts
Ground sports
Table tennis
Drama & Expression
Science
Personal Computer
Arts & Crafts

4. Environment around the school(1) Under the Public School Choice System, some students commute from different school districts
The school district is located in the eastern part of Toshima Ward, at a five-minute walk from JR Sugamo
Station. Area names include Sugamo and Komagome. The three boulevards that run south to north are“National Route #17, Hakusan-dori, Nakasendo”. This area is known as the birthplace of the “Someiyoshino
Cherry Tree”.
There are some students who have used the Public School Choice System and commute from neighboring
school districts. Therefore, the school commute range extends over a wide area with the school at the center.
School district
Somei Reien
CemeteryTokyo’s 23 Wards

Toshima Ward
Koganji
TempleGyoko
Elementary
SchoolShinshoji
TempleMonument commemorating
birthplace of theSomeiyoshino cherry tree2

SugamoStationHakusan-dori Street(Nakasendo Trail)(2) “OMOTENASHI Town Sugamo” where community warmth has taken root
Our community centers around Shinshoji Temple, home of the Edo Rokujizo which has a 400-year history,
and extends along the streets of the old Nakasendo Trail. Today, our community is marked with community
warmth as can be experienced at the Sugamo Jizo-dori Shopping Street, which prospers with Koganji
Temple’s Togenuki Jizo, the Station-Front Shopping Street, and the Suichi Shopping Street.

Stone monument of“OMOTENASHI Town Sugamo”

Sugamo Jizo-dori
shopping Street

Edo Rokujizo, Shinshoji Temple

Togenuki Jizo, Koganji Temple

Station-front
Shopping Street

Suichi Shopping Street(3) “School routes” where National Route #17 (Hakusan-dori Street) runs through, and there are many
narrow roads
The six-lane National Route #17 (Hakusan-dori Street) passes through the center of our school district, so
our students must cross pedestrian crossings or overhead pedestrian bridges when commuting. There are also
many narrow streets where automobiles can barely pass each other. Safety along the school routes is apriority challenge for us.

Large road passing through center of school district

Road in front of main gate
3

Overhead pedestrian bridge

(4) Comparison of school ground areas

Gyoko school ground
Standard school ground for anelementary school with 12classes

School groundarea (m2)Per student(m2)

2 ,3 52

6 .69

6 ,6 53

13 .9

The ground area for each student is less than half of the “Standard school ground for
an elementary school with 12 classes” set by the Ministry of Education, Culture,
Sports, Science and Technology.
This fiscal year, our school ground was newly renovated and updated.

Chapter 2

Programs for acquisition of ISS Designation

1. Situation of programs after making declaration
July 2015 Declaration oflaunching the ISS program

Aug. 2015 Start of Community
Taskforce Committee

Feb. 2016 Community Taskforce
Committee (2nd meeting)uly 2015 Student declaration oflaunching the ISS program
Sept. 2015 Creation of Student
Council slogan
Oct. 2015 Gyoko Safety Week
Dec. 2015 Visit by Dr. Shiraishi
Feb. 2016 Participation in Safe
School Summit

Feb. 2016 Friendly exchange meeting with
Ikebukuro Honcho Elementary School
Apr. 2016 Declaration of ISS
activities for current fiscal year

Apr. 2016 Slogan banners put
up in community
May 2016 Second friendly exchange meetingwith Ikebukuro Honcho Elementary School

The ISS program declaration was made in July 2015, and the ISS
Community Taskforce Committee was started up in August. Students
started full-scale activities after this.

4

Oct. 2016 Gyoko Safety Week

Chapter 3

Situation of injuries

1. Injuries at school
Data on injuries that occur at school is collected by the School Infirmary Room. Of those cases, data on serious
injuries that require hospital care is collected as Disaster Fund Payment Data.
Fig. 3-1 Injuries occurring at school (FY2015)

Injuries including minor injuries(Data from School Infirmary
1527 cases

Injuries requiring hospital
care(From Disaster FundPayment Data)

63 cases* Disaster Fund Payment refers to a Disaster Fund Payment policy that makes payments to parents when astudent is “injured”, etc. while under the care of the school. All ward elementary and jr. high schools record thesituation, type and cause of the injury, and analyze the data once a year.
Fig. 3-2 Injuries including minor injuries (Data from School Infirmary Room)

No. of年度別処置件数
treated cases by fiscal year

No. of cases
4000

10

9.25

9

3500

8

3000

7

2500
2000

5.57

6
5

3489

4.19

1500

3

2079

1000

4
2

500

1526

1
0

0
２０１３年度FY2013

２０１４年度FY2014

No.
件数of
cases

２０１５年度FY2015Per student
１人あたり

Fig. 3-3 Injuries requiring hospital care (From FY2014, 2015 “Disaster Fund Payment Data”)
No. of
cases

90

0.25

0.22

80
70

0.17

0.2

60
0.15
50

81

40

63

30
20

0.1

0.05

10
0

0
２０１４年度

２０１５年度FY2015FY2014

Injuries requiring
通院を要するけが
hospital care

5

１人あたり
Per student

(1) Injuries including minor injuries (Data from School Infirmary Room)Fig. 3-4 Transition in number of cases treated by year (FY2014, 2015, 2016)
Total No. of injuries by
2014年度月別総数
monthin FY2014
No.
of injuries per day
2014年度１日あたり
in FY2014(cases)Total No. of injuries by
2016年度月別総数
monthin FY2016
No. of injuries per day
2016年度１日あたり
in FY2016

Total No. of injuries by

2015年度月別総数
month in FY2015

No. of injuries per day
2015年度１日あたり
in FY2015(cases)
16.0

300

253

13.6

250

232

223
12.0

別
け
が

数

10.6

9.5

1588.8

121

6.5

108

6.7

7.1
126

8.3

143

10.2

173
8.5
8.3

8.4

8.0
117

6.4

6.5

5.7

5.3

6.0

85

た
り
の
け
が
の
件

4.4
61

10.0

7.5

127

121

6.0

5.7

100

170174
150

141

139

188

10.3
9.9

⽇
あ

11.1

9.3
8.6

150

150

12.0

207
10.6

8.9
161

⼀

227

222

219

200

の
件

14.0

249
13.1

No. of injuries by day

No. of injuries by month

⽉

4.0

3.7

数

50
20 16

2.0
11

0

0.0
４月
Apr.

５月
May

６月
June

７月
July

８月
Aug.

９月
Sept.

１０月
Oct.

１１月
Nov.

１２月
Dec.

１月
Jan.

２月
Feb.

３月
Mar.

When comparing the “number of injuries by month” and the “number of injuries by day” using FY2014
as a reference, we see a marked drop in FY2015, but numbers in FY2016 increased toward thereference and then gradually declined.
Injuries increased in the start of the school year, around the Sports Day in May and June. The numbers
returned about the same as in FY2014, and then continued to decline.
Fig. 3-5 Injury by place (FY2014, 2015)(people)1400“School ground injuries” account for half of all
injuries, followed by “Classroom injuries”.
Both types have dropped in the last two
years, but we must pay attention to injuries
that occur outside school.

1192

1200
1000

840
800
600
414
327
120
42

64 62

27 22

7 8

42 62

28 18

18 15
R
oa
d

148
112

200

E
nt
ra
nc
e

400

2 5

17 13
O
th
er
s

U
nk
no
w
n

sc
ho
ol
de
O
ut
si

To
ile
t

S
ta
irs

H
al
lw
ay

al
cl
as
sr
oo
m
S
pe
ci

C
la
ss
ro
om

G
ym
na
si
um

S
ch
oo
lg
ro
un
d

0

２０１５年度FY2015

２０１４年度FY2014

OthersFig. 3-6 Injuries by time zone (FY2014, 2015)
700(people)666

Injuries sustained during middle
recess and noon recess accountfor half of the injuries. Injuries
sustained during PE classes are
increasing,
so
we
must
re-emphasize safe instruction.

600
500

435
375

374

400
306
300

351

279

161

200
102
43

100

89

63

70

85
43

59
1819

0 4

6 1

2333

6

sc
ho
ol
O
ut
si
de

S
ch
oo
le
ve
nt

sc
ho
ol
w
ay

fro
m

C
lu
b

tim
e

2015年度FY2015On

2014年度FY2014

C
le
an
in
g

re
ce
ss
N
oo
n

Lu
nc
h

re
ce
ss
5m
in
ut
e

re
ce
ss

P
E
D
ur
in
g

cl
as
s
D
ur
in
g

M
id
dl
e

B
ef
or
e

cl
as
se
s

st
ar
t

0

Fig. 3-7 Injuries by symptoms (FY2014, 2015)(people)1000

While incidents are declining,“scrapes and contusions” and“bruises” account for three-quarters
of injuries. At the same time, “eyesymptoms”, “dental symptoms” and“bone fractures”, which can result inserious accidents, have also
occurred. We must analyze each
incident,
andtakecompletemeasures to prevent recurrence.

898

900
800

683

700
600

633
496

500
400
300

159

200

186
128

152
46 38

100

24 21

70

6 12

2 8

5 2

35
O
th
er
s

fra
ct
ur
e
Bo
ne

Bu
rn

D
en
ta
ls
ym
pt
om

sy
m
pt
om
Ea
r/n
os
e

Ey
e

Sk
in

Sp
ra
i

n,
j

sy
m
pt
om

om
sy
m
pt

Pa
in

fin
ge
r
am
m
ed

Br
ui
se

st
ab
C
ut
,

Sc
ra
pe
,c
on
tu
si
on

0

２０１５年度FY2015

２０１４年度FY2014

Fig. 3-8 Injured member (as of September 2016)(people)200

Lookingattheinjuredmember, injuries to the feet,hands, knees, fingers and
arms
from
“scrapes,
contusions” and “bruises” arethe leaders, but we must lookat ways to prevent injuries tothe head, face, eyes andteeth.

180

180
160
130

140
120
100
80

117 119

97

87
62

60
40

26
6
N
ec
k

25
5
Te
et
h

20

3

1

21

7

Fig. 3-9 Injury by class (as of September 2016)
143

140
120

106

99

100

O
th
er

To
rs
o

S
to
m
ac
h

C
he
st

84

80
60

To
e

First graders lead the grades. We must
provide appropriate instruction, and consider
this grade to be a high-risk group, and protect
them by the entire school. Second place wasinjuries by students in Grade 3 and older. We
believe it is important to settle the classes
down by setting rules.

(people)
160

Fo
ot

K
ne
e

Fi
ng
er

H
an
d

A
rm

Ey
es

Fa
ce

H
ea
d

0

58

58

64

72

72
61
39

40

31

20
0
１―１ １―２ ２―１ ２―２ ３―１ ３―２ ４―１ ４―２ ５―１ ５―２ ６―１ ６―２

7

Fig. 3-10 Injuries by grade and gender (as of September 2016)(people)First graders must be taught in detail
how to adapt to school life. The girls in
Grade 3 are very active, which we
believe shows in the number of
injuries.

350

300

250

200

249

102

184

女
Girls
男
150
Boys

137
114
45

140
100
57
147
50

104

99
40

45

59

59

5年
Grade
5

6年
Grade
6

92
57

44

0
1年
Grade
1

2年
Grade
2

3年
Grade
3

4年
Grade
4

Fig. 3-11 Rate of injury by place (FY2015 Data from School Infirmary Room)
Stairs
階段
2%

Hallway
廊下

Road
道
トイレ
ToiletUnknown
不明 学校外昇降口1%
1% Entrance
Outside school
0%
その他
Others
4%
1%

1%

4%
Special
特別教室
classroom3%

School
校庭 groundClassroom
教室

55%

21%

Gymnasium
体育館

7%

Looking at places with a high rate of injury, school ground accounts for more than half at 55%,
followed by classrooms at 21%, and gymnasium 7%.
Fig. 3-12 Rate of injuries by time zone (FY2015 Data from School Infirmary Room)
On way from下校時
school1%

Cleaning Outside School
Beforeevent
学校外 学校行事
school
始業前classes start
time
清掃中
授業中
During class
2%
0%
3%
4%
11%
Club
クラブ
0%

Noon
recess
昼休み
23%
Lunch
給食
3%

During PE
体育授業中24%
Middlerecess中休み
25%

5-minute
recess
５分休み
4%Looking at the time zones during which accidents occur, injuries occurring during middle recess,noon recess, and PE account for 72% of all injuries.
For injuries sustained during recess, we must make rules for playing based on frequent cases.
For injuries sustained during PE, we must conduct teacher training and create a curriculum thatprovides safe instruction.
8

(2) Situation of injuries requiring hospital care (From Disaster Fund Payment Data)
Fig. 3-13 Rate of injuries in past 2 years requiring hospital care by place (FY2014, 2015)* Rate of injury occurrence = No. of injuries requiring hospital care ÷ total No. of students(%)
12.00%

10.72%

10.71%

10.00%
8.00%
6.00%

4.56%

4.00%

2.41%

2.00%

0.54% 0.55%

0.00%
School校庭
grounds

1.92%
0.80% 0.82%

1.34% 0.55%
0.54%
1.10%
0.55%
0.54%
0.27%

Hallway
Stairs
廊下 Gymnasium
体育館
階段

Entrance
昇降口

Road
道

Othersその他 Classroom
教室

Special
特別教室

0.27% 0.82%
Toiletトイレclassroom

２０１４年度FY2014２０１５年度FY2015

Unknown
不明

Outside学校外schoolInjuries sustained on the school ground exceed 10% of all students, and continue to shift at a highvalue.
Fig. 3-14 Rate of injuries in past 2 years requiring hospital care by time zone (FY2014, 2015)
8.00%

6.97%

7.00%
6.00%
4.39%

5.00%
4.00%

4.12%
3.49%

l
sc
ho
o
e

ev
en
t
Sc
ho
ol

O
ut
si
d

lu
b
C

5m
in
u

te

g
ur
in
D

1.09%
0.27%

re
ce
ss

cla
ss

st
ar
t

cla
ss
es

2.14%
1.37%
1.37% 1.34%
1.07%
0.55%

Be
fo
re

le
a
C

O
n

M
id
dl

e

w

ay

re
ce
ss

fro
sc m
ho
ol

ol
sc
ho
to
ay
w
O
n

D
ur
in

g

N
oo
n

PE

re
ce
ss

cl
as
s

0.00%

0.55% 0.82%
0.27%
0.27%
O
th
er
s

1.07%

ni
n

1.00%

tim
e

1.07%
0.82%
0.27%

g

1.92%
1.07%

2.00%

Lu
nc
h

3.00% 2.68%

FY2015２０１５年度

２０１４年度FY2014

The rate of injuries sustained during PE class is increasing, while the rate of injuries sustained during
middle recess is declining.
Fig. 3-15 Rate of injuries in past 2 years requiring hospital care by type of injury (FY2014, 2015)
4.50%
4.02%
4.00%

4.02%

3.85%

3.75%

3.50%

3.30%

3.30%

3.00%

3.22%

2.68%

2.68%

2.50%

2.20%
1.92%

2.00%

1.37%

1.50%

1.09%
0.80%

1.00%
0.54%
0.50%

２０１４年度FY2014２０１５年度FY2015

The rate of injuries to the eye and teeth is profound. We must find the best method to prevent
accidents caused by students colliding into each other or from falling.
9

Bu
rn

sy
m
pto
m
Ea
r/n
os
e

sy
m
pto
m
s
Ey
e

sy
m
pt
om
Sk
in

Pa
in

C
ut
,s
ta
b

sy
m
pt
om
D
en
ta
l

Sp
ra
in
ja
,
m
m
ed
fin
ge
r

e
fra
ct
ur
Bo
ne

Sc
ra
pe
,c
on
tu
sio
n

0.27%

0.00%
Br
ui
se

(%)

Fig. 3-16 Rate of injuries in past 2 years requiring hospital care by grade (FY2014, 2015)
8.00%

(%)

7.51%

7.00%
6.00%
5.00%
4.02%
3.57%

4.00%

2.95%

3.00%
2.00%

1.92%
1.61%

3.85%

3.75%

3.30%

2.47%

2.20%

1.88%

1.00%
0.00%
１年 1
Grade

２年 2
Grade

３年 3
Grade

４年 4
Grade

２０１４年度

２０１５年度

５年 5
Grade

６年 6
Grade

FY2015FY2014

The rate of injuries sustained by 1st, 3rd and 5th graders is increasing. We must analyze thecause of injuries sustained by 3rd graders, and incorporate the results in daily life guidance.

(3) Emotional injury caused by bullying
Bullying refers to continuously applying one-directional physical or emotional impact on a weaker person, andmaking the other person feel severe discomfort. It is a violation of human rights that must not be tolerated.
At our school we have placed great importance on bullying as we believe that bullying leads to “emotional
injuries” that cannot be repaired easily.
Table 3-1 Situation of bullying cases

FY2014FY2015FY2016

No. of recognizedbullying cases

31

2

1

No. of bullying cases
resolved

24

1

1

Guidance ongoing

7

1

0

When we look at the “number of recognized bullying cases” that cause emotional injury, there were 31 cases in
FY2014. This shows that the entire school is not calm. This instability in human relations between the children
can also be seen from the incidents of fighting where children were hit in the eye, etc.
Table 3-2 Injuries caused by fighting in FY2014
Grade
April

May
June

Details of fightGrade 5
Grade 5

Punched on the right eye while fooling around

Bruise on the right eye

Grade 6

Bruised on the face by a door shut while foolingaroundLacerationright eye

Grade 5

Kicked while fighting during lunch

Bruise on the inner thighUpset by being accused during cleaning time

Bruise on the right eye

Grades 4 and 5

the

right

eye

Type of injury

Punched on
name-calling

triggeredbyBruise on the right eye

above

the

We have analyzed elements that cause this insecurity in student’s emotions and interactions, and have tried toprepare a calm school environment and increase respect for rules. All teachers have strived to prevent andeliminate bullying.
A “Friendship Questionnaire” is conducted for 4th graders and older students so that we may prevent bullying
from happening, as well as to discover and handle cases at an early stage. Since FY2015, the number ofrecognized bullying cases has dropped. We will continue to apply the ISS activities to build a school wherestudents can feel the warmth of hearts.
10Fig. 3-17 Questions asked with “Friendship Questionnaire”□ Teased, and said mean things.
□ Had personal items taken away or hidden.
□ Been left out.
□ Ignored by everyone.
□ Hit, kicked or received other abuse.
□ Others

Have you been bullied by anyone?
Have any of your friends beenbullied?

* Grades 1 to 3 are surveyed by teacher observation.
Fig. 3-18 Survey on cell phone or smartphone usage state (conducted in April 2016)

More than 70% of 5th and 6h graders have cell phones, and more than half of those do not have any set ruleswith their families. When analyzing the actual situation, we found that 70 to 90% of students older than 2nd
grade use e-mail to their family and even their friends. There are students who use email after 9 p.m., and some
who are emailing after midnight. We must cautiously watch this situation that could be a breeding ground forbullying.
Q3-2.
Do you use an SNS such as LINE?
質問３－２ライン等はしていますか？

質問３－１メールはしていますか？
Q3-1.
Do you use email?
1年
Grade
1

50%

2年
Grade
2

78%

3年
Grade
3

1年
Grade
1

50%

80%

2年
Grade
2 0%

22%

91%

20%

9%

3年
Grade
3

100%

7%

93%

4年
Grade
4

79%

21%

4年
Grade
4 3%

97%

Grade
5
5年

75%

25%

5年
Grade
5 0%

100%

Grade
6
6年

85%
0%

20%

6年
Grade
6

15%

40%

60%

メールをしている
Use email

80%

14%
0%

100%

86%
20%

40%

60%

100%

ライン等をしていない
Don’t use LINE, etc.

ライン等をしている
Use LINE, etc.

メールをしていない
Don’t use email

80%

Q4.
you
質Who
問 ４doだれexchangeと メ ー ルemailsや ラ イorンLINE等 をmessages
し て い ま with?
すか。
家族・親戚
友人
習い事の先生その他
Family, relatives Friends
Lesson teachers Others
Grade
1
1年

100%

0%

Grade
2 年2

100%

0%

Grade
3 年3

89%

Grade
4 年4

11%

80%

Grade
5 年5

20%

59%

Grade
6 年6

0%

38%

53%

0%

3%
0%

44%

0%
3%

Q5.
Whatメール・ライン等は、おもにどの時間におこないますか。
time do you mainly use email or LINE, etc.?
質問５
1年1
Grade
2年2
Grade

56%

3年3
Grade

54%

4年4
Grade

39%

6年6
Grade

40%
0%

10%

20%

4 p.m. to 6 p.m.
午後４時～午後６時
9 p.m. to 10 p.m.
午後９時～午後１０時
午前0時よりおそく
After midnight

13%

19%

9%

32%
21%

30%

24%

24%
30%

40%

50%

60%

午後６時～午後７時
6 p.m. to 7 p.m.
午後１０時～午後1１時
10 p.m. to 11 p.m.
その他
Others

11

70%

0%

13%

6% 0%

6%

0%
2%2%
8% 0%

33%

46%

5年5
Grade

13%

13%

25%

38%

80%

0%
4% 4% 4%2%
7%

0%
4%

7%

0%
1%
3%1%

90%

100%

午後８時～午後９時
8p.m. to 9 p.m.
午後１１時～午前０時
11p.m. to 0 a.m.

2. Injuries outside school(1) Rate of bicycle accidents involving students within school district
In the past three years, there have been no traffic accidents involving our students within our school district.
However, there are many large roads and narrow roads passing through our school district, so we must provide
periodic safety training, and call for caution through greeting campaigns.
Table 3-3 Situation of traffic accidents involving our school

FY2014FY2015FY2016

No. of cases

0

0

0

Situation---(2) Number of emergency transports for traffic accidents (Toshima Ward)
Looking at the situation of traffic accidents in Toshima Ward by age group, we see that, for the age 5 to 14 group,
the rate of accidents sustained while riding bicycles is high at 51.7%.

Fig. 3-19 Situation of traffic accidents by age (Emergency Transport Data) (FY2014)

OthersInjured while walking
Injured while riding car
Injured while riding motorcycle
Injured while riding bicycle(Ages)* Situation of traffic accidents in age 5 to 14 group: n = 58

(3) Increasing installation of AED units in community
AED units are installed at schools and community facilities, etc.
These are helping foster a culture of safety within the community.

12(4) Tokyo Metropolitan Board of Education Safety Education Promotion School- Students’ awarenessduring research presentation
In November 2015, we presented our research on the theme “Looking with our own eyes - Nurturing children
who think about traffic safety and act”. An awareness survey of the children was conducted after a safety class.
More than 90% said that they felt the value of life.
Fig 3-20 Safety Class Survey (conducted on November 20, 2015)
50% the value of life after learning about50%
1. Do you think about
traffic safety and traffic accidents?

Grade
4 年4

95.2%

4.8%

Grade
5 年5

94.5%

5.5%

Grade
6 年6

93.0%

7.0%

Think about the value of life
命の大切さを考えるようになった

Don’t really think about it
あまり考えていない

2. Do you think of traffic accidents during your commute to and from school as an
50%
50%
immediate problem?
Grade
4
4年

79.4%

20.6%

Grade
5
5年

85.5%

14.5%

6年
Grade
6

87.3%

12.7%

Think
of it as an immediate program
身近な問題として考えるようになった

Don’t really think so
あまり考えていない(5) Changes in students’ behavior through promotion of ISS activities
Have you started being careful about injuries and traffic accidents through the Safe School program?
() I can follow the promises we made at school and traffic rules, to lead a calm daily life.
() Sometimes I can, and sometimes I can’t.
() I don’t really think about it.
Fig. 3-21 ISS activity survey (conducted on October 7, 2016)
Am able to follow rules in
my daily life

ルールを守り生活できるできているときそうでないときがある
Sometimes I can and can’t

あまり考えてない
Don’treally think about it

67.8

25.4

３
年 生3
Grade

４
年 生4
Grade

５
年 生5
Grade

Grade
６
年 生6

46.6

43.1

60.3

10.3

30.2

55.8

6.8

42.3

9.5

1.9

Through the ISS activities, the students’ awareness after last year’s safety classes has changed toan awareness that leads to actions that predict and avoid danger.
90% of 6th graders think their awareness of safety has increased.
13

3. Simulating a large-scale earthquake
It is estimated that a strong local earthquake exceeding M8 will hit Tokyo within the next 50 years.
According to “The Seventh Community Earthquake Risk Assessment Study” issued by the Tokyo Metropolitan
Government Bureau of Urban Development in September 2013, the Municipal Somei Reien Cemetery, adjacent
to our school, is designated as an evacuation site.
Komagome 6-chome and 7-chome, which are adjacent to our school district, are designated as Fire Risk 4 and 5.
Fig. 3-22 Map of communities at risk in earthquake(Source: Tokyo Metropolitan Government Bureau of Urban Development)

School district

Primary evacuation site
Our school’s school ground

Secondary evacuation site
Municipal Somei Reien Cemetery14

Chapter 4

Setting of Prevention Targets Based on Situation of Injury Occurrence

Prevention targets for injuries inside and outside the school are set based on the situation of injury occurrence, andprevention activities are carried out.

Situation of injury occurrence○ Looking at the occurrence of injuries, including minor
injuries, we see that many occur on the school ground
during recess and PE class. In FY2015, theseaccounted for 55% of all injuries. (Fig. 3-5, Fig. 3-6, Fig.

Physical safety

3-11, Fig. 3-12)

InsideschoolOutsideschool○ Many of the injuries are “scrapes, contusions” and“bruises” to the hands and feet, but we must look atways to prevent injuries to the head and face caused
from collisions or falling. (Fig. 3-7, Fig. 3-8)
○ By grade, most injuries are sustained to 1st graders,
but caution is required for the entire school. (Fig. 3-9)
○ Looking at the situation of injuries requiring hospitalcare, injuries sustained on the school ground exceed
10% of all students, and continue to move at a highvalue. (Fig. 3-13)○ Recess and PE classes lead the time zones in which
injuries occur. (Fig. 3-14)○ Injuries to the teeth and eyes are on the increase. (Fig.

Prevention target

Injuries sustained onschool ground during
recess and PE(Support for 1st
Graders, a high risk
group)(Prevention of injuries
to teeth and eyes)

Disaster and traffic
safetyEmotional safety

3-15)

InsideschoolOutsideschoolInsideschoolOutsideschool○ The number of recognized cases of bullying has
dropped by preparing a calm school environment, andestablishing respect for rules. (Table 3-1)
○ More than half of the students who have cell phones or
smartphones do not have rules with their families.
Students in older grades appear to be emailing friends
late at night. (Fig. 3-18)○ There have been 0 cases of traffic accidents involving
our students in the school district in the past three
years. (Table 3-3)
○ Municipal Somei Reien Cemetery, which is adjacent toour school, is designated as an evacuation site.
Komagome 6-chome and 7-chome, which are
adjacent to our school district, are designated as Fire
Risk 4 and 5. (Fig. 3-22)

Emotional injuries

Traffic safety along
school route
Disaster safety
awareness(Simulatinglarge-scale
earthquake)

15

Chapter 5

Programs Based on Eight Indicators

Indicator 1: An operational infrastructure to work on safety improvement basedon collaboration has been established.
1. International Safe School Promotion Organization
The “School Safety” Taskforce in the Toshima Ward Safe Community Steering Committee and the “ISSCommunity Taskforce Committee” are the same organization. The ISS Promotion Committee and the PTA at theschool support the Student Council as they undertake Safe School activities.

Toshima Ward Safe Community Steering Committee (Chair: Toshima Ward mayor)

Prevention of Suicide andDepression

Prevention of Domestic
Violence

Prevention of Child Abuse

Prevention ofEarthquake Disasters

School Safety

Safety in downtown areas

Safety for Bicycle Users

Disabled Person Safety

Senior Citizen Safety

Child Injury and Accident
Prevention

Task Forces for priority challenges

ISS Community Taskforce Committee
Community, Welfare and Children’s Well-Being Committee, Juvenile Development, PTA, Police,
Fire Department, Toshima Board of Education, Toshima Ward

PTA

Student Council

ISS Promotion Council

PTA Chair, vice-chair,
Administrative section, andthe members

8 Committees set
based on the Safe
School Committee

Principal, vice-principal,
Teachers

2. ISS Community Taskforce Committee
This committee is comprised of members representing thecommunity, including the neighborhood associations, Welfare andChildren’s Well-Being Committee, Juvenile Development, PTA,
Sugamo Police Station, Toshima Fire Station, Toshima Board of
Education and Toshima Ward.
Once a month, the committee meets to exchange views on thisschool’s ISS activities.
16

3. In-school ISS Promotion Committee
This committee is comprised of teachers who use analysis of injury data and awareness surveys to study thecause of injuries and measures to take, and to propose prevention measures.
This committee works systematically and continuously to provide safety instruction for the students.
Each organization cooperates to create a safe learning environment.
ISS Promotion Committee
Principal, Vice-principal, Senior teacher, Head teacher of lifestyle guidance,
Head teacher of special activity, Head teacher of teaching study● Basic policy and progress management ● Verification of results● Changes in students’ behavior
Lifestyle Guidance Working Group○ Collection/analysis/discussion of data
○ Lifestyle Guidance Evening Meeting○ Students’ life challenge○ Evacuation drill○ Safety guidance

Study Promotion Working GroupSpecial Activity Working Group○ Promotion of safety learning(Traffic safety, Daily life safety, Disastersafety)○ Circle Time○ ISS Notebook○ Support of Student Council activity○ Promotion of Friendship Group
activity○ Exchange with other schools (ISSdesignated schools)(1) ISS Promotion Committee
The principal, vice-principal, head teacher of lifestyle guidance, head teacher of teaching study, and headteacher of special activity collaborate to promote ISS activities. Challenges that affect the entire school areshared, and activities are planned and organized.
(2) Lifestyle Guidance Working Group
Data collected by the School Infirmary Room is analyzed and discussed. This section collaborates with theSpecial Activity Working Group and Study Promotion Working Group to promote lifestyle guidance.
A Lifestyle Guidance Evening Meeting is held on Thursdays. The current situation of children is reported on,
and challenges being promoted are shared.
(3) Special Activity Working Group
This group works to identify changes in the students, provide appropriate advice, and support the Student
Council’s activities.
(4) Study Promotion Working Group
Challenges regarding traffic safety, disaster safety and lifestyle safety are shared with other groups to continue
research on student safety. The ability to observe, judge and express is nurtured with these types of study.
17

4. Student Council
The Student Council includes eight committees (Representative, Health & Lunch Service, Assembly, PR,
Broadcasting, Beautification, Library, Sports) centering around the Representative Committee. Each committee
has slogans they follow as they conduct ISS activities.
The ISS Committee includes the chairs from each of these committees.

Representative Committee

Health & Lunch Service
Committee

Sports CommitteeISS
Library Committee

Committee

Beautification Committee

Assembly Committee

PR Committee

Broadcasting Committee(1) Safe School Committee
This committee is the core of the ISS activities, and is comprised of the class representatives from Grade 4 andhigher. This committee discusses the ISS activity plans, and conveys the activities to each committee.
(2) Health & Lunch Service Committee
This committee provides support for injured students in the School Infirmary Room, and calls for all students
to lead a calm lifestyle during Gyoko Safety Week. The committee also carries out patrols in the school, andsummarizes the results in the School Hazard Map.
(3) Representative Committee
This committee is in charge of planning large assemblies such as the Meeting to Welcome New First Graders,
and run the assembly. This committee also carries out fund raising after learning about UNICEF.
18

(4) Other committees
SportsCommittee
PR Committee
Library
Committee
Assembly
Committee
Broadcasting
Committee
Beautification
Committee

This committee conducts patrols to check that school ground equipment is used safely andput away correctly during and after recess, and gives reminders so that everyone can playsafely on the school ground.
This committee takes and posts photos of ISS activities, publishes a school newsletter, andworks to advertise the Safe School activities.
This committee prepares posters reminding students to observe the library rules so thateveryone can read books quietly in the Study and Information Center. The committee also
introduces books.
This committee organizes fun assemblies, and plans activities related to Safe School
activities so that students can create a safe school.
Broadcasts are planned so that students can lead a calm school life. The committee takes care
to use appropriate wording and music.
This committee inspects posted matters, cleaning equipment and the shoe boxes so that acalm environment can be created in the school. The committee also takes care of the animals
that are kept at the school.

The chair is appointed in the Principal’s Room.
The Chair states his/her intent to lead the ISS
activities.

Each committee recognizes students who wereable to say greetings in a loud, clear way at the
School’s Morning Assembly.

5. PTA
Parents selected at the PTA’s annual meeting serve as the PTA board. They call out to all parents, and work tomimamori-watch the students.
PTA Administration: PTA Chair, vice-chair, general affairs, treasurers,
auditorAnnualMeeting

Steering Committee: Decides and evaluates
the annual activity plan.
Each Grade/Class Committee
PR Committee
Off-campus Learning Committee
Adult Learning Committee
Recommendation Committee

19

Indicator 2: There are Safe School policies that have been determined by the Safe School
steering organizations and Steering Committee in the community based on the Safe Community.

1. “Plan to Promote School Safety” - Ministry of Education, Culture, Sports, Science and Technology, April
27, 2012
In April 2012, the Ministry of Education, Culture, Sports, Science and Technology released the basic directionsof policies related to school safety for the next five years (2012 to 2016). The Safe School program wasrecommended as a demonstrative and scientific program to promote school safety.
Development of policy based on ideas of Safety Promotion○ Maintenance and strengthening of system to collect information on incident
and accident disasters○ Strengthening of function for analysis and investigation to provide
demonstrative safety control○ Recommendation of cases of outstanding programs (ISS, etc.)
2. Policy regarding school safety within Safe Community (FY2010)
The “School Safety” Task Force (community task force) under the Toshima Ward Safe Community Steering
Committee has discussed basic policies, and has promoted the Safe School activities.
Policies for school safety within Safe Community (FY2010)

Challenge
1. Fostering student’s ability

Prevention target
Injuries during recess and PE

Measures○ Gyoko Safety Week
・School patrols

to predict and avoid danger

・School Hazard Map
2. School’s instruction

Awareness of safety in disaster・ISS notebook

system
3. Prevention of bullying○ Evacuation drills

Emotional injuries○ Friendship Group activities○ Greeting exchange program○ Class Time

4. Increase of traffic safety

Traffic safety along school route○ Bicycle safety class○ Community safety map

awareness

3. Promoting the Creation of a Safe and Secure School with “2015 Toshima Ward Educational Vision”“Safe and Secure School” is positioned as one of the measures to be implemented in “2015 Educational Vision”,
the guideline for Educational City Toshima.
[Fostering a “Healthy Mind and Body” 3-III. Safe and Secure School] (Excerpt)
We must continue to create calm class and school environments that are interlinked with trust. The achievementsof activities conducted by Hoyu Elementary School, an International Safe School designated school and by
Fujimidai Elementary School, which is aiming for designation, shall be shared with all elementary schools andjunior high schools. Various measures related to school safety must be implemented in cooperation with the police
stations and fire stations in the ward, and with the Ward’s Security Measures Section and Disaster Prevention
Section, etc.
[Safe and Secure School (Implementation Measure No. 54)] (Excerpt)
Based on achievements, scientific methods based on evidence will be expanded to all elementary and junior highschools to promote the creation of a safe and secure learning environment.
20

4. School Management Policy (as we celebrate our 140th Anniversary)<School motto>

To learn abundantly
To develop fair minds as well as good talents
Let’s step forward together and climb higher and further

We will promote education rooted in our School Motto, so that we may draw out the talents of each student, andfoster a rich human character.
To achieve this, we will create a clean school environment, and foster solid learning ability through classes thatenable studying.
In particular, all educational activities will be positioned as ISS activities to aim for establishment of ISS
concepts and acquisition of designation.
Ability to interact, and Ability to think,make judgments and express one’s self
Rich language activities(vocabulary, reading, reading aloud, utilizing information)(Listening, talking, writing)Solid learning ability (ability to think, makejudgments, and express one’s self)

Classes that enable studying (learning rules, collective actions, neat & orderly, clean)
Clean and refreshing school and class environment

5. Student Council slogan

Basic daily habits

Let’s combine our hearts and make Gyoko
Elementary School more safe and secure.

All students confirm the Student Council slogan at the start of the school year, and work to promote ISS activities.
As actual activities based on this slogan, the students aim to realize the following three matters.
(1) Let’s eliminate bullying and fighting to build
heart-to-heart human interaction.
(2) Let’s create a school environment free of injury andaccidents.
(3) Let’s create a school energized by greetings.

Fig. Kikumin and Aimaru

The students were asked to submit an image character to show their warm
heart interaction, and to help promote fun ISS Activities. These characters are
the symbol of our activities to build a school linked by warm hearts. “Kikumin” isbased on our school emblem.

6. PTA Policy for Creating a Safe School (April 2016)
Over the years, the PTA has carried out crime prevention patrols to help watch over the students’ safety.
These activities have been highly acclaimed, and our traffic safety program was awarded the “Chief ofMetropolitan Police Award”.
(1) The PTA continues patrols to prevent crime and provide protection during school commute hours.
(2) Bicycle safety classes are organized together with the school to foster a sense of traffic safety among thestudents.
(3) The PTA hosts a pool day in the summer as well as activities over the New Year to promote exchanges
between parents and children.
21

Indicator 3: There are long-term, sustainable, operational school programs
covering both genders and all ages, environments, and situations.
This is the general image of the long-term and continuous program we have implemented for Safe School activities.
We have implemented 48 programs for resolving five issues, and programs for high-risk targets as we aim tobuild a school linked with warm hearts and achieve “physical safety” and “emotional safety”.
The measures for 12 of those programs are set as our central programs (■).
1. Structure and improvement of environment (in school) (outside school)
2. Proactive activities by students
3. Building warm human interaction
4. Improvement of disaster and traffic safety awareness5. Improvement of student support and guidance methods

48 programs

At our school, we believe that the activities conducted in classes where there is warm interaction between
teachers and students and between students as well as the ISS activities conducted by the entire school will leadto a safe and secure school. All programs have been linked and systemized.

School linked with warm hearts
5. Improvement of student support and guidance methods (8*)* No. of programs

1. Tokyo Board of Education Safety Education Promotion School
2. Support for ISS notebook
3. Emotional support in School Infirmary Room ■4. Truancy and Bullying Case Review Committee
5. Safety instruction
6. School building safety inspection
7. School lunch guidance
8. First aid seminars

1. Community Safety Map ■2. Participation in Fall Traffic Safety Campaign
3. Bicycle safety classes ■4. Renewal of bicycle rider license
5. Evacuation drills
6. Safety classes
7. All grades walking home together in emergency
8. Handover to parent drills
9. 1st grader group walking on the way home from school,
and traffic safety classes for lower grades
10. Community cleaning
11. Attachment of crime prevention buzzer onto randoseru school bag
12. Promotion of heat stroke prevention

3. Building warm human interaction (8*)
1. Friendship Group activities ■2. Class Time ■3. Circle Time ■4. Birthday school lunch
5. Early discovery of bullying ■6. Book-reading by teachers ■7. Emotional Studies (morals)
8. Exchanges with Citizens’ Plaza Gyoko ■2. Proactive activities by students (8*)
1. Greeting exchange program ■2. ISS activities
3. School patrols and School Hazard Map
4. Gyoko Safety Week ■5. Exchanges with the community
6. Teeth brushing after lunch
7. Reading time
8. Studies on UNICEF and fund-raising activities

1-1. Structure and improvement of environment (in school) (10* ■)1. Posters at main entrance
2. Safe Road
3. Kikumin and Aimaru
4. Posters in classrooms and hallways
5. Calm environment
6. Posting of injury information in front of School Infirmary Room
7. Study and Information Center
8. Renovation of toilets
9. Renovation of school
ground
10. Prevention of falls from windows

1-2. Structure and improvement of environment (outside school) (2*)
11. Patrols by PTA

12. Ensuring safety during school commute by traffic guides

22

Emotional safety

Physical safety

4. Improvement of disaster and traffic safety awareness (12*)

Legend 1. Target person x place 2. Outline 3. Performance

Improvement of school environment
1.
(in school) (outside school)
1-1 Posters at main entrance
1. Students, teachers, parents, visitors x Inside school
Banners promoting ISS activities have been put up, and the Student Council
slogan and photos of the Student Council activities are posted. These2.
clearly indicate our school’s educational activities as we participate in Safe
School activities, and show scenes of the students’ growth.
3. Appeal the concept of ISS activities
1-2 Safe Road
1. Students, teachers, parents, visitors x Inside school
An outline of our school’s ISS activities is posted in the 2nd floor hallway
from in front of the music room towards the gym. Photos of the student’s
2.
activities in each program are shown. The School Hazard Map is posted on
the bulletin board on the other side of the hallway.
3. Appeal the concept of ISS activities
1-3 Kikumin and Aimaru
1. Students, teachers x Inside school
The students submitted and voted on mascot characters for our ISS
activities. These are “Kikumin and Aimaru”, who are designed with our2.
school emblem as an image. They represent the warm human interaction
between our students.
3. Symbols of our school’s warm human interaction
1-4 Posters in classrooms and hallways
1. Students, teachers x Inside school
In addition to the school motto and class goals, the student’s activity goals
and activity positions are posted in the classroom. These indicate growth2.
targets for each grade and class, and create an environment in whichlearning records and the students’ growth can be seen.
3. Increase in learning ability
Calm environment (Shoe boxes, classroom lockers, hallway hooks, andright-side travel)
1. Students, teachers x Inside school
A calm school environment gives the students a sense of stability, andreinforces learning and school life. The students try to keep their shoe2.
boxes, classroom lockers and hallway hooks neat and orderly. Students arealso alerted to safety when walking in hallway and using stairs.

1-5

3. Clean school environment
1-6 Posting of injury information in front of School Infirmary Room
1. Students, teachers x Inside school
Data on injuries that occurred at school are posted in front of the School
Infirmary Room. Students in the Health Committee attach stickers to places2.
where injuries occurred in the classroom and school ground, and update thestatistic data. Making injuries visible helps promote caution.
3. Display of injury data23

1-7 Study and Information Center
1. Students, teachers x Inside school
A Study and Information Center has been organized to create a language
environment in the school. We hope to enrich the students’ vocabulary, and2.
to enhance their ability to use information. This fosters the students’intelligence and senses.
3. Organization of language environment
1-8 Renovation of toilets
1. Students, teachers x Inside school
The toilets in the school have finally been renovated. This eliminates thestudents’ worries about using the toilets. By keeping the toilets clean, the2.
students learn about taking care of public facilities. This also helps stabilize
the students’ emotions.
3. Creating safe and secure facilities
1-9 Renovation of school ground
1. Students, teachers x Inside school
The school ground, previously an injury hotspot, was renovated. Our school
ground is small for the number of students we have, so the students often
2.
collide into each other. We plan to set and implement rules for using the
new school ground.
3. Creating safe and secure facilities
1-10 Prevention of falls from windows
1. Students, teachers x Inside school
Opening/closing stoppers have been attached to the aluminum sash window
frames to prevent students from falling out of the windows. The windows
2.
cannot be opened fully, so we can prevent accidents, and create a sense or
security.
3. Creating safe and secure facilities
1-11 Patrols by PTA
1. Students, parents x School district
As part of the PTA activities, the parents take turns ensuring safety during
the students’ commute, and patrolling hazard spots in the school district.
2.
These activities to watch over the students were highly acclaimed andawarded the “Chief of Metropolitan Police Award”.
3. School commute safety and community crime prevention activities
1-12 Ensuring safety during school commute by traffic guides
1. Students, traffic guides x School routeTo ensure safety when the students commute to and from school, traffic
2. guides stand at crossings and guide the students. Students and guides
greet each other, and establish a sense of security and trust.
3. School route safety242 Proactive activities by students
2-1 Greeting exchange program
1. Students, teachers x Inside school
The entire school participates in the greeting exchange program with theconcept “Greeting is the handshake of the heart.” Students from each
2. committee stand take turns standing at the school gate every morning, andexchange energetic greetings with students as they arrive. This activity
builds a warm human interaction.
3. Reduce number of bullying cases
2-2 ISS activities “Student Council Slogan” “ISS Banners”
1. Students x Inside school
At the start of the school year, all students review the Student Council
slogan “Let’s combine our hearts and make Gyoko Elementary School more
2.
safe and secure.” The students share this slogan, and work to create aschool linked with warm hearts.
3. Sharing ISS activity goals
2-3 School patrols and School Hazard Map
1. Students x Inside school
The Student Council patrols the school grounds during Gyoko Safety Week.
They look for rule violations, dangerous actions, and hazardous places from2.
a student’s perspective. The results are summarized in the School Hazard
Map, and applied to prevent injuries by all students.
3. Proactive activities by students
2-4 Gyoko Safety Week
1. Students, teachers x Inside school
With the slogan “Let’s create a calm environment”, each class sets targets
and works to create safety and security throughout the school. The Health2.
and Lunch Service Committee leads patrols within the school. The numberof injuries and accidents is reported at the end of the activity.
3. Establishing awareness of accident prevention
Exchanges with the community (Planting flower beds in front of station,
Gyoko Yosakoi Festival, growing chrysanthemums)
1. Students, teachers, parents, community x School district

2-5

Exchanges with the community are actively promoted through planting theflowerbeds in front of Sugamo Station, performing in the Gyoko Yosakoi
2. community festival, and handing out chrysanthemums grown at the school.
These activities convey a sense of gratitude for mimamori-watching thestudents to the community.
3. Gratitude for mimamori-watching activities in the community
2-6 Teeth brushing after lunch (Measure against influenza)
1. Students x Inside school
All students brush their teeth after lunch. The toothbrushes are stored in a
2. disinfection chamber in the School Infirmary Room. A healthy habit ofbrushing teeth also helps prevent influenza.
3. Establishing a sense of health management25

2-7 Reading time
1. Students, teachers x Inside school
A reading time is set after the afternoon cleaning time. Students in each
2. class read a book. This quiet time helps foster a rich vocabulary andimagination. The teachers also spend time reading during this reading time.
3. Creating an environment of reading
2-8 Studies on UNICEF and fund-raising activities
1. Students, teachers x Inside school
All students learn about UNICEF activities based on the Convention on the
Rights of the Child, and carry out fund-raising activities to support children
2. around the world. During the study sessions, the students learn about the
lives of children in various areas of the world. The Representative
Committee leads the fund-raising activities.
3. Understanding of children’s rights, and actions

3 Building warm human interaction
Friendship Group activities (Active Kids Assembly, School-wide excursion,
Friendship Group activities)
1. Students, teachers x Inside School, Venues of activities away from school“Friendship Groups”, led by 6th graders, are formed with students fromdifferent classes and ages. The group leaders work to plan activities. Main2.
activities include Friendship Lunch, Active Kids Assembly, and school-wide
excursion, and aim to create warm interactions between the students.

3-1

3. Building warm human interaction
3-2 Class Time to enhance awareness of ISS activities
1. Students, teachers x Inside school
Discussions held by each class to create classes where there is warm
human interaction are presented. Each year, students have three2.
opportunities to present at the school-wide morning assembly. The activities
held throughout the year help enhance awareness of ISS activities.
3. Enhance awareness of ISS activities
3-3 Circle Time
1. Students, teachers x Inside school
Circle Time (dialogue time) is held in each class on Thursday mornings. The
2. students opine about a set theme. A warm human interaction is formed bylistening to and discussing to each other’s opinions.
3. Building relations through dialogue
3-4 Birthday school lunch
1. Students, teachers x Inside schoolStudents celebrate the month’s birthday children during lunchtime. A classatmosphere that recognizes and respects each other is created by2.
celebrating birthdays. This fosters a warm human relation that does not
generate bullying.
3. Building warm human interaction26

3-5 Early discovery of bullying (Understanding situation, and creating SNS rules)
1. Students, teachers, parents x Inside school, home
A “Friendship Questionnaire” survey is conducted each month to identify
bullying at an early stage. Based on the results, facts are checked2.
immediately and necessary guidance is given. To spread SNS rules, homes
are asked to help teach the children.
3. Early discovery of bullying
3-6 Book-reading by teachers
1. Students, teachers x Inside school
Teachers hold book-reading (story reading) sessions on Saturday mornings.
These sessions help the students share the world of stories, and build a2.
warm human relation. Books are selected according to the situation of eachclass, so that a rich language environment can be built.
3. Creating relations between teachers and students
3-7 Emotional Studies (morals)
1. Students, teachers x Inside school
Morals class is used to foster a sense of self-affirmation in the students, andto foster a sense of compassion and gratitude. The emotional connection
2.
between teachers and students is used as a base to foster the qualities andabilities to form a Safe Community.
3. Compassion and gratitude
3-8 Exchanges with Citizens’ Plaza Gyoko
1. Students, teachers, community x Inside school, Citizens’ Plaza Gyoko
During Life Environment Class studies, seniors from Citizen’s Plaza Gyoko
are invited to teach the students old games. This activity fosters a sense of2.
gratitude toward seniors, and creates a warm exchange. The students also
visit the Citizens’ Plaza to extend their exchanges.
3. Creating interaction between seniors and students

4 Improvement of disaster and traffic safety awareness
4-1 Community Safety Map (Community safety from the students' perspective)
1. Students, teachers, community x School district
The school district has a large road passing through it as well as many
narrow roads. Each grade goes out into the community to create a2.
Community Safety Map and identify hazards along the school route. This
improves traffic safety awareness.
3. Improvement of traffic safety awareness
4-2 Participation in Fall Traffic Safety Campaign (6th graders)
1. Students, teachers, community x School district
As part of our ISS activities, 6th graders participate in the Fall Traffic Safety
Campaign. They go out into the community to see the morning traffic2.
situation. They also experience the community’s Traffic Safety Campaign by
greeting people on their way to work.
3. Contributing to traffic safety campaign
27

4-3 Bicycle safety classes
1. Students, police, parents x School ground/gymnasium, classrooms
Through a combination of actual skill practice (2nd, 4th, 6th grades) andclassroom sessions (1st, 3rd, 5th grades), the students learn traffic rules
2. and how to ride their bicycles correctly, and increase their awareness of
traffic safety. Parents help under the guidance from the police. The students
always wear bicycle helmets.
3. Establishing correct bicycle riding methods and traffic rules
4-4 Renewal of bicycle rider license (all grades)
1. Students x School district
When the bicycle safety class is finished, a Completion Sticker is attachedat the Grade field on the back of the Bicycle Rider License prepared by the
2. PTA. This card is used continuously from 1st to 6th grade, and fosters asense to observe traffic rules and confirm safety. The students keep thelicense with them at all times in their randoseru school bag.
3. Establishing awareness of traffic safety
4-5 Evacuation drills
Students, teachers, fire department, police x Inside school, school grounds,
1.
secondary evacuation site
Various situations that could occur if there is an earthquake are simulated
and the students practice so they can proactively evacuate. Drills that2.
integrate “preliminary instruction, simulation drills, review by representative
students, and recording in ISS notebook” are held once a month.
3. Increasing ability to predict and avoid danger
4-6 Safety classes (Crime prevention, and dangers on the Internet)
1. Students, teachers, police, parents x Inside school
The students learn how to escape when approached by a suspicious
person, and information morals so that they do not get caught up in trouble
2. on the Internet. Police report on actual incidents to increase awareness andthe ability to act. Parents also participate and exchange opinions with thepolice.
3. Awareness of crime prevention and information morals
4-7 All grades walking home together in emergency
1. Students, teachers x School district
Students walk home in a group to ensure safety when a disaster or
emergency occurs. The students form ten groups according to their2.
destination in the school district. The teachers walk with them as they gohome. Safety along the school route is inspected at the same time.
3. Establishing actions in event of disaster or emergency
4-8 Handover to parent drills
1. Students, teachers, parents x Inside school
To ensure the students’ safety when an earthquake warning is issued or alarge earthquake occurs, drills to hand the students accurately over to their2.
parents are held at the start of the school year. A “Handover Card” isprepared to identify the parents/guardians.
3. Ensuring safety if large earthquake occurs
28

1st grader group walking on the way home from school, and traffic safetyclasses for lower grades (1st, 2nd grade)
1. Students, teachers, police x School routeTo ensure that the students commute to and from school safely, they walkalong the school route and learn from the police how to confirm safety at
2. traffic lights and cross pedestrian crossings safely. When 1st graders firststart school, they walk home together with their teacher while confirming
safety along the school route.

4-9

3. Safety during commute to and from school
4-10 Community cleaning
1. Students, teachers, community, parents x School district
The students help clean the community during the Toshima “Zero Garbage,
Clean up Campaign”. Through these cleaning activities, the students
2. contribute to beautifying the community environment and learn theimportance of loving one’s community. These activities create a stronger
link between community and school.
3. Beautification of community environment
4-11 Attachment of crime prevention buzzer onto randoseru school bag
1. Students x School route, school district
When first graders start school, they are given a crime prevention buzzer toattach to their randoseru school bag. If they encounter a suspicious person
2. or sense any danger on their way to and from school, they can sound thecrime prevention buzzer. This notifies people in the area for help, andscares away the suspicious person.
3. Crime prevention during commute to and from school
4-12 Promotion of heat stroke prevention
1. Students, teachers x School ground, venues of activities away from school
When the sunrays are strong and the temperature is very hot, students are
told to wear their school hats, drink plenty of fluids, and take breaks to
2. prevent heat stroke. When the temperature rises higher, outdoor activities
are stopped. After the activity, the student’s health is checked, and quick
actions are taken if necessary.
3. Prevention of heat stroke, and early response

5 Improvement of student support and guidance methods
5-1 Tokyo Metropolitan Board of Education Safety Education Promotion School (2015)
1. Students, community, teachers x School route, school district
Our school was designated as a Tokyo Metropolitan Board of Education
Safety Education Promotion School, and research presentation on the
2. theme “Community Campaign for Traffic Safety” was conducted. This
achievement aims to foster students who can think about and act on traffic
safety by themselves.
3. Increasing awareness of traffic safety and actions to avoid danger
5-2 Support for ISS notebook
1. Students, teachers, parents x Inside and outside school
The students review the evacuation drills and safety classes, and write intheir ISS Notebooks. By continuing this activity, they can enhance their
2. awareness of safety, and improve their ability to avoid danger. The students
also write down their teacher’s comments, and support their individual
growth. At the end of the semester, parents write in their assessment.
3. Review of safety295-3 Emotional support in School Infirmary Room
1. Teachers, students x Inside school
At the School Infirmary Room, the nurse responds to injuries and accidents,
and also listens to students’ worries about studying and problems in class.
2.
The nurse works with the homeroom teacher and counselors, and provides
support so that the students can lead a smooth life in their class.
3. Stabilizing the students’ emotions
5-4 Truancy and Bullying Case Review Committee
1. Teachers x Inside school
When a case of truancy or bullying is recognized, the principal gathers theinvolved teachers for a conference. They share information on the facts, and2. set a school policy for handling the student’s instruction and cooperation
with the parents. This committee meets as regularly to confirm the progress,
and work to resolve the issue.
3. Common understanding between teachers
5-5 Safety instruction (Earthquakes, traffic safety, accident prevention)
1. Students, teachers x Inside school
A safety instruction day is set for periodic instruction on earthquakes, traffic
safety and accident prevention. The students record what they have learned
2. in their ISS notebooks. Call-out instruction is also carried out on a daily
basis to enhance the student’s awareness and establish regular behavior
and actions.
3. Periodic and systematic safety instruction
5-6 School building safety inspection (monthly)
1. Teachers x Inside school
All teachers share responsibilities for inspecting the safety of facilities at theschool. Facilities are checked from a standpoint of preventing accidents,
2. and the results are recorded in the inspection list. The vice-principal gathers
the information, and works for immediate improvements. Depending on thesituation, the Board of Education is asked to take measures.
3. Safety of school facilities
5-7 School lunch guidance
1. Students, teachers x Inside school
At lunchtime, teachers and students in charge of serving lunch get ready,and arrange the dishes and food on the serving table. The other students
2.
put down table clothes and prepare to receive their lunch. The students
observe their manners while eating, and clean up when finished.
3. Dining manners and classroom environment
First aid seminars (Life saving, teacher seminar before summer poolsession, pool safety inspection)
1. Teachers x Inside school

5-8

Before the summer pool instruction begins, all teachers participate in asafety inspection of the pool. The teachers confirm the amount of chlorine to
2. put in, and inspect the water purifiers, and learn how to run them. The
teachers also learn first aid for emergencies, and work together to prevent
swimming accidents.
3. Prevention of swimming accidents, and life saving

30

Indicator 4: There are programs that target high-risk groups and environments.

1. Preparing for large scale earthquakes(1) Aiming for evacuation drills proactively conducted by students
Throughout the year, a monthly evacuation drill is conducted, simulating the large scale earthquake that will
come in the future.
Drills are carried out with the cycle of “preliminary instruction, simulation drills, review of drills, and recording
in ISS notebook (post instruction)”, to foster the ability to make judgments in a disaster and to act accordingly.
1. Preliminary instruction [Special safety class]

2. Simulation drills [Regular safety instruction]

Hazards are identified as covered in the preliminary
instruction, and students think on their own and act.

Students
are
asked
about
anticipatedearthquakes and fires. This fosters a personalawareness of the problem.

4. Recording into ISS notebook (post instruction)[Special safety class]

3. Review of drills [Regular safety instruction]

Representatives of the students carry out aself-assessment of actions during evacuation, andthe entire school reviews the drill.

Students review the drill in the classroom and recordin their ISS notebooks. Through discussions,students review their own actions and talk about
how they can improve actions during evacuation.

(2) Changes in actions/behavior through use of ISS notebook
To establish an awareness of safety, all students write in their
ISS Notebook after the evacuation drill and experience-typeclasses. We believe that their ability to make judgements topredict and avoid danger increases by reviewing the activity
and recording it in their book.
At our school, the students’ growth is supported by writing ateacher’s comment in the ISS notebook.
Cooperation with the home is created by having parents
write a comment each semester.

31

(3) Examples of comments written in ISS notebook
I understood the importance of concentrating and listening to the teacher’s instructions.
To protect my life, I want to learn the “OKASHIMO” (don’t push, don’t run, don’t talk, don’t return) rules, andbecome able to act calmly even when I’m alone.
I want to apply what I have learned to protect my life, and learn to evacuate safely while calling out to myfriends.
I talk about the secondary evacuation site with my family.

(4) Annual plan for evacuation drills
During the year, eleven drills simulating a large earthquake or entry of a suspicious person into the school are held.
We work in phases to realize three aims: "Act appropriately following rules and teachers' instructions", "Takeproactive actions in various scenarios", and "Consider and contribute to other people's safety"
Aim

Details of evacuation drill

5

Learn to take proactive

Earthquake during class / Confirmation of evacuation route /Rules for evacuation
Drill simulating handing over to parents when large scale
earthquake hits
Drills simulating secondary disaster (fires) caused byearthquake
Drills simulating students’ proactive actions if disaster occurs
during recess
Secondary evacuation drill in event of fire spreads after
earthquake

6

actions in various

Fire extinguishing drills simulating fire after earthquake

7

scenarios

Experiencing smoke from fires after earthquake, and earthquake
simulation vehicle

1

Learn to act appropriately

2

following rules and3teachers’ instructions.

4

Drills simulating Earthquake Early Warning EEW

89Learn to cooperate, and to10

consider and contribute to11other people’s safety.

☆ Drills simulating entry by suspicious person

Transition of time

Evacuation drill

Preliminary
instruction○ Sounding ofEarthquake Early
Warning● Occurrence oflarge earthquake○ Occurrence of fire
○ Evacuation
instructions overPA system

Post
instruction

Gymnasium

Drills simulating mutual cooperation between students if
earthquake occurs during cleaning time
Pop drill simulating occurrence of earthquake (Confirmation of
year’s achievements)(5) Actual evacuation drills
Students actions

Evacuation
site
SchoolgroundSchoolgroundSchoolgroundSchoolgroundSomei Reien
Cemetery
SchoolgroundSchoolgroundSchoolgroundSchoolgroundSchoolground◎ Points for instruction■ Evaluation◎ Use “Tokyo Disaster Prevention”○ Understand the topic ofthe drill.

to learn about actions to takewhen an Earthquake Early
Warning is issued.

○ “Protect head” and evacuate.
○ Continue evacuation activities until shaking
stops.
○ Listen to broadcast, identify the situation, andlearn about the evacuation.
○ Follow the evacuation path, and evacuate toschool ground.
○ Line up at school ground, sit down and wait.
[Confirm number of people]○ Report on representative student’s review of drill.
○ Listen to talk.
○ Write review of evacuation drill in ISS notebook.
○ Discuss the drill, and identify improvement points
the class needs to take.
32◎ Quickly grab desk legs, andcheck that head is protected.

◎ Place handkerchief over mouth,

put on disaster hood, andevacuate to school ground while
following the “OKASHIMO”
rules.
[Instruct student’s evacuation
guidance][Confirm injuries among students,
etc.]■ Review the evacuation activities,
and write down issues andimprovement points.

(6) Handover to parent drills
As part of our school’s teaching activities, we follow the Special
Measures
Concerning
CountermeasuresforLarge-Scale
Earthquakes, and make an effort to ensure the students’ safety suchas when an Early Earthquake Warning is issued or when a large
earthquake occurs. After that, we open a Response Headquarters at
the school, and smoothly hand over the students to their parents.
The “Handover Confirmation Card”, which the parents bring withthem, is used to confirm their identity. This is conducted until all
students have been handed over to their parents, and there are no
children left at school.
This drill is carried out in May of each year, right after the school
year starts.
(7) Safety measures for school building
The seismic reinforcement work was completed in 2001.
The school building windows were replaced with “shatterproof glass” so as to minimize damage fromearthquakes.
500 people’s worth of food, water and blankets are stored in the school’s storehouse. Toilets for use indisasters are also stocked.
2. All grades walking home together in emergency
To ensure the students’ safety when there is a typhoon, lightningand heavy rains, or when information about suspicious persons in
the community have been received, the students walk home
together in a group.
The students split up into ten groups according to their destination
within the school district, and are lead home with their teacher.
At the start of the school year, parents are asked to help in thecommunity. The walking group gets together once. The groups are
identified with green, yellow, red or pink colors according to thedestination.
3. Safety for 1st graders on the way home from school (group walking), and traffic safety classes for lower
gradesTraffic safety classes for 1st and 2nd graders are held in cooperation with the Sugamo Police and Tokyo
Metropolitan Traffic Safety Section.

1st graders listen to talks from the Sugamo Police, and go out into the community to learn about traffic safety.

1st graders walk home in groups with theirteacher for the first few months of school.
They confirm safety along the school route.

33

In the fall, teachers from the Tokyo Metropolitan
government come to teach 1st and 2nd graders about
safety during their commute to and from school.

4. Safety Classes
Safety classes focusing on
crime
prevention
andprevention of delinquent
behavior
are
held
in
cooperation with the Sugamo
Police.
Awarenessofsuspicious
peopleisincreasedthroughrole
playing. Sessions to discuss
issues with parents are heldat the same time to share anawareness of this problem.
5. Teeth brushing after lunch (Measure against influenza)(1) Tooth brushing after lunch program conducted by entire school

All students learn about brushing their teeth during class. Their toothbrushes are stored in a disinfection
chamber in the School Infirmary Room. The students establish a habit of brushing their teeth after eating
lunch in their classroom, and rinsing out their mouths in the sinks in the hallway.
(2) Classes closed for influenza
No. of closed
classes /Total 12 classes

FY2014FY2015FY2016

2 classes/12

0

4 classes/12

16%

0

33%

%

Classes are closed to prevent an increase of influenza patients. Looking at data for the past three years, the regularteeth brushing program has minimized the number of classes closed during peak flu season in the winter, and showsa certain effect.

6. Exercise guidelines for preventing heat stroke
There are many days between late May to early October on which the temperature exceeds 30°C. To prevent thestudents from suffering from heat stroke, whether or not to hold PE classes or outdoor activities is determinedbased on the exercise guideline temperature.
Special caution is taken to classes between 10 and 11 a.m., and between 2 and 3 p.m.
Temperature is higher than skin temperature, and heatcannot be released from the body.
Basically, exercise is limited to swimming classes. Students
take regular breaks and replenish fluids.

35°C and higher

Exercise is canceled

31°C and higher

Severe warning

28°C and higher

Warning

Students actively take breaks and replenish fluids.

24°C and higher

CautionStudents replenish fluids as needed.

Usually safe

34

Indicator 5: All programs are from the Evidence Base.

1. Analysis of causes for identifying challenges
Prevention
targets

From situation of injury occurrence
90

0.25

0.22

80
70

0.2

0.17

60

12.00%

10.72%

0.15
50

10.71%

8140

10.00%

0.1

63

30

Physic al safety

20

Insideschool0

FY2014２０１４年度Per student

１人あたり

4.56%

2.41%

2.00%

0.54% 0.55%

0.55%

0.00%
School校庭
grounds

school0

FY2015２０１５年度Injuries requiring
通院を要するけが
hospital care

6.00%
4.00%

Outside

0.05

10

8.00%

Hallway
廊下

1.34% 0.55%
0.54%
0.54%
0.27%

Gymnasium
体育館

Entrance
昇降口

Stairs
階段

Road
道

FY2014２０１４年度

1.92%
0.80% 0.82%

1.10%

Othersその他 Classroom
教室

Special
特別教室

0.27% 0.82%
Toiletトイレ

Unknown
不明

Outside学校外schoolclassroom

FY2015２０１５年度Emotional safety

In FY2015, there were 1526 cases of injuries, which was a 26.6% drop from the previous
year. Injuries requiring hospital care were also on the decline. However, the rate of injuries
occurring on the school ground was 10.7%, a high number that exceeded 10% for all
students. Many injuries occurred during recess. Injuries to the eyes and teeth were high.

FY2014FY2015FY2016

No. of recognizedbullying cases
No. of bullying cases
resolved

31

2

1

24

1

1

Guidance ongoing

7

1

0

Insideschool

温かい学校になった
Schoolis warmer

3rd grade

３年生

4th grade

４年生

Outsideschool5th grade

５年生

6th grade

６年生

少しずつ変わってきた
Schoolhas gradually changed

47.4

あまり変わらないNotmuch has changed

44.1

15.5

8.5

72.4

33.3

12.1

46

38.5

20.7

51.9

9.6

Disaster prevention and traffic
safetyThe number of recognized cases of bullying has dropped since FY2014 through efforts toarrange the school environment to enable early detection and early guidance. Through these
activities, about 80% of students feel that their awareness has changed, the school is becoming
one linked with warm hearts, and has started to gradually change.
ルールを守り生活できるAmable to follow rules in my daily life

できているときそうでないときがある
Sometimes I can and can’t

Grade 3３年生

InsideGrade 4４年生

schoolGrade 5５年生

Outsideschool６年生

Grade 6

25.4

67.8

46.6

あまり考えてない
Don’t really think about it

10.3

43.1

60.3

30.2

55.8

6.8

42.3

9.5

1.9

67.8% of 3rd graders are aware of traffic safety. When the students who are able to observe
traffic safety sometimes are added, 90% of students are acting safely. This can also be said forother grades.

35

2. “Setting challenges and 12 central measures (programs)” for aiming to build a school linked with warm
heartsPrevention
targetCentral measure (program)

Challenge

Organizers: Teachers, students
1. Structure and improvement of(1) Incorporation of Universal Design on
school grounds

environment

Organizers: Students, teachers

Physic al safety(3) Gyoko Safety Week
Inside2. Proactive activities by students(4) Greeting exchange program

schoolOrganizer: Teachers

Outside(2) Emotional support at School InfirmaryschoolRoom
5. Improvement of student support
and guidance methods(*) Support for ISS notebook(*) Teeth brushing after lunch(*) Prevention of heat stroke◇ Periodic safety instruction method training forteachers

Disaster prevention and traffic
safetyEmotional safety

Organizers: Students, teachers(5) Class Time

Inside(6) Circle Timeschool

3. Building warm human interaction
Outside(7) Book-reading by teachers(8) Friendship Group activities(9) Early detection of bullying

school(12) Exchanges with Citizens’ Plaza Gyoko
Organizers: Students, teachers, parents,
community

Insideschool(10) Community Safety Map
4. Improvement of disaster(11) Bicycle safety classes

prevention and traffic safety
Outsideawareness(*) Evacuation drills(*) Traffic safety classes for lower grades

school(*) Safety classes(*) indicates programs for high-risk targets

36

1. Structure and improvementof environment

3. Details on measures (programs)(1) Incorporation of Universal Design on school grounds<Basis of program>

To not repeat the situation we faced in FY2013, with 3489 injuries occurring on the school grounds, it
is important for us to create a calm school environment for the students, and aim to build a school
linked with warm hearts. Through these, we must reduce injuries and accidents in the school.

Curriculum design described in the school motto
To realize the ideals applied for 140 years from our establishment, we have put up the school motto andused it as the basis for all education.

Class goals

Design of ISS activities
The slogan for ISS activities, and photos showing the students’ activities are posted at the front entrance.

ISS road
Our school’s ISS activity programs and the School Hazard Map are posted in the hallway in front of themusic room on the 2nd floor.
Mascot characters

Classroom and hallway environment

37

Language environment
We believe creating a language environment is extremely important for building warm relations.

Study and Information Center

Communication card

<Performance>
Through the efforts by all teachers to create a calm school environment, the number of
injuries in the school has dropped greatly.
Fights between students and dishes broken during lunch have also been eliminated.
5. Improvement of student support andguidance methods(2) Emotional support at School Infirmary Room<Basis of program>
There are students who have emotional anxieties, so support in the School Infirmary
Room is indispensable. The presence of the School Nurse, who warmly responds tothe students, is an element that supports our ISS activities.
At the School Infirmary Room, the nurse responds to injuries and accidents, and also listens to students’worries about studying and problems in class. The nurse works with the homeroom teacher so students canreturn to class.
The School Infirmary Room also conducts periodic health checkups, and provides health guidance during
overnight events, etc.

Making injury information visible

Data on injuries is posted in the
hallway in front of the School
Infirmary Room to make injuries
visible and call for attention. This isalso an important role of the School
Infirmary Room.
<Performance>
The number of injuries throughout the school has dropped, and the School Infirmary
Room is no longer crowded with students looking for treatments. The Infirmary Room alsofunctions as a place where students can find peace of mind.

38

2. Proactive activities
by students(3) Gyoko Safety Week

<Basis of program>
Gyoko Safety Week is held in June and September to aim for a reduction in injuries
and accidents, promote an awareness for student safety, and allow students to leadschool life in a calm manner.
The program starts when the Health and Lunch Service Committee calls out to all students at theschool-wide morning assembly. Each class sets a safety target, and uses “Daily Safety Review Cards” toassess and report on the program.
Students in the Health and Lunch Service Committee patrol the school grounds, and prepare a “School
Hazard Map”.

Calling out at school-widemorning assembly

Setting safety target
in each class

Daily Safety Review Card

Mon.

Tue.

Wed.

Thur.

Fri.

Observe traffic rules and safely commute to school.
Walk along right side of hallway.
When playing, follow the rules and play nicely.
When playing, pay attention to people in the area.
Looking back on the past week, were you safe and secure?
よくできた
Did well
全
体
Total
年生
6th６graders

5th５graders
年生

少しできなかった
Did a little

2nd２graders
年生
1st１graders
年生

Did
not do well
あまりできなかった

63.8

34.7

45.8

1.5
2.1

52.1
57.6

4th４graders
年生
3rd３graders
年生

◎ ○ △

0

42.4

65

33.3

55.2

1.7

41.4
81.5
75.9

3.4
18.5
22.4

0
1

Looking back at September’s Gyoko Safety Week, approx. 60% of students self-evaluated that theyreached their goals. On the other hand, the rate of achievement dropped in the upper grades, and wasless than 50% in 6th grade.
The rate of achievement by 3rd graders was less than 4th graders.
39During Gyoko Safety Week, the Health and Lunch Service
Committee patrols the school grounds.
They look for “rule violations”, “dangerous actions”, and“hazardous places”. The results are summarized and conveyed
to all students, and shown in the School Hazard Map.

School patrols

第２回
仰高安全週間２０１６年９月２６日（月）～９月３０日（金）2nd Gyoko Safety
Week
Inspection点検表まとめ
Table Report September
26 (Mon.) to September 30 (Fri.), 2016
Insideschool building
校舎内

Place ofinspection
点検場所

体育館
Gymnasium

第１昇降口
1st
entrance

正面玄関
Front
entrance

1st staircase on
２階第１階段2nd floor

Middle staircase
２階中央階段
on 2nd floor

1st staircase on
３階第１階段
3rd floor

Middle staircase
３階中央階段on
3rd floor

Walking down

廊下を歩いている
合計
Total １４０７人
1407 people
hallway
Running down

Total 493
people
廊下を走っている
合計
４９３人
hallway
Hazardous ・Stairs and corners
・曲がり角
・階段と廊下の曲がり角 ・Corners
in hallway

危険な場所
places・曲がり角・Corners

・曲がり角・Corners

・Traveling on left・Running
・Running up
・走っているside
・左側通行をしている・Playing on mat ・Foolingstairs・マット上で遊んでいる
・ふざけているaround ・Running in hallway ・階段をかけ上がる
・廊下を走っている
・Playing with ball ・Being loud in the ・Walking
with friends ・Playing in・廊下でボールで遊んでいる・廊下で大声を出してい・廊下で遊ぶwitharmsaroundin hallway
・肩を組んで歩いている
hallway
hallway
shouldersる・Many students run ・Skipping
・スキップ
Hazardous ・トイレに行くときや出てくる・Skipping stairs
into/out of the・階段の段とばし
危険な行為
・Playing inactions
時に走っている人が多い
school bathroom.
・廊下で遊んでいる
hallway

・Stairways
・階段

・Corners in・廊下の曲がり角・Corners inhallway
・廊下の曲がり角・教室のドア・Classroom doors hallway

・Playing in hallway
・廊下で遊んでいる
out from
・Skipping
・階段の段とばしstairs ・Poppingclassroom door・Jumping from ・教室のドアから飛び出す・階段から飛び降りる
・Playing in front ofstairs・教室のドアの前で遊んでる
classroom door

・Traveling on left
・左側通行
side
・Running in・廊下を走る
hallway

・Traveling on
・左側通行
left side
・Skipping stairs ・Traveling on left
・Playing inside
・階段の段とばしon left ・左側通行をしている
Following ・Playing with ball ・
ルールを守っているか
・廊下でボールで遊んでいる Traveling・廊下で遊ぶ・Running in
hallwayside
・左側通行
・廊下を走っている
in hallway
rules
hallway

Presenting results of each class(School-wide morning assembly)

・Skipping stairs ・Traveling on left
・階段の段とばし・Jumping from ・左側通行
side・階段から飛び降りる
・廊下で遊ぶstairs・Playing in hallway

Preparing School Hazard Map<Performance>
An increase in the students’ awareness of safety has been seen through setting classtargets and working as a whole school. Stairs and corners in the hallway were listed ashazards in the school, and students were prompted to take care here. We hope to use
the results of this program to increase the students’ ability to predict and avoid danger.

40

2. Proactive activities
by students(4) Greeting exchange program<Basis of program>“Greeting is the handshake of the heart.” Following this concept, the greetingexchange program is conducted as the morning ISS activities in hopes of fostering
the foundation for warm human interaction. Each Committee takes turns standing at
the school entrance.
The eight Student Council committees take weekly turns to lead the greeting exchange program. Students
who are on duty come to school earlier than the rest of the students. They stand at the school gate, andexchange morning greetings with a smile on their face.
Each class also thinks about the importance of greetings, so that awareness can be increased throughout theschool.

Scenes of students arriving at school in the morning○ “Student Questionnaire” is conducted by ISS Committee.
Q. What are you able to do by exchanging greetings? (Surveyed in June 2016)
A・Being greeted in return made me smile.
・I felt good throughout the day when I was able to greet people.
・Making cheerful greetings helped me greet people every day.

○ At the end of the week, the Greeting Duty is passed on to the next group. The performance and challenges
are reported at the next Committee Meeting. The arm band is handed over from one Committee Chair to thenext Committee Chair.

Handing over
the arm band

Reporting on performanceand challenges

At the school-wide morning assembly, the Chair of theCommittee that just finished their weekly duty reports on
memorable events and thoughts from the week’s activities.
The Chair also appeals to all students to continue with thisgreeting exchange program.

41

○ Students who had cheerful greetings during the activity are awarded.
The students’ names are read out by the Committee students to praise them for their efforts. Classes thatshowed results during the greeting exchange program are also awarded.

We have a “Greeting Exchange Program” at school. Are you able to cheerfully say morning
greetings?

(* ISS Activity Questionnaire conducted on Oct. 7, 2016)() Could exchange greetings.

() Could exchange greetings sometimes.

() Could not exchange greetings.

あいさつができる
Could
exchange greetings
６年
生
6th
graders

５年
生
5th
graders

するときとしないときがある
Could
exchange greetings sometimes

できていないCould not

(%)

13.5

3.8

82.7

9.5

25.4

65.1

4th
graders
４年
生

79.3

19

1.7

3rd
graders
３年
生

79.7

18.6

1.7

More than 80% of 6th graders, who are leaders in the greeting exchange program, were able to exchange
greetings.
About 80% of 3rd graders and 4th graders said they were able to exchange greetings.
More than 60% of 5th graders were able to exchange greetings, but overall, we must increase awareness.
Continuing this activity and reducing the difference between the grades is a challenge we face.
<Performance>
Each Committee cooperated to liven up the ISS activities and brighten up the entire
school while increasing the students’ awareness. The results are seen in the Survey, andwe believe that the number of students who can cheerfully exchange greetings isincreasing.
We will persistently continue to increase awareness as an important indicator of our ISS
activities.

42

(5) “Class Time” for enhancing awareness on ISS activities

3. Building warm humaninteraction<Basis for program>
Activities and program in the class play an important role for creating a school linked
with warm hearts. This is the aim of the slogan of the Student Council, which isproactively working on ISS activities.
At the school-wide morning assembly, Class Time is set aside for each class to present on their programs. In
three sessions throughout the year, all students in the class get on the gymnasium dais. Here, they make an
appeal on the goals their class has set. At the end, they cheerfully say their names.

<Performance>
In the two years since we started aiming for ISS, this program has become a fixed event,and gives us a chance to see the students working hard. We will continue this program
to enhance ISS awareness throughout the school.

(6) Circle Time (creating relations through dialogue)

3. Building warm humaninteraction<Basis of program>
Dialogue between the students is essential for creating warm human relations. We
believe that by understanding each other through words, the students can build asense of trust, and create a school atmosphere in which bullying does not occur.
Time for Circle Time is set aside on Thursday mornings. We aim to achieve the following three points
during these sessions.
“The teacher is a good listener, and the student’s main supporter”, “Creating a class atmosphere where you
can be confident of your thoughts”, and “Fostering students who can convey logical thoughts”.
Topics for Class Time are posted on Monday, and the students write down their thoughts beforehand in theirnotebooks. The teachers write words of encouragement in the notebook, and support the students’ growth.

<Performance>
This program has become an established event with more students able to put theirthoughts and opinions into words. We must consider how the teachers present the topics,
and how the students can draw out each other’s thoughts.

43

3. Building warm humaninteraction(7) Book-reading by teachers<Basis of program>
Human interaction with the teacher is the starting point for building warm humaninteraction. The shower of teacher’s warm words fosters the students’ hearts.
The teachers hold book-reading sessions during the Toshima Saturday Morning Open School. Teachers readbooks and convey the world of the story to enrich their time with the students.

<Performance>
The students now look forward to the book-reading time, and a solid bond is being
formed between the teachers and students. The students grow with the teacher’swarm words.
3. Building warm humaninteraction(8) Friendship Group activities<Basis of program>
The number of recognized cases of bullying has dropped since we started the ISS
activities. We believe that the program has helped the students foster warm and richhuman relations, which has in turn eliminated bullying. We continue to build warm
human interaction through activities with groups comprised of students of different
age groups.
The vertically split groups include students of different ages from all grade levels. 6th graders act as thegroup leader. Five activity sessions are held throughout the year. The students participate in planning,
preparation, activity, and presenting the results of the activity. Each student foresters a sense of
responsibility, sense of achievement, and sense of fellowship.
Becomefriends
through
FriendshipGroupsSucceed with
Tanabata
Festival
Decoration
Project

Have fun at
Active Kids
Assembly

Succeed withschool-wide
excursion

Carry overtradition at
GoodbyeLunch

Sense ofresponsibility

1. Plan
2. Preparation

Sense ofachievement

3. Activity
4. Presentation of results

44

Sense offellowship

○ Working to make school-wide excursion successful
1. Plan (discussions)

2. Preparation

Talk about games to play in the park, and work together to prepare required equipment.

3. Activity

At the park. The vertically split groups prepare and start the games.

4. Presentation of the results

After returning to school, the students report on what was fun. The leaders also talk.

○ Working to make Tanabata Festival Decoration Project successful

The Tanabata Festival decorations that everyone made are tied onto bamboo branches.
These are put on display in the Station-front Shopping Street that everyone uses.
45

○ Having fun at Active Kids Assembly

Each group plans and prepares an activity. They call in the students from the othergroups, to promote fun exchanges throughout the school.

The Friendship Groups participate in the Friendship Lunch, Active Kids Assembly, andschool-wide excursion, etc.
Were you able to work hard and cooperate in each Friendship Group activity?
(* ISS activity survey conducted on October 7, 2016)() I was able to work hard to liven up the activity.

() I was able to sometimes.

() I need to work harder.

Workedhard to liven up activity
活動を盛り上げ頑張る

Sometimes
worked hard
できているときそうでないときがある

Need
to work harder
もっとがんばりたい(%)
6th
graders
６年
生

84.6

5th
graders
５年
生

4th
graders
４年
生

３年
生
3rd
graders

11.6

65.1

23.8

44.8

51.7

49.2

42.4

3.8

11.1

3.5

8.4

In the vertically split groups, the 6th graders act as leaders to guide the younger grades, so the 6th gradersawareness is very high at 84.6%. We can also see that 5th graders, who will take over the activity the nextyear, are also fostering awareness.
On the other hand, 3rd and 4th graders who have an awareness to liven up the activity is less than 50%. We
must foster a sense of participation by assigning jobs for them to carry out.

<Performance>
In the vertically split group activities, we can say that the older grades have a highsense of responsibility and achievement. We can say that the actions of the older
grades are a model for the other grades, and help foster a sense of friendshipthroughout the school.
We will continue to use this activity with students of different ages and grades, andmake it a feature of our school.

46

3. Building warm humaninteraction(9) Early detection of bullying(Teaching SNS rules, and fostering ability to think about other people’s feelings)<Basis of program>A questionnaire we conducted showed that more than 50% of second graders own acell phone. More than half of those students do not have rules with their family about
using the cell phone. We must share information with parents, and work to provide
appropriate instruction and apply SNS rules.
Based on our questionnaire of cell phones and smart phones, we believe it is important to share anawareness of the issue with parents, and hope to make development of a program to foster skills tounderstand other people and experience exchanges as a pillar of our ISS activities.
* Questionnaire on use of cell phones and smart phones (Conducted in April 2016)

質 問 １1 けたい
電a話をphone?
もっていますか。
Question
Doいyou
own
cell
Yes
もっている
1 年1
Grade
2 年2
Grade
3 年3
Grade

No
もっていない

21%

(%)

79%
49%

51%
59%

Grade
4 年4

41%

66%

Grade
5 年5

34%

70%

Grade
6 年6

30%

74%

26%

Ownership exceeds 50% in grades 2 and higher. In Grades 5 and 6, more than 70% of students own a cell
phone.
More than half of the parents think that 7 and 8 year olds, who have not developed sufficiently in social
skills, need a cell phone.
質問４
だ れdo
と you
メ ーexchange
ルやライン 等 orを LINEしてい
ま す か with?
。
Question
4 Whoemailsmessages
Family, relatives
家族・親戚

Friends
友人

Lesson teachers
習い事の先生(%)

Others
その他

1 年1
Grade

100%

0%

2 年2
Grade

100%

0%

3 年3
Grade

89%

Grade
4 年4
Grade
5 年5
Grade
6 年6

11%

80%

20%

59%

38%

53%

44%

0%
0%
3%
0%

0%
3%

In lower grades, the emails are exchanged with family members, but in older grades, mails are exchanged
with friends. About half of 6th graders exchange mails with their friends, and there is a possibility of trouble
occurring.

47

質 問 ６ 6オ ンインゲonlineームをしていますか。
Question
Doラyouplay
games?
Play
games
している
1 年1
Grade

8%

Do
not play games
していない
92%

2 年2
Grade

13%

88%

3 年3
Grade

11%

89%

4年
Grade
4
5年

Grade 5
6年

Grade 6

26%

74%

15%

85%

23%

77%

10% of students in lower grades play online games. We can see that approximately 20% of all students ingrades 4 and higher play.
Question
7 族
Doとyouand電yourfamilyhave
rules
for（usingcellphone?
質
問７ 家
携帯
話の
使い
方の
約束
ル ーaル
）が
ありますか。
Yes
No
ある
ない
1 年1
Grade

50%

2 年2
Grade

58%

3 年3
Grade

6 年6
Grade

42%

43%

4 年4
Grade
5 年5
Grade

50%

57%
55%

45%

25%

75%
49%

51%

Although there is inconsistency between grades, we can see that about half of the families do not have rules.
We must inform parents of laws (“Act on Development of an Environment that Provides Safe and SecureInternet Use for Young People”) and ordinances (“Tokyo Metropolitan Ordinance Regarding the Healthy
Development of Youths”), and share the necessity of creating SNS rules with the students.
Fostering the ability to think about other people’s feelings“Thinking about Fun Communication” - class on using LINE
When thinking about the features of the Internet, emails and LINE messages, etc. are exchanges of only text
with no visible face. Children must remember that the same words are interpreted differently depending on
the receiver. In this class, cards with various expressions are used for the students to experience how words
can be interpreted differently.

48

On the Internet, you cannot see the receiver’s expression or emotions,
so it is difficult to know when you are doing something they do not like.

Because the receiver is not visible, it is important to learn skills
for thinking about how the receiver is feeling.

Experience a warm
human relation
Human relations between
teachers and students

Thinking

Cooperate

deeplyto resolve

Listening to opinions
and thoughts

problems

Conveying gratitude

Eliminatebullying

Rich vocabulary

Gyoko Elementary School SNS Rules[Four Promises for Students]
1. Protect your health・Do not use your cell phone, send mails, or play online games, etc. while studying or
eating.
・Do not use your cell phone, smartphone or online game devices after 9 p.m.
・Turn the power OFF before going to bed.
2. Protect your privacy
・Do not tell people your telephone number or mail address without need.
・Do not put your name, photo or mail address, etc. on the internet.
・Do not reply to emails or comments from people you do not know.
3. Protect your friends (friendship)
・Do not write things that you would make you uncomfortable or sad.
・Do not create or join groups needlessly.
4. Keep promises
・Talk to your family about using cell phones, smartphones or online games devices,and set rules.
・Notify or show your family as soon as you think something is strange or wrong.
・Do not access unnecessary sites.
[Three Promises for Parents]○ Parents must make family rules for their child’s cell phone, smartphone andcommunication game device use, and must check the usage state of suchdevices.
○ Parents must take their child’s cell phone or smartphone, etc. at the designatedtime.
○ Parents must set filters to protect their children from harmful sites.

<Performance>
Through our ISS activities for building a school with warm hears, we have fostered theability to think about other people through words. We will continue to enhanceawareness between teachers and students, and continue our programs to eliminate
bullying.
49

(10) Community Safety Map(Community safety from students’ perspective)

4. Increasing Disaster and Traffic
Safety Awareness<Basis of program>
Nakasendo (National Rt. 17) passes through the center of the school district. There
are high levels of foot and car traffic, and there are many narrow roads that cross it.
It is necessary for the students to go out and understand traffic safety on their own sothat they can protect their own safety when they commute to and from school.
When students went out into the community, they saw many new things that they had not conceived of in
the classroom. They posed their questions to the police officers at the Koban police box and the director of
the shopping street, etc.

Asking questions at the Koban

Listening to the director’s talk

The students went back to the community to summarize what they had learned into a Community Safety
Map. Their understanding increased by reviewing what they had seen.

The students returned to the classroom, and wrote the community’s traffic situation and what is necessary
for traffic safety onto cards. They used these to create the Community Safety Map.

Each group held a presentation when they were finished making
their Community Safety Map.
Each student’s awareness of traffic safety was strengthened throughthis exercise.
<Performance>
As the students learned, they felt the warmth of the people in the community, andexperienced the community’s culture of safety.
We hope to increase our school’s safety education, using the community’s traffic situationas learning material.
50

(11) Bicycle safety classes held in cooperation with school,
parents and police

4. Increasing Disaster and Traffic
Safety Awareness<Basis of program>
The school district has a large boulevard, but it also has many shortcuts that cars use.
When the students ride their bicycles, they must observe traffic rules and be attentive
to safety. The school, parents and community must cooperate and strive to prevent
accidents.
A bicycle safety class for students in all grades is held as a special safety class in the first semester of eachschool year.
During the activity, police officers from the Traffic Section instruct the students on how to ride and use theirbikes correctly, and how to check safety at intersections, etc. The students wear bicycle helmets and try
riding bikes. The parents go around the course with the students, and give advice on confirming road signs
and safe riding at important points along the course.

Families help to ensure there are enough bicycles. Staff from a bicycle shop come and provide safety
inspections.
Grades 2, 4 and 6 practice riding bikes, and Grades 1, 3 and 5 watch a video on preventing accidents andlearn about basic traffic laws related to bicycles. Efforts are made to thoroughly apply the “Five Rules for
Safely Using Bicycles”.
Five Rules for Safely Using Bicycles
1. As a general rule, bicycles travel on thestreet. Using the sidewalk is an exception.
2. Bicycles must travel down the left side of thestreet.
3. On sidewalks, pedestrians have priority.
Bicycles must travel slowly on the street side of
the sidewalk.
4. Follow Safety Rules
・Riding double or side by side is prohibited・Light must be turned ON at night・Observe traffic signals at intersections. Stopand confirm safety.
5. Children must wear helmets.
○ Issuance and carrying of “Bicycle Rider License”

Back side

When the bicycle safety class isfinished, a sticker is attached tothe back of the license for 2nd
graders and older. The students
keep this license in theirrandoseru school bag at alltimes
toenhancetheirawareness of traffic safety.

<Performance>
By holding school-wide bicycle safety classes for six years, the students’ awareness of
traffic safety, actions and skills have increased in stages. We will continue to create asystem of cooperation with the school, parents and police.
51

3. Building warm humaninteraction(12) Exchanges with Citizens’ Plaza Gyoko<Basis of program>
The “Citizens’ Plaza Gyoko” is located in the school district. Exchanges with thisCitizens’ Plaza Gyoko serve as an opportunity for the community to watch over the
students’ growth, and the students to develop affection for their community.
Exchanges are actively promoted.
The 2nd graders visit the Citizens’ Plaza and take a tour of the facility. They also learn about activities held
for children.

1st graders promote exchanges with the seniors at Citizens’ Plaza, and learn about old-fashioned games.

Top turning

OrigamiCat’s cradle

Otedama jacks<Performance>
Through exchanges between the seniors at Citizens’ Plaza and our students, the students
develop compassionate feelings and gratitude toward seniors. We hope to continuebuilding this type of interaction.

52

Indicator 6: There are programs that document the frequency and causes of injuries.
1. Records of injuries at school
The School Infirmary Room data is collected and analyzed by the School Infirmary Room.

1

The “Injury Record” sheet is used at
Analyzed
Injuries including
the School Infirmary Room to collectonce aminor injuries
information on injuries and accidents,
week(School Infirmary Room)and to tabulate the numbers.
The records submitted to the Japan
Injuries requiring
Sport Council are submitted to the Analyzed
hospital care
Ward to request disaster fund once a(Disaster Fund Payment
payments for injuries sustained while
year
data)
at school.
All students are surveyed on incidents
Analyzedthat they feel are bullying, and to
Number of cases
everycheck whether their friends are beingof bullying
monthbullied.

Records of injuries
sustained at school

Factual survey on
2 bullying(Friendship Questionnaire)(1) Collection of data on injuries including minor injuries (School Infirmary Room data)
The students use the “Injury Record” sheet to record “When”, “Type of Injury”, “Injured Member”, and “Place”.
The students review “what they were doing when they were injured”.
Where were What
What typeClass of injury did What part of your body you when wereName
was injured?
you were you
you sustain?
injured?
doing?

Time
[

hour

minute] During class / PE

1 Middle recess / Lunch recess /5-minute recess[

hour

Others ()

minute] During class / PE

2 Middle recess / Lunch recess /5-minute recess[

hour

Others ()

minute] During class / PE

3 Middle recess / Lunch recess /5-minute recess[

hour

Others ()

minute] During class / PE

4 Middle recess / Lunch recess /5-minute recess[

hour

Others ()

minute] During class / PE

5 Middle recess / Lunch recess /5-minute recess

Others (

)

Grade
Class

Grade
Class

Grade
Class

Grade
Class

Grade
Class

Scrape / Cut

Head / Face / Eye / Tooth / Neck School ground / Classroom

Puncture / Bump Arm / Hand / Finger / Knee / Foot

Gym / Hallway

Sprain / Others

Entrance / Others

Scrape / Cut

Chest / Stomach / Others

Head / Face / Eye / Tooth / Neck School ground / Classroom

Puncture / Bump Arm / Hand / Finger / Knee / Foot

Gym / Hallway

Sprain / Others

Entrance / Others

Scrape / Cut

Chest / Stomach / Others

Head / Face / Eye / Tooth / Neck School ground / Classroom

Puncture / Bump Arm / Hand / Finger / Knee / Foot

Gym / Hallway

Sprain / Others

Entrance / Others

Scrape / Cut

Chest / Stomach / Others

Head / Face / Eye / Tooth / Neck School ground / Classroom

Puncture / Bump Arm / Hand / Finger / Knee / Foot

Gym / Hallway

Sprain / Others

Entrance / Others

Scrape / Cut

Chest / Stomach / Others

Head / Face / Eye / Tooth / Neck School ground / Classroom

Puncture / Bump Arm / Hand / Finger / Knee / Foot

Gym / Hallway

Sprain / Others

Entrance / Others

Chest / Stomach / Others

By reviewing, the student thinks and recognizes the fact and cause.

The student attaches a sticker on the Injury Map
in the hall in front of the School Infirmary Room.
53

Table 6-1 Record of Injury Occurrence (May 2016)
No

Grade/
Gender

Class

Name

1 4th/Boy/
Injury2 2nd/Girl/
Injury3 2nd/Boy/
Injury4 2nd/Boy/
Injury5 2nd/Boy/
Injury6 5th/Boy/
Injury7 1st/Girl/
Injury8 1st/Boy/
Injury9 3rd/Girl/
Injury
10 4th/Boy/
Injury11 1st/Boy/
Injury12 1st/Boy/
Injury13 5th/Boy/
InjuryType

MemberHour

BruiseFoot

8:20

Scrape/contusion
Scrape/contusion
Scrape/contusion
Scrape/contusionLaceration/
puncture
Scrape/contusion
Scrape/contusion
Bruise

Knee

9:32

Knee

9:55

Arm

9:55

Arm

9:55

Arm

10:15

Knee

10:30

Knee

10:30

Knee

10:40

Others (injury) Arm

10:40

Scrape/contusion
Eye injury

Knee

11:01

Eye

11:08

Bruise

Hand

12:21

Time

Place

Beforeclass
DuringPE
DuringPE
DuringPE
DuringPE
Duringclass
MiddlerecessMiddlerecessMiddlerecessMiddlerecessDuringPE
DuringPE
Lunch

StairsReasonTreatment

Fell from stairs

Iced

SchoolgroundSchoolgroundSchoolgroundSchoolgroundClassroom

TrippedSchoolgroundSchoolgroundSchoolgroundSchoolgroundSchoolgroundSchoolgroundClassroom

Fell when running

Disinfected/
bandage
Disinfected/
bandage
Disinfected/
bandage
Disinfected/
bandage
Disinfected/
bandage
Disinfected/
bandage
Disinfected/
bandageCompressed

TrippedTrippedTrippedCut with cutter knife

TrippedTrippedBlister popped when using monkey Disinfected/
bars
bandage
TrippedDisinfected/
bandage
Hit by softball
Iced
Caught in desks

Compressed

Table 6-2 Record of Injury Occurrence (June 2016)
No

Grade/
Gender

Class

Name

1 1st/Girl /Injury2 5th/Boy/
Injury3 1st/Boy/
Injury4 1st/Boy/
Injury5 5th/Boy/
Injury6 1st/Boy/
Injury7 2nd/Boy/
Injury8 1st/Boy/
Injury9 6th/Boy/
Injury
10 4th/Boy/
Injury11 5th/Girl/
Injury12 4th/Girl/
Injury13 5th/Boy/
Injury14 2nd/Boy/
Injury15 2nd/Boy/
Injury16 1st/Boy/
InjuryType

MemberHour

Scrape/contusion
Pain

Arm

8:20

Foot

8:45

Scrape/contusion
Bruise

Foot

9:35

Foot

10:35

BruiseOthers

10:35

BruiseStomach10:40

Scrape/contusion
Scrape/contusion
Scrape/contusion
Scrape/contusion
Bruise

Knee

10:40

Knee

10:40

Knee

10:45

Foot

10:47

Finger

13:10

Scrape/contusion
Scrape/contusion
Eye injury

Arm

13:15

Arm

13:29

Eye

13:30

Sprain/Armjammed finger
Bruise
Head

13:30
13:35

Time

Place

Beforeclass
Beforeclass
5-minute
recessMiddlerecessMiddlerecessMiddlerecessMiddlerecessMiddlerecessMiddlerecessMiddlerecessLunchrecessLunchrecessLunchrecessCleaningtime
DuringPE
Lunch
recessClassroom

Scraped against locker

ReasonStairsHurt when going up stairs

Treatment
Disinfected/
bandageCompressed

Classroom

BumpedSchoolgroundSchoolgroundSchoolgroundSchoolgroundSchoolgroundStairsHit by ballDisinfected/
bandage
Iced

Hit by ball

Iced

BumpedSent to classroom

TrippedDisinfected/
bandage
Disinfected/
bandage
Disinfected/
bandage
Disinfected/
bandageCompressed

TrippedFell on stairs

SchoolgroundClassroom

Scraped on jungle gym

SchoolgroundSchoolgroundClassroom

Fell on unicycle

GymClassroom

Pinched on serving table

Hit by broom

Disinfected/
bandage
Disinfected/
bandage
Iced

Hurt wrist while jump roping

Compressed

BumpedIced

Tripped(2) Collection of record of injuries requiring hospital care (From “Disaster Fund Payment Data”)
Records on injuries and accidents that occurred during school care and that required hospital care are recorded.
Table 6-2. Excerpt of Injury Surveillance Records (FY2015)
FY2016 Injury Surveillance Hospital Treatment Records
No

Time

Place

1 April 22 Wed. 3rd/Girl
2 April 23 Thur. 4th/Boy

Date

Day

Grade/gender

Class

Name

BruiseEye injury

Type

Face
Left eye

MemberDuring PE
During class

School ground
Classroom

3 April 23 Thur. 4th/Girl
4 April 30 Thur. 5th/Boy

Left knee
Left finger

Lunch recess
Middle recess

School ground
School ground

Collision (object)
Poked by nametag
Fall
Collision (ball)Right footRight wrist
Right toe

Before class
During PE
Lunch recess

Classroom
School ground
School ground

Collision (object)
Fall
Collision (object)

Right knee

During PE

School ground

Fall

Right eyeLeft finger

Middle recess
Middle recess

School ground
School ground

Collision (object)
Collision (ball)

Head

School ground

Fall

Tooth, lip

On way homefrom school
Lunch recess

School ground

Collision (person)

11 June 12 Fri.

6th/Boy

BruiseSprain/jammed finger
BruiseFracture
Sprain/jammed finger
Scrape/contusion
Eye injury
Sprain/jammed finger
Bruise12 June 16 Tue.

1st/Boy

Dental injury

5 May 126 May 18
7 May 22

Tue.
Mon.
Fri.

5th/Boy
6th/Boy
5th/Girl

8 June 8Mon.

5th/Boy

9 June 8 Mon. 1st/Boy
10 June 11 Thur. 3rd/Boy

54

ReasonTable 6-3 Format for recording injuries requiring hospital care
2. When

1. Patient attributes (gender, grade, age)
Recorded item

3. Where

4. Doing what 5. Arbitrariness 6. Involvement of others 7. Cause
8. Injury name 9. Injured member 10. Diagnosis results“Surveillance of injuries sustained during school care (elementary, jr. high, sr. high))”
Patient

GenderTime

1. Date:

2. DayPlace

Inside school

Inside school building: 1. Classroom

1 Male2 Female

3 Grade3 Age(DOB (yymmdd):<Front>)3. Time a.m./p.m.

5. Hallway

2. Lab room
6. Entrance

Outside school building: 9. Sports ground
Outside school 14. Road

15. Sports ground

3. Gym/indoor exercise area

7. Stairs

8. Others

10. Gym/playground

16. Mountain

4. Lecture hall

17. Forest

11. Pool

12. Ditch

18. Ocean

19. Lake

13. Others
20. River

21. Others

Situation

When participating in class following school curriculumClass, morals, independent activity, general study time: 1. PE (Health and PE)
Special activity: 3. Class (homeroom) activity
7. Art/play event

4. Student Council activity

8. Health safety/PE activity

10. Work production/volunteer work

2. Other class, etc.

5. Club activity

6. Ceremony event

9. Excursion (trip), group overnight trip

11. Others

When participating in extra-curricular activity following school curriculum
12. Club activity

13. Overnight trip to forest

16. Student instruction

14. Overnight trip to ocean

17. Career guidance

21. Specific time before class

18. Others

15. Swimming instruction

19. During break

22. Specific time after classes

20. During lunch break

23. Others

When commuting to school with regular route, or similar situation
24. Commuting to school

ArbitrarinessInvolvementof others
Situation of

25. Commuting home from school(Commute method: 1. Walk

2. Bus

1. Unintentional accident

2. Self-inflicted

1. Independent accident

2. Other student involved

1. Traffic accident

injury2. Collision

3. Train

4. Bicycle

5. Scooter

3. Violence/fight

4. Others (5. Unknown

4. Others ()

5. Unknown

2. Motorcycle

3. Bicycle

4. Pedestrian

5. Others

Injured person:

1. Automobile

2. Motorcycle

3. Bicycle

4. Pedestrian

5. Others

Other person: 1. Person

2. Object

From height of

7. Cut, ruptured

By what

8. Stabbed, stung

By what

Instigator of collision

Compressed by: 1. Person

m/ From where:

6. Scratched, was scratched

9. Bit, was bit
By what

11. Almost drowned
12. Poisoning)

7. Others)

1. Automobile

4. Fall (tumbled, tripped)

10 Burn

3. Teacher involved

6. Motorcycle

Other person:

3. Compression (pinched, stepped on)

5. Fall

26. Others

Substance

13. Others
14. Unknown

55

2: Object

1. Yes

2. No

<Back side>

Injury name

Corresponding
memberInjured member

1. Fracture

Entire bodyTrunk

2. Sprain

0. Member

7. Chest (rib cage) Upper limbs
8. Stomach

3. Dislocation
4. Contusion, bruise

Head/neck

5. Ligament injury,

1. Brain injury

ruptureLimbs

11. Shoulder, upperarm

9. Pelvis, urogenital
12. Elbow, forearm
system
13. Wrist, hand,
10. Back, hipfingers

6. Contused wound
7. CutIndicate
corresponding
number ofmemberOther thanbrain injury

Lower limbs

2. Head14. Hip joint

10. Rupture

3. Face15. Thigh

11. Scrape

4. Eye16. Knee

12. Burn

5. Teeth

17. Lower leg, ankle

6. Neck

18. Foot, toes

8. Puncture
9. Split

13. Broken tooth
14. Poisoning
15. Near-drowning

Others

16. Accidental
swallowing()

17. Others

Diagnosis results

1. Treatment unnecessary

2. Treatment completed immediately

4. Hospitalization required

5. Others (56

3. Outpatient care)(3) Identifying the situation of bullying
The following survey is distributed to all students in grades 4 and higher to survey the situation of bullying eachmonth.

Table 6-4 “Friendship Questionnaire” recording sheet☆ Friendship Questionnaire
Hoyu Elementary School aims to create a bright, fun and safe school that is free of bullying.
This Questionnaire helps you spend a safe and fun school life.
○ What is “Bullying”?
Bully refers to when:
・When someone or a group of people who act stronger than you do something that you don’t like.
(You’re too scared to talk back to them. There’s no one to help you.)・When someone continues to hit you, kick you, talk bad about you, or harass you.
・Right now, you feel really hurt.
If you think that even one of these applies to you, then write “I’m being bullied” or “I saw someone beingbullied”.
[From mm/dd to mm/dd]<Can we ask about you?>
1. Are you being bullied right now?

1. Yes

2. No

2. What is troubling you?
・ Someone is teasing you or saying hurtful things to you
・ Your belongings were stolen or hidden
・ Everyone is ignoring you
・ Someone is hitting you, kicking you, or some other type of abuse
・ Others
3. When did this happen?
4. Who did it to you?
5. Freely write your feelings on this matter.
6. If there is anything you want to tell the teacher, freely write it in this section.
<Can we ask about your friends?>
7. Have you seen someone bullied recently?

1. Have seen

8. Who is being bullied? Who is the bully?
9. What was the situation?
・ He/she was being teased, or harmful things were being said
・ His/her personal belongings were stolen or hidden
・ He/she was being ignored by everyone
・ He/she was being hit, kicked or other abuse
・ Others
10. When did this start?
11. What did you do when you saw the incident?
12. Freely write your feelings on this matter.

57

2. Have not seenIndicator 7: There are evaluation measures to assess school policies, programs,
processes and the effects of change.
1. Management of program progress
The Community Task Force verifies the effect of the program based on the progress management andperformance indicators, taking into consideration the school’s data collection and analysis, and measureproposal and implementation.
School ISS Promotion Committee
Principal, Vice-principal, Lifestyle Guidance Working Group,
Special Activity Working Group, Study Promotion Working Group

Check (Verification)
Measurement of effect basedon performance indicators
Verification of indicators, newchallenges

Action (Improvement)
Improvement of measures,continuance of activities
Buildingofmimamoriwatching network

1. Collection of injury data
2. Survey of students’awareness
3. Questionnaire survey

Plan
Proposal and study ofmeasures
Enactment of implementationplan

Do (Execute)
Implementation of measuresthrough cooperation
Developmentofsafetyinstruction program

ISS Community Task Force
Chair, Community, Related agencies (Police, Fire Department), School

Toshima Ward Safe Community Steering Committee○ Evaluate all Safe Community activities

Japan Institution for Safe Communities○ External evaluation

A preliminary audit was
conducted
by
the
Asia
Certifying Centre on June 10,
2016.

58

2. Performance indicators and verification of effectMeasures

Short to mid-term performanceLong-term performance

1. Structure and improvement ofenvironment(1) Incorporation of Universal
Design on school grounds

Indicator 1: Establishing awareness tobuild a school linked withwarm hearts
1. Questionnaire survey (once a year)
2. Students

2. Protective activities by
students(3) Gyoko Safety Week
(4) Greeting exchange program

Indicator 2: Changes in awarenessand behavior to prevent
injuries
1. Questionnaire survey (at end of
program)
2. Students
Indicator 3: Evaluation of greetingexchange program
1. Evaluation and awards by students
2. Students
Indicator 4: Number of cases ofbullying
1. Factual survey of bullying (monthly)
Ability to think and express throughISS notebook (time to time)
4. Students in grades 4 and higher

Indicator 8: Rate of injury
occurrence atschool
1. School Infirmary Roomdata and Disaster Mutual
Fund Payment data (oncea year)
2. Students

3. Building warm humaninteraction(5) Class Time
(6) Circle Time
(7) Book-reading by teachers(8) Friendship Group activities(9) Early discovery of bullying(12) Exchanges with Citizens’ Plaza

4. Increasing awareness of
disaster and traffic safety(10) Community Safety Map(11) Bicycle safety classes(*) Evacuation drills(*) Traffic safety classes forlower grades(*) Safety classes

5. Improvement of student
support and instruction
methods(2) Emotional support at School
Infirmary Room(*) Support for ISS notebook(*) Teeth brushing after lunch(*) Prevention of heat stroke

Indicator 5: Traffic safety in communityand school route
1. Community safety based on grade
curriculum
Preparation and presentation of map& ISS notebook
2. Students
Indicator 6: Establishment of traffic rules
1. ISS notebook after safety classes
2. Students* Parent awareness survey
Indicator 7: Sustaining awareness of
disaster prevention
1. ISS notebook, evaluation by teachers
2. Students
Indicator 8: School assessment
1. Implementation and improvement ofcurriculum
2. Teachers

Indicator 9: Number and rateof traffic accident
occurrence
1. Disaster Mutual FundPayment data (once ayear)
2. Students

1. Check method(*) indicates programs for high-risk targets
59

2. Check target

3. Evaluation methods and improvements
The performance of each indicator is evaluated and analyzed to lead to improvements.
<Short to mid-term performance indicators>
Indicator name1.
1

Establishing awareness tobuild a school linked withwarm hearts

2.

1.

2

Changes in awareness andbehavior to prevent injuries

2.

1.
3

Evaluationofexchange program

greeting
2.
1.

4

Number of cases of bullying
2.
1.

5

Traffic safety in communityand school route
2.
1.
2.

6

Establishment of traffic rules

1.

7

Establishing awarenessdisaster preventionof2.

1. Evaluation method 2. Improvement
A questionnaire survey is held at the end of the school year
to evaluate changes in the students’ behavior andawareness.
Aim to create a calm environment, and use posting throughthe school building to announce results in teachingactivities.
During the twice early Gyoko Safety Week, self-evaluate
the performance with an awareness of achieving safety andsecurity. School patrols are conducted and a School
Hazard Map is made during these sessions.
Understand changes in the students’ awareness andactions, and share the results throughout the school to help
vitalize the Student Council activities.
Each week, the Committees take turns conducting thegreeting exchange program. Awareness is increased bypresenting awards based on the performance of theactivities.
Teachers provide appropriate support so that activities do
not get monotonous.
The situation of bullying is identified with the Friendship
Questionnaire, and the ability to think and express isfostered with the ISS notebook.
To eliminate bullying, the teachers work as a group to
identify cases of bullying and take actions at an early stage.
Safety along the school routes and in the community ischecked from the students’ perspective, and a Community
Safety Map is prepared. The program is assessed throughpresentations and ISS notebook records.
The results of the Community Safety Map are shared withthe parents to expand the mimamori-watching system.
A bicycle safety class is held once a year where theestablishment of traffic rules is evaluated.
The contents and the effect of the safety class areevaluated by police and parents. The results are applied to
improving the next session.
Bicycle Rider License is issued, and measures are taken so
students thoroughly learn traffic rules.
Evacuation drills are held each month, and the changes instudents’ actions are evaluated.
The students write in their ISS notebooks after theevacuation drill.
Appropriate advice is given to each student based on theircomments in their ISS notebooks, and class instruction is
improved.

<Long-term performance indicators>
8

Number and rate of injuries atschool9

Number and rate of injuries atschool

To increase awareness of injury prevention based on data, asafety instruction curriculum will be prepared, and applied toreduce the number and rate of injury occurrence.
The parent and community mimamori-watching network will be
increased to reduce the number and rate of traffic accidents
involving students.
60

Indicator 8: There is ongoing participation in national and international networks.
1. Participation in national network(1) Exchanges with Toshima Ward Ikebukuro Honcho Elementary School, a school aiming for ISS
designation
February 2016
Our students visited Ikebukuro
Honcho Elementary School andexchanged opinions on ISS
activities.

June 2016
Students
fromIkebukuro
Honcho Elementary School
visited our school. Afterexchanging opinions on theactivities,
allstudents
participated in an exchange
program in the gym.
(2) Participation in Toshima Safe School Summit - February 2016
The 5th graders represented ourschool at the Safe School Summit
held at the Toshima Ward Council
Assembly Hall. They reported on
activities being conducted for ISS
designation.
(3) Saitama Municipal Jionji Elementary School, Preliminary Audit in July 2016
We learned about the activities at this ISS program model school in Saitama City.

(4) Atsugi Municipal Shimizu Elementary School, Onsite Audit for Re-designation - October 2016
We were able to observe theactivities of this leading school,
which is aiming for its third
designation. We saw how high thestudents’ awareness was.

61

Chapter 6 Future programs and prospects for creating a safe school

1. Mid to long-term goals(1) We will draft a curriculum design and promote our programs to build a school with warm hearts,
which is our target stance. To achieve this, we will systemize all programs for our five challenges:“Structure and improvement of environment”, “Proactive activities by students”, “Building warm
human interaction”, “Increasing awareness of disaster and traffic safety”, and “Improving student
support and instruction methods”.
(2) We will endeavor to analyze the background and cause of injury occurrence with speed, strive toprevent injuries, and reduce injuries.
(3) We will strive to create warm relations between the students, and aim to discover and respond tobullying at an early stage. We will also work to establish rules for using cell phones, smart phones,
and SNS.
We will foster the ability to think, judge and express using the ISS notebook, and will build the ability
to imagine other people’s feelings through the use of words.
(4) We will systematically conduct evacuation drills that simulate a large-scale earthquake, and will aim
to foster the students’ ability to predict and avoid danger.
We will also aim to teach and establish traffic rules and safety awareness through learning
experiences based on the community’s traffic situation.
(5) We will closely exchange information with the community and parents, and build a children
mimamori-watching network.

2. Future developments(1) We will actively use the Student Council organization to promote student-led programs to create asafe school.
(2) We will use the teachers’ organizational skills to continuously analyze and evaluate injury data.
(3) We will build a rich language environment through dialog between teachers and students, andbetween students.
(4) We will cooperate with the community and parents to work on crime prevention measures.
(5) We will continuously participate in national and international networks, and actively conductexchanges with ISS designated schools.

62