ISS 認証申請書
Application to become a member ofInternational Safe Schools Network

Let’s make our school Safe Hananoki

Chichibu City municipal
Hananoki elementary School

Chapter 1 Overview of Hananoki Elementary School
1 School name, badge, educational goals
Chichibu City is located in north-western Saitama prefecture, around 90 minutes from central Tokyo,
and the school in question is located within central Chichibu city. The school was established at its
present location on February 3, 1935 as the Hananoki branch of the Chichibu Municipal Omiya Jinjo
Elementary School. On March 31, 1938, it was renamed Chichibu County Omiya Second Elementary
School, whereupon social circumstances dictated further multiple name changes. After the war, on
April 1, 1947, it was renamed Chichibu Municipal Second Elementary School, and as of April 1, 1955,
it has acquired the present name of Chichibu City Hananoki Elementary School. The school has
incorporated PTA activities, school graduation trips, seaside school camps, outdoors school camps,
and school meals from an early stage. Hananoki Elementary School has been presented withnumerous awards, including excellence in school environmental hygiene, and has received numerous
requests for commissioned studies. The current fiscal year signifies the 78th year since its
establishment, and the school has nurtured 13,193 graduates, playing a part in boosting the educationand culture of the region.
The education philosophy of Hananoki Elementary School centers on the motto ‘Respect time; Keepthings clean; Greet properly’, aiming to achieve “a school that is safe, secure, and abundant withcompassion and a school trusted by parents and the community”. The school also strives to develop‘children with perception, thought, and perseverance’, indicating (1) children who are enthusiastic
about learning, (2) children who are considerate, and (3) children who are strong in mind and body.

Hananoki school badge

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

As of July 7, 2015 Units: People

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Special needs

66

52

60

74

53

52

3

360

2

2

2

2

2

2

2

14

Total

classes

When the school first opened, the number of children was 1,426, but this number increased to 1,841
by 1954. However, the past decade has seen a reduction of 60 and this declining trend looks set tocontinue. The number of classes started from 25 at the time the school opened and has increased toas much as 36 in the past. At present, two classes operate in parallel at each grade level.
Diagram 1-2 Number of faculty and staff
Principal
Vice Principal
Senior teacher
Teacher (academic affairs)
Teacher (homeroom)
School nurse
Head of administration

As of April 1, 2015 Units: People

1
1
1
5
14
1
1

Part-time teacher
School assistantLibrarian teacher assistant
Administration staff
Food service staff
School janitor

1

2
3
1
1
1
2

3 The environment around Hananoki Elementary School
Chichibu City, which has flourished in silk since ancient times, was one of the earliest bodies toenforce municipality in the prefecture, becoming a city in 1950. It was merged with Yoshida-machi,
Otaki-mura, and Arakawa-mura in 2005. There are currently a total of 21 pre-high school
establishments, with 13 elementary schools and 8 junior high schools, as well as 3 publickindergartens.
The school is located about 1km to the west from Ohanabatake station on the Chichibu railway and
Seibu-Chichibu station on the Seibu railway, and the school district includes the central area of thecity, close to a shopping district and tourist attractions where throngs of sightseers can be seen. In
addition, at one of the top three float festivals in Japan, the school contributes four of the six festival
cars and decorative floats used in the famous Chichibu annual shrine festival (Chichibu Night
Festival). Just a stone’s throw away from the shopping street is a residential area and an atmosphereof calm. The area includes a nursery school, kindergarten, junior high school, high school, vocational
schools, and there is even the city library in the vicinity, and these collectively form an educationalzone.
The Arakawa River runs through the school district and along its left bank, although a large open
space has been established, homes and daily human traffic remain scarce. There is a high volume oftraffic on the prefectural road, which runs longitudinally from National Highway 140 to the recently
maintained road along the left bank of the Arakawa River. The area surrounding the school is an old
residential area, and the roads near the school tend to be narrow and used by many cars as shortcuts.
Although school and green belt zones were established with this in mind, concern over traffic
accidents remains high.
During the tourist season, the increased number of unfamiliar cars and tourists prompts concerns
over crime prevention as well as traffic accidents.

Chichibu, Saitama

Hananoki
Elementary

Chichibu

Chichibu City area
577.83 km2
Chichibu population
65,533 persons
Male: 32,043 persons
Female: 33,490 persons
No. households in Chichibu
26,372(As of July 1, 2015)2

4 School life
(1) Ceremonies[Entrance Ceremony]
The Entrance Ceremony is an event to greet the first-year students newly enrolled in the school. In
our school, not only do all teachers and current students take part but guests including members of
the board of education and the PTA president, etc., also come together to celebrate the first-year
enrolment. Grades 2-6 also contribute with a welcoming song.

[School Closing Ceremony]
The School Closing Ceremony takes place on the final day of the semester, in which all teachersand students take part. The ceremony on the final day of the third semester is the Completion
Ceremony since it marks the end of the school year.

The next page features ‘Hanasho Tower’ and an ‘Aerial picture of Hananoki Elementary School’.

3

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

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

Hananokischoolbuilding

Traffic
circlePlay equipment
such assee-saw andhorizontal bars

Gymnasium

Pool

PlaygroundPlayequipmentsuch astires, gym
rings, andhorizontal
bars
Play
equipmentsuch asclimbing bars
and horizontal
bars

Play equipment
such asbalancing log,
throwing
board, andhorizontal bars

Play equipment
such as tire
mountain andhorizontal bars

Balancing log: Playground equipment made of a walk-on log to improve balance.
Tire mountain: Multiple tires amassed to form a ‘△’ shape on the playground to climb from the bottom up.
Tires: Tires embedded into the ground for climbing and jumping on top.

4

Chapter 2 Chronology of efforts under the International Safe
School initiative
1 Background to efforts
A school is an institution that aims to provide learning activities that encourage the healthy
growth of children and help children to reach their potential, and establishing a safe and secureenvironment has to be the basic pillar of such efforts. At our school, we perform safety education
for children each year based on the overall plan for safety education within the school. Moreover,ensuring the safety of children is very much part of the school routine, with school safety
inspections implemented both regularly and in special cases by the faculty and standing guards
offering guidance on the way to school. Nevertheless, a survey of children being treated by theschool nurse revealed that major causes of injury are tripping and bumping into objects.
Teaching children how to ride a bike properly by following the rules is another issue that needs tobe addressed. Meanwhile, with some of the injuries requiring hospital treatment, the resulting
absence from school or enforced early departure inevitably disrupts school life for the injured
students.
The management policy of Hananoki Elementary School is ’to establish learning discipline andcreate a safe and secure school’, which coincided with many of the points included in theprinciples and methods of the Safe Community activities of Chichibu City. For this reason, we
decided to participate in the efforts for creating safe and secure schools under the International
Safe School Program, which implements “activities to create safe and healthy schools by
preventing accidents, bullying, and violence as well as the resulting injuries of the mind andbody”.

2 Efforts to date * School year runs from the beginning of April to the end of March.
School year
2013

2014

2015

Overall efforts
Core children efforts
July: International Safe School initiative February: Each committee discussed
set out
what it could do on its own
August: The PTA president and schoolstaff appointed as member of the
Safety Task Force in Chichibu.
November: All personnel issues
determined.
April: ISS Research Committee was
April: ISS committee establishedestablished.
May: ISS slogan announced by
May: International Commission visited Children’s society.
our school (pre-exam)
May: Original team leader flag
completed
July: ISS song was announced by theMusic committee.
November: Each ISS committee
presented at the meeting
February: Hanasho Safe clean
exercise
March: ISS character search‘Hananokki’ chosen
July :Safe community on-site audit
April: Each ISS committee meetsonce a month
November: ISS on-site audit
June: History of ISS activities posted

5

第 3 章 外傷の状況

Chapter 3 Situations of Injury Occurence

1 Injuries at school
When an injury occurred at school, the injured child recorded the detail of the situation after the school
nurse treated it, and the data were collected. For severe injuries requiring hospital visits, data was collected
as data for disaster mutual aid benefits (a system where benefits are payable to the guardian when students
under guidance of the school are injured severely and require hospital visits). There were 1,065 cases of
injuries at our school in the 2014 school year, of which 27 required visiting the hospital.

Diagram 3-1 Injuries that occurred at school (2014)

All injuries, including minor(data from school nurse’s office)Injuries requiring hospital visits

２７
cases

1,065 cases(Disaster mutual aid benefit data)

Aggregated data on injuries at or outside school
The data from the school nurse’s office from April 2014 to March 2015 was tabulated, showing a total of 1,065
cases.

(1) Occurrence of injuries, including minor cases (data from school nurse’s office)Diagram 3-2 Trends in total events requiring treatment (October 2013 - March 2015)(People)(People)Number of children
remains almost
unchanged.

Monthly total
Daily total

During the period between
February-March 2014, use of theplayground was limited due toheavy snowfall, and the numberof those injured in theplayground was less than usual.

Mar.

Feb.

Jan.

Dec.

Nov.

Oct.

Sept.

Aug.

Jul.

Jun.

Apr.

Mar.

Feb.

Jan.

Dec.

Nov.

Oct.
ISS declaration

May.

2014
(April 2014 – March
2015)

2013
(April 2013 – March
2014)

Injuries such as abrasions and falling down
increased due to practice for the school
marathon held in November 2014 as well as theactual event.

6

Diagram 3-3 Time zone of injury (data from the school nurse’s office, 2014)(Cases)700

60% of injuries
occurred during
break time. The next
most common
feature was theincidence of injuries
during physicaleducation class.

634
600

500

n=1,065
Morning
あさ
Others
その他
Break
time
休み時間

400

Lunch
給食timeWhilein class
授業中

300

While
cleaning
掃除中

200

Physical
体育education

174

After
school
放課後

112
100
26

55

37

16

11

0

Diagram 3-4 Site of injury occurrence including minor cases during break time, and nature of

3

7

1

1

4

特別
教室

Playgroundequipment

Playground

昇降口

Special
needs
class

校庭

Student’s
entrance

花小タワー

Hanasho
Tower

ろう
か

ロー
タ
リー

Traffic
circle

その
他

たい
いく
かん

Corridor

Stairs

かい
だん

きょ
うし
つ

Gymnasium

350
300
250
200
150
100
50
0

Classroom(Cases)Othersinjury (data from the school nurse’s office, 2014)

遊具

Break
time
休み時間

目のケガ
Eye
injury

1

1

1

1

1

1

1

Insect
bite
むしさされ

1

はなぢ
Nosebleed
ねんざ
Sprain3Jammedfinger
つきゆび

1

1

2

1

1

9

2

14

3

2

42

その他
Others1

11

4

Abrasion
すりきず

2

10

15

6

8

2

2

17

2

9

1

195

1

1

1

64

10

Many injuries involved abrasions and bruising at the playground.

7

Insectbite
むしさされNosebleed
はなぢ

Bruise
だぼく

6

2
18

Fracture
骨折

Jammedfinger
つきゆび

1

15
5

Tooth
injury
歯のケガ

Sprain
ねんざ

1

8

だぼく
Bruise

きりきず
Cut

1

1

歯のケガ
Tooth
injury骨折
Fracture

8

Eyeinjury
目のケガ

Othersその他
Abrasion
すりきず

6

1

52
6

5

23
8

Cut
きりきず

Diagram 3-5 Site of injury occurrence during physical education by grade (data from the school
nurse’s office, 2014)(Cases)
80
70
60
50
40
6

30

5

20

4

10

3

0

きょうしつ
Classroom

その他
Others

たいいくかん花小タワー
Gymnasium
HanashoTower
Physical
education
体育

6
5

校庭
Playground

11
1
1

3

2

14

2

5

28

1

2

7

2
1

6

11

4

Playground
遊具
equipment

7

1

7

4

7

3

28

9

15

5

Most injuries occurred at the gymnasium or on the playground.
Diagram 3-6 Injuries by location (data from the school nurse’s office, 2014)(Cases)
450
400
350
300

423

n=1,065

Injuries on the playgroundoccurred the most often,
comprising 40%, followed
by injuries in the classroom
or on playgroundequipment.

かいだん

Stairs

きょうしつClassroom

その他

Others

たいいくかんGymnasium

250

ろうか

Corridor

219

ロータリー

Traffic circle

200

花小タワー

Hanasho Tower

校庭

Playground

150

121

100

83

92

昇降口

Student’s entrance

特別教室Special needs class

遊具

Playground equipment

50

13

36

17

27

0

8

19

15

Diagram 3-7 Typeof injury occurring on the playground (data from the school nurse’s office,

2014)
300

(Cases)247

250

Abrasions (247 cases, 58%)
were the most common injury
occurring on the playground.

200

150

100

87

50

31

22

16

5

0
きりきず
すりきず
Cut
Abrasion
校庭

Playground

16

1

1

5

8

Others
その他

Bruiseだぼく

つきゆびfingerSprainねんざ

はなぢ
Nosebleed

むしささ
Insect bite
れ骨折
Fracture

目のケガ
Eye injury

22

87

5

31

1

1

5

8

247

JammedDiagram 3-8 Type of injury occurring in the classroom (data from the school nurse’s office, 2014)(Cases) 100

91

90

Bruises (91 cases, 42%) werethe most common injury
occurring in the classroom.

80
70
60
50
40

34

30

30

23

20

17

15

10
0

6
Cut
Abrasion
きりきず
すりきず

Classroom
きょうしつ

30

15

1

Others
その他

Bruiseだぼく

Jammedつきゆび

Sprain
ねんざ

Burn
やけど

34

91

6

23

1

2
Tooth injury
Eye injury
歯のケガ
目のケガ

2

17

Sufficient records were not kept for the reasons, such as the cause, behind the injury. This issue will be
addressed next year.
9Diagram 3-9 Type of injury (2014 medical room data)(Cases)400

364

Abrasions occurred the mostfrequently at 364 cases (34%),
followed by bruising, with 353
cases.

353

350

n=1,065
Cut
きりきず
Abrasion
すりきず

300

Others
その他
Bruiseだぼく

250

Jammedfinger
つきゆび
Sprain
ねんざ

200

Nosebleed
はなぢ
Insect
bite
むしさされ

150

Burn
やけど

104

100

Fracture
骨折

92

73

Tooth
injury歯のケガ
Eyeinjury
目のケガ

40

50

18

2

0

9

4

2

4

Diagram 3-10 Cases of abrasions and bruising by site of occurrence and activity (data from theschool nurse’s office, 2014)(Cases)
250

195

200

Both abrasions and bruisingfrequently occur on theplayground during break time.

150

100
64

52

Bruiseだぼく

Morning
あさ

Others
その他

Break time
休み時間

School
給食
lunch

While
in class
授業中

10

While
掃除中
cleaning

Physical
体育education

校庭

Playground

Classroom
きょうしつ

校庭

PlaygroundGymnasium
たいいくかんClassroom
きょうしつ

昇降口

Student’s entrance

Gymnasium
たいいくかんClassroom
きょうしつ

特別教室

Special needs class

Hanasho Tower
花小タワー

Gymnasium

たいいくかんClassroom
きょうしつ

ろうか

遊具

Corridor

昇降口

Playground equipment

Student’s entrance

Corridor

ろうかHanasho Tower
花小タワー
Playground

Othersその他

Stairs
かいだん

校庭

Playground

きょうしつ

校庭

Classroom

Playground

Others

30
23 21
23
17
16
15 14 18
11
11
11
10
9
9
9
8
7
7 4
7
32 2 5 1 56 1
1 12 4 1 1 1 1 1 3 1 22
1 1
12 1 1 21 4 1 1 1 11 1 2 15 1 1 11 12 1 1 1
その他

0

42

Stairs
かいだん

50

Abrasion
すりきず

After
放課
school後Diagram 3-11 Timing and site of occurrence of injury, including minor cases (data from theschool nurse’s office, 2014)(Cases)
450
400
350
300
250
200
150
100
50
0

Most injuries occurred on theplayground, including cases
occurring on playground equipment
or at Hanasho Tower during breaktime.

The definitionof ’playground’ in thiscontext refers to the area
excluding ‘playgroundequipment’ and ‘Hanasho
Tower’.

放課後

After school
Physical
education

体育

掃除中

While cleaning

ロー
たい
ろう
その
Others Gymnasiumタ
いく Corridor Traffic
circle
か
他
リー
かん

花小
Special
Play昇降 特別Student’s
Hanasho
タ Playground
校庭 entrance needs 遊具
ground
Tower
口
教室
class
equipmentワー

かい
Stairsだん

きょClassうしroom
つAfter school

放課後

0

6

2

0

0

1

0

2

0

0

0

Break time

Physical
education

体育

0

1

10

71

0

0

1

70

0

0

21

OthersWhilecleaning

掃除中

1

26

10

1

8

0

0

2

4

3

0

Morning

While in class

授業中

0

60

8

9

1

1

1

18

0

11

3

School lunch

給食

0

29

2

0

5

0

0

0

0

0

1

Break time

休み時間

10

88

41

8

21

15

25

316

13

1

96

Others

その他

1

4

4

1

1

0

0

4

1

0

0

あさ

1

5

6

2

0

0

0

11

1

0

0

Morning

授業中

While in class

給食

School lunch

休み時間
その他
あさ

Diagram 3-12 Injuries occurring during physical education class in the gymnasium andplayground by grade (2014 medical room data)(Cases)30
Grade 2 students have many classes
in the gymnasium using the vaulting
horse, and they also exercise
extensively on the playground. These
factors contributed to the increased
number of injuries.

25

20

15
Gymnasium
たいいくかん
Playground
校庭

10

5

0

1

2

3

4

5

6

(Grade)1111(Cases)7

6

Physical
education
体育

たいいくかんGymnasium

7

28

14

校庭
Playground

15

28

7

7

11

Diagram 3-13 Injuries occurring during physical education class in the gymnasium and on theplayground by grade (percentage) (data from the school nurse’s office, 2014)
(%)

50
45
40
35
30
25
20
15
10
5
0

1

2

3

4

5

6 (Grade)

Gymnasium
たいいくかん

13

47

19

0

21

Playground
校庭

29

47

9

13

13

14 (%)
8

Diagram 3-14 Injuries occurring during break time in the classroom, playground, and playgroundequipment by grade (data from the school nurse’s office, 2014)(Cases)140120

The percentage of injuries
declines as the grades arehigher.

100
80

きょうしつ

Classroom60

Playground
校庭
Playgroundequipment

遊具

40
20
0

1

2

3

4

5

6

(Grade)Break time
休み時間

While lower grades (Grade 1-3) were prone to injuries both on the playground and on playgroundequipment, higher grades (Grade 4-6) predominantly suffered injuries on the playground. In addition,
since the school playground is on an incline, there is an increased risk of falling, and rain makes sandand stones appear on the ground surface. Although regular efforts are made to pick up such stones, theincidence of many falls involving stones is actually a geological problem.

12

Diagram 3-15 Site and type of injury, including minor cases (data from the school nurse’s office,2014)
There was one case of an injury
involving a fracture on Hanasho
Tower. Since this was a more serious
injury, an ambulance was called.

(Cases)

450
400
350
300
250
200
150
100
50
0

Eye
injury目のケガ

Eye injury
目のケガ
Tooth injury
歯のケガSpecial
Playかいだ きょう
たいい
ロータ
Class
Traffic 花小タ
Hanasho
PlayStudent’s 特別教
groundStairsOthers Gymnasium ろうか
Corridorneeds
その他
校庭 昇降口遊具
entrance-room
circleTowerground
ん
しつ
くかん
リー
ワー
室 equipment
class

1

Tooth
injury
歯のケガ

17

4

3

2

1

1

1

2

1

Fracture
骨折

The majority of cases, 247,
involved abrasions caused byfalling etc. in the playground.

1

3

8

1

5

2

1
1

はなぢ
Nosebleed4

ねんざ
Sprainつきゆび
JammedfingerSprainねんざ

1

つきゆび
Jammedfinger

1

23

1

22

6

1

6

2

1

Bruise
だぼく

31

1

7

Othersその他

5だぼく
Bruise

4

91

17

31

24

Others
その他

1

34

15

11

4

すりきず
Abrasion

2

15

30

14

4

10

30

12

2

1

1

きりきず
Cut

Insect bite
むしさされ

3

Insect
bite
むしさされ

5

Burn
やけど

Nosebleed
はなぢ

1

Burn
やけど

1

Fracture
骨折

18

87

8

4

64

2

22

1

3

10

3

247

6

2

31

3

8

16

すりきず
AbrasionCut
きりきず

Diagram 3-16 Site and type of injury including minor cases by grade (data from the school
nurse’s office, 2014)(Cases)450

Lower-grade injuries occurred mostfrequently on Hanasho Tower, on theplayground and on playground equipment.

400
350
300
250
200

6
5

150

4

100

3
2

50

1

0

（2

きょうし
たいいく
Gymnasium
Corridor
StairsOthers
かいだん
その他
ろうかClassroomつかん

Traffic circle

ロータ
リー

花小タ
HanashoTower
ワー

Playground
校庭

entranceneeds class

Playground
遊具
equipment

Student’s
Special
昇降口
特別教室

6

1

14

11

14

0

0

0

31

1

6

2

5

2

7

6

12

1

0

0

32

1

3

8

4

3

23

8

3

6

2

0

41

0

2

8

3

4

43

18

16

7

5

6

53

2

4

12

2

1

81

26

35

16

10

8

123

5

0

36

1

1

51

14

12

6

0

13

143

10

0

55

13

(2) Occurrence of injuries requiring hospital visits
Diagram 3-17 Incidence (*) average trends on national/city basis (From 2010 to 2014, Disastermutual aid benefit data)
(%)

8
7
6
5
4
3
2
1
0

全国
Nationwide

Although in 2010, the rate of injuries requiring hospital visits exceeded the nationaland city averages, the rate for the period between 2011 and 2013 was below thenational and city averages. However, although the rate in 2014 was lower than thatfor Chichibu City, the overall incidence still exceeded the national average.

2010

2011

2012

2013

2014

6

6.7

6.1

6.2

5.9

秩父市
Chichibu

6.1

7.1

6.6

5.4

7.3

花の木小
Hananoki
ES

6.5

4.7

3.7

3.2

7.2

Nationwide
全国Chichibu
秩父市

HananokiES
花の木小* Number of injuries/illness ÷ Number of children×100 (%)* National incidence = Information from the Japan Sport Council* Chichibu City incidence = Information from the Physical Education department of the Chichibu City
Board of Education
Diagram 3-18 Time zone of occurrence for injuries requiring hospital visits(From 2010 to 2014, Disaster mutual aid benefit data, total 95 cases)
60

50

Most injuries occurred during breaktime, at 51 cases, comprisingaround 54% of the total. Next mostcommon were injuries duringphysical education class.

40

30

20

10

0
Total
集計

Others
その他

Break time
休み時間

Field trips
校外学習

Ceremonies
式関係

While
in class
授業中

3

51

2

2

9

14

education
Whilecleaning Physical
掃除中
体育

5

13

En route to
登下校中school/home

8

After
school放課後

2

Diagram 3-19 Site of occurrence and type for injuries requiring hospital visits, occurring during
break time, while in class, and during physical education (From 2010 to 2014, Disaster mutual aid
benefit data, total 95 cases)(Cases) 25（総件数95 件）

Most injuries during break timeoccurred on the playground,followed by injuries at Hanasho
Tower. As for injuries duringphysical education class, mostoccurred in the gymnasium.

20

15

Break time
休み時間

10

While in class
授業中
Physical
体育education

50
OthersCorridor
その他
ろうか

4

休み時間
Break
time

ロータ
花小タ
Traffic
HanashoStairs階段
circle
Tower
リー
ワー

教室
-room

Class

Outside of
校外 Playground
校庭 Gymnasium
体育館
school

10

5

21

2

1

1

While
in class
授業中

3

1

1

Playground
遊具
equipment

13

Physical
体育education

On the
道路
road

7
1

12

Diagram 3-20 Site of occurrence for injuries requiring hospital visits (From 2010 to 2014, Disastermutual aid benefit data, total 95 cases)(Cases)30

The most common site was theplayground with 28 cases, followed by
the gymnasium, classroom, andHanasho Tower.

25

20

15

10

5

0

Total
集計

その他
Others

ろうかCorridor

Traffic circle

ロータ
リー

花小タ
Hanasho
Tower
ワー

階段
StairsClassroom
教室

Outside of
校外
schoolPlayground
校庭

Gymnasium
体育館

On道路
the road

Playground
遊具
equipment

4

4

2

11

3

12

2

28

14

7

8

15

Diagram 3-21 Type of injuries requiring hospital visits, occurring on Hanasho Tower, in theclassroom, on the playground or in the gymnasium (From 2010 to 2014, Disaster mutual aid
benefit data)(Cases) 87654

Othersその他

3

Sprain
ねんざ

2

Fracture
骨折

1
0

Hanasho Tower
花小タワー

Classroom
教室

Playground
校庭

2

Othersその他

Abrasion
挫創等

Gymnasium
体育館

Cut
挫裂傷

1

Sprain
ねんざ

6

4

Puncture
刺傷

Fracture
骨折

5

3

7

5

Bruise打撲

Abrasion
挫創等

1

1

6

2

目のケガ
Eye injury

Cut
挫裂傷

2

2

2

Ligament injury
靱帯損傷

2

刺傷
Puncture
3

Bruise
打撲

目のケガ
Eye
injury

1

2

1

3

2

1

Ligament
靱帯損傷
injury1

Fractures were most common at Hanasho Tower or in the classroom, on the playground, or in the
gymnasium.
Diagram 3-22 Time zone and site of occurrence of injuries requiring hospital visits (From 2010 to2014, Disaster mutual aid benefit data)(Cases) 30
25

Over a one-year period, most injuries on theplayground including injuries at Hanasho
Tower or on the playground equipment
occurred during break time.

20
15
After
school放課後

10

En route to
登下校中school/home5Physical
体育 education

0
Others ろうかCorridor
その他

ロータ
Traffic 花小タ
HanashoStairs階段
circle
Tower
リー
ワー
1

放課後
After
schoolClass教室
room

Outside of
校外 Playground
校庭
school

1
1

2

While
掃除中
cleaning

1
1

授業中
While
in class

3

遊具

5

While
cleaning
掃除中
While
in class
授業中

1

12

Ceremonies
式関係
Field
trips
校外学習
Break
time
休み時間

1

3

1

Others
その他

2
1

校外学習
Field
trips
その他
OthersPlaygroundequipment

2

式関係
Ceremonies
休み時間
Break
time

On the11

En route to
登下校中school/home
Physical
体育education

Gymna-

体育館
道路
sium
road

4

2

10

1

1

5

21

2

1

1

7

The ‘Ceremonies’ in the above table refers to the ‘Entrance Ceremony’ and ‘School Closing
Ceremony’ etc. (refer to page 4)16

Diagram 3-23 Types of injuries requiring hospital visits occurring during break time at Hanasho
Tower and on the playground (From 2010 to 2014, Disaster mutual aid benefit data)(Cases)

7

6

6

5

5

4

4

4

3

3

3
2

2

1

1
0

Sprain
ねんざ

2骨折
Fracture

1

挫創等
Abrasion

花小タワー
Hanasho
Tower

Cut
挫裂傷

校庭
Playground

Bruise
打撲

休み時間
Break
time

Eye
injury目のケガ

4

ねんざ
Sprain骨折
Fracture

5

6

挫創等
Abrasion

1

4

挫裂傷
Cut

1

2

Bruise
打撲

3

2
3

目のケガ
Eye
injuryDuring break time at Hanasho Tower and on the playground, the majority of injuries werefractures. Injuries at Hanasho Tower involved falling, and injuries on the playground involved
many fractures caused by falling and collisions.
Diagram 3-24 Injuries requiring hospital visits by grade and site (From 2010 to 2014, Disastermutual aid benefit data)(Cases)30

Regardless of the grade, most injuries
occurred on the playground, in the
gymnasium, classroom or at Hanasho
Tower.

25
20
15

6

10

5
4

5

3

0

ロータ 花小タHanashoOthersCorridor Traffic circle
その他
ろうか
Tower
リー
ワー
6

1

5

1

4

1

1

3

1

1

2
1

1

1

2
Stairs
階段

Classroom
教室

Outside of
校外
school

3
1

1

1

1

2

2

2

1

1

Playgroundthe road
校庭 Gymnasium
体育館 On道路

6

4

2

1

5

4

1

2

6

1

1

1

3

1

1

1

2

1

1

5

4

2

3

3

2

2

17

1

Playground
遊具
equipment

331

(3) Mental torment caused by bullying◎Number of cases of bullying recorded at our school
The Japanese Ministry of Education, Culture, Sports, Science and Technology defines ‘bullying’ as ’a
person engaging in specific human relations involving psychological or physical attack and behavior
resulting in mental distress’. In our school, although a total of 8 cases of bullying were reported to theBoard of Education over the past three to five years, there is no record of any incident in the past 2 years.
However, since ‘bullying may involve anyone, in any class, at any school,’ we observe the children
carefully as well as utilize the ‘trouble survey (refer to Indicator 6)’ to investigate from the most objective
respective.
Diagram 3-25 Have you ever been ignored or otherwise ostracized? (From the Trouble Survey
data tabulated in 2014)
n=315
65

13

Grade
６年6

46

6

Grade
５年5

41

13

Grade
４年4

48

26

Grade
３年3

43

14

Grade
２年2

0

１年1
Grade

0%

20%

40%

60%

80%

Grade
１年1

Grade
２年2

Grade
３年3

Grade
４年4

Grade
５年5

ある
Yes

Outside survey
0
scope

14

26

No
ない

Outside survey0
scope

43(75%)48 (65%)

(25%)

(35%)

Yes
ある

100%
Grade
６年6

13

6

(12%)

13(17%)

41(76%)

46 (88%)65 (83%)

(24%)

No
ない

Although many children in lower grades responded with ‘Yes’, those in grades 5 and 6 were less likely torespond with ’Yes’.
Diagram 3-26 Have you ever been subject to ridicule, teasing, abuse or unacceptable language?
(From the Trouble Survey data tabulated in 2014)
n=315
23

Grade
6
６年

55
19

Grade
5
５年

33
29

Grade
4
４年

25

44

Grade
3
３年

30

19

Grade
2
２年

38

0

Grade
1
１年

0%
Yes
ある

Grade
１年1
Outside survey
0
scope

No
ない

Outside survey
0
scope

20%

40%

Grade
２年2

60%

Grade
３年3

Grade
４年4

80%
Grade
５年5

100%
Grade
６年6

19 (33%)44 (59%)29 (54%)19(37%)

23(29%)

38 (67%)30 (41%)25(46%)

33 (63%)55(71%)

Yes
ある

No
ない

Many in grades 3 and 4 replied ‘Yes’, but the response of ‘Yes’ was fewest in grade 6.
18

Diagram 3-27 Are you or any of your friends being bullied? (From the Trouble Survey datatabulated in 2014)
n=315
6

2

73

5 1

51

4 1

53

3

4

2

70
7

53

1
0%

20%

40%

60%

80%

100%

1

Yes
ある

Outside survey
scope

2
(12%)
7

3
(5%)
4

4
(2%)
1

5
(2%)
1

6
(3%)
2

No
ない

Outside survey
scope

53(88%)

70(95%)

53(98%)

51(98%)

73(97%)

Swift action was taken when a relatively high number of responses of ‘Yes’ were received from grade 2
students.
In addition, there were 4 cases over the past five years of trouble caused among children involving theuse of the Internet or other communication equipment, specific details of which included ‘written
abuse’, ’posting of personal photos’ and ’exposure of personal information’.
countermeasures included: (1) A talk with parents from an invited Internet advisor lecturer, (2) Topics
related to Internet trouble were covered in the school newsletter, which was posted and distributed tohomes for educational purposes, (3) Documents related to Internet trouble were distributed to homes foreducational purposes, (4) Distribution of the ‘No Media Card (families decide on the permissible time of
media exposure in one day)’ and related initiatives, (5) Classes conducted by the school staff onincidents of Internet trouble, (6) School Health Committee (involving the school doctor, parents, and staff
in discussions on health) tackling Internet-related issues, and (7) Guidance given to students by grade
and by homeroom.
Thanks to these efforts, only 1 case of Internet trouble was reported in the past three years.
A committee was also established in Chichibu City, which proceeded to respond to Internet troubles andbullying.
In Chichibu City in2014:

Background to establishment of committee (4)Reported circumstances of Internet trouble / bullying○ Internet trouble
In 2013, there were 0 cases in elementary school and 8 cases in junior high school (increasing in recent years forelementary/junior high schools).
○ Reported cases of bullying
In 2014, there were 31 cases in elementary school and 40 cases in junior high school (increasing in recent years forelementary/junior high schools).

Fig. 4-1

Reported cases of Internet
trouble
Cases

2011

Fig. 4-2
Elementary
schoolJunior highschool2012

2013

Reported cases of bullying
Cases

2011

Elementary
schoolJunior highschool2012

2013

Source: Survey on delinquency and behavioral
issues (Data for 2011-2013)19

There were 4 cases
Internet trouble inelementary schools and8 cases in junior highschools.
There were 10 cases ofbullying in elementary
schools and 29 cases injunior high schools.

2 Injuries outside school(1) Regarding rules on bicycles etc. at our school
In our school, rules state that grades 1 and 2 are only allowed to ride a bicycle when accompanied byparents. From grade 3 onwards, only children who have attended a traffic safety lesson and had theirbicycle inspected will be allowed to ride by themselves. Moreover, almost all children from grade 3
upward own a bicycle. The wearing of helmets is encouraged and we are promoting related initiatives.
The children walk and do not use a bicycle to come to school. However, in everyday life, bicycle riding iscommon from elementary school onwards. In terms of the school district, given the narrow roads andmany intersections without traffic lights, there is a specific need to focus on bicycle safety.
(2) Total cases of bicycle accidents affecting children in the school district
For the school district of Hananoki Elementary School, there were 12 cases of traffic accidents
affecting children in the past five years, 10 of which involved children riding bicycles.
Diagram 3-28 Details of traffic accidents involving children at our school (During 2010 – 2014,
Data from Chichibu Crisis Management Division)(Cases)6

At our school,
accidents weremost common forgrades 3 and 5.

5

5

4
3

3

2

2
1

1
0

0

0

0

1

0

0

0

0

Grade 1
１年生

Grade 2２年生

Grade 3３年生

Grade 4４年生

Grade 5５年生

Grade 6
６年生

On
bicycle
自転車

0

0

3

0

5

2

On
foot
歩行中

0

0

1

1

0

0

On
bicycle
自転車

20

On
foot
歩行中

To understand proper bicycle riding etiquette, we conducted a bicycle survey.
Diagram 3-29 Do you ride side by side with your friends when riding a bicycle?
(Bicycle survey in 2014, targeting grades 3 to 6)

Grade
６年6

4

Grade
５年5

37

15

0

44

10

Grade 4

４年

43

29

0

３年3
Grade

7
0

5

44

12
10

15

20

25

30

35

Sometimes
rides side by side
時々走ったことがある

Rides
single file
きちんと１列40

45

Alwaysrides side by side
並んで走っている

50(People)Diagram 3-30 Do you ride side by side with your friends when riding a bicycle? (percentage)(Bicycle survey in 2014, targeting grades 3 to 6)

6

5

5

81

19

0

3

11
0

71

29

0

4

57

38

10

70

19
20

Rides
single file
きちんと一列30

40

50

Sometimes
rides side by side
時々走ったことがある

60

70

Alwaysrides side by side
並んで走っている

80

90

(%)

Results showed that the higher the school grade, the greater the tendency to ride bicycles side by sidewith friends. At the same time, some in grades 3 and 6 admitted to always riding side by side.

21

Diagram 3-31 When cycling, do you always stop at the intersection?
(Bicycle survey in 2014, targeting grades 3 to 6)

1

Grade
６年6

14

0

Grade
５年5

61

6

46

1
1

Grade
４年4

52
2

Grade
３年3

3
57

0

10

20

30

Iほとんど止まらない
hardly ever stop

40

50

Iたまに止まらないsometimes do not stop

60

I必ず止まる
always stop

70

(People)Diagram 3-32 When cycling, do you always stop at the intersection? (percentage)(Bicycle survey in 2014, targeting grades 3 to 6)

2

6

18

0

5

80

12

4

2
2

3

3

88

96
5

0

92
20

40
Iほとんど止まらない
hardly ever stop

60

80

Iたまに止まらないsometimes do not stop

100

120

I必ず止まる
always stop

(People)Most children responded ‘I always stop’. However, once again, results showed that the higher the school
year, the greater the prevalence of responses including ‘I sometimes stop’ or ‘I hardly ever stop’. Since
accidents often occur at intersections, instructions on riding at intersections are focused on in traffic
safety classes.
22Chapter 4 Setting prevention targets based on injury occurrence
Based on injury occurrence, prevention targets are set for injuries both at school and outside school, andpreventive activities are conducted.
Prevention targets

Occurrence of injury etc.
Atschool○ Injuries during physical education were common for grade
2 students. Most injuries occurred on the playground or in
the gymnasium. (Fig. 3-12)○ Reviewing all injuries, including minor cases, which
occurred during break time on playground equipment
and/or Hanasho Tower, injuries most often occurred in theplayground. (Figs. 3-6, 3-11)○ Many injuries requiring hospital visits occurred during
break time. (Fig. 3-18)○ The next most common timing for injuries requiring
hospital visits was during physical education. (Fig. 3-18)○ For lower grades, during break time, they were more
prone to injuries on the playground, or on playgroundequipment/ at Hanasho Tower than older grades. (Fig.
3-16) (Fig. 5-4)
○ Over the past five years at our school, despite no serious
cases of bullying, the ‘Trouble survey’ indicates thatseveral children are not getting along with other children.
(Figs. 3-25, 3-26)
Outside ○ Over the past five years, 12 cases of traffic accidents inschoolthe school district affecting children at our school, 10
involved children riding bicycles. (Figure 3-28)○ The main cause of bicycle accidents was suddenly
emerging without warning (Fig. 5-16)○ Bicycle accidents occurred the most in students in grades
3 and 5. (Fig. 3-28)○ Awareness of the need to observe bicycle traffic rules
declined among higher grades. (Figs. 3-29, 3-30, 3-31,
3-32)(1) Injuries during physicaleducation(Gymnasium)(2)

Injuries during break time
(Playground)(Playground equipment)(Hanasho Tower)(3)

Injuries of lower gradestudents(Playground equipment)(Hanasho Tower)(4)

Relations with friends(5) Traffic accidents while riding
bicycles* Since there were almost no cases of child abuse, we did not focus on this area.
* Although the level of crime involving children was minimal, the countermeasures included: (1)Establishing a curfew of 16:00 for all students to leave the school premises and ensuring all children
have left school by this time. (2) Installing security cameras in the school. (3) Students are required toreturn home after the after school activities by 18:00 in the spring and summer and 17:00 in theautumn and winter. (4) Distributing crime prevention buzzers to all newly enrolled first year students.
(5) Encouraging homes in the community to register and cooperate with the ’110 child safety shelter’
initiative (A refuge provided when children find themselves at risk of being involved in crime)’, anddistributing ‘110 child safety shelter’ plates to the registered homes. Efforts are being made for these
items.
* Regarding disaster prevention measures such as evacuation drills, leaving the school in groups
arranged by school route, and drills for making sure the children are passed to the care of guardians
during disasters, please refer to ‘Indicator 4’.
23

Chapter 5 Efforts based on 8 indicators
Indicator 1 A management foundation based on collaboration to address
safety improvement
1 International Safe School promotion organization
Our school is broadly in line with the philosophy and actions of the Chichibu Safe
Community initiative and works with the Chichibu Crisis Management Department toadvance our efforts to become an International Safe School. In particular, collaborations arefocused on the priority issues for Chichibu Safe Community such as child safety measuresand traffic safety. In addition, we are collaborating with relevant regional organizations andparents in the community to enhance overall school safety.

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

Task Force for Disaster Safety

Task Force for Safety of Children

Task Force for Safety in Nature

Injury Surveillance Committee

Task Force for Elderly Safety

Traffic Safety Task Force

Crime Prevention Task Force

Suicide Prevention Task Force

Chichibu Board of Education

Task forces for priority issues

Hananoki Elementary School ISS Promotion Committee(Faculty Organization)
Community
Neighborhood association,
School guard activities bychildren’s welfare officers,
2 PTA
Head of the Children’s
Committee, Youth
Development Committee

Children’s Society
10 committees aroundthe ISS committee

PTA
PTA Chair
PTA Deputy-Chair
Headquarter Executives

24

Safety Department

2 PTA
During the meetings of the PTA council on a monthly
basis, the principal or the relevant head of research gives
updates on the ISS efforts made by the school and theefforts are discussed, focusing on the senior PTA
members and the Safety Department.
3 Community
Local residents (Hanasho supporters, etc.) gather to
conduct information exchange and discuss initiatives
focusing on traffic safety and crime prevention.
(1) Crime prevention volunteers, centering on school
guard leaders (School helpers, Hanasho
supporters)(2) Subcommittees formed by school councilors* School councilors…as stipulated in the School
Education Law Enforcement Regulations Article 49, school councilors areindividuals entitled to express opinions on school management issues.
* School guard leaders…Individuals offering specialist guidance for activities aspart of the crime prevention system and for school safety volunteers (School
guard).
4 ISS promotion organizations in school (teachers)
Established among the faculty and staff, this organization engages in root cause analysis
and considerations based on injury data and awareness surveys and engages in ongoingpreventive measures across the organization (research and analysis section, class researchsection, special activities section, environmental improvement section). In addition,
cooperative efforts are made to create a safe, secure and caring educational environment.
(1) Research Committee [Principal, Vice Principal, senior teacher, student guidance
chief, special activities chief, school nurse, safety chief, head teachers for each grade]● Basic policies, progress management ●Verification of results ●Verification of changes
in behavior of children●Collaboration with external related organizations ●Safety
guidance program ●Crisis management manual(2) Research and analysis section● All injury data collection, analysis, discussion● Child Safety Awareness Survey● Understanding the reality of bullying● Collaboration with external related organizations● Safety guidance program● Crisis management manual(4) Special activities section● Increasing awareness towards the safety andsecurity of children, Children’s Society activities
focusing on the ISS committee● Collaboration with external related organizations● Safety guidance program● Crisis management manual(3) Class Research Section● Class research on predicting danger andconsidering means of avoidance, education in life
skills to enhance personal judgement● Collaboration with external related organizations● Safety guidance program● Crisis management manual(5) Environmental Improvement Section● Creation of an ISS-related safety bulletin● Review and consideration of the safety
plan

25

(1) Research Committee
Under the principal, a study promotion committee has been established to engage ininvestigating basic policies related to the ISS and to conduct progress management. In
addition, this committee works in cooperation with the planning and coordination sections
and relevant institutions and performs national and local PR activities (issuing the ISS
newsletter).
(2) Research and analysis section
Analysis and discussion is conducted based on data collected at the school nurse’s office
and feedback from awareness surveys performed by the investigation department, and theinformation is used to address activities of the Class research section and the Children’sSociety.
Data is collected from occurrences on a daily basis, saved to file, and a bulletin iscompiled and posted.
(3) Class research section
The targeted vision for children is ‘children who can predict danger based on what has
been experienced and learned to date, who can consider means of avoidance and act
based on personal judgment’. Class research aiming to enhance the ability to develop
problem-solving powers of children in areas of safety in daily lives and traffic safety is
carried out.
(4) Special activities section
Based on the injury data and awareness survey, research is promoted on the actions of
the Children’s Society aiming to facilitate the independent activities of children (activities
focusing on the ISS committee) through division of duties with the special activities section.
(5) Environmental improvement section
Based on the injury data and awareness survey of the research and analysis section andthe ISS action plan by each committee, efforts to promote a safer environment in school is
promoted along with measures to create an environment that enhances safety awareness.
The issued bulletin, which is integrated into ISS Street, shares information on children’sawareness and activities.
5 In-school ISS promotion organization (Children’s Society)
The ISS committee and each individual committee cooperate and form Safe School
activities, which are transmitted to the entire school, while other committees also expand thescope of work in safety and security for themes under their responsibility.
2 students from each class in Grades 4, 5, and 6.

Representative
Committee

Each committee includes representatives
from each class of Grades 5 and 6

Welfarecommittee

Assembly
committee

Library
committee

School lunchcommittee

Broadcastingcommittee

ISS committee

Exercisecommittee
Music
committee

Committee foranimals and plants

HealthCommittee
26(1) ISS committee
This is the central committee dictating ISS activities, comprised of children from theRepresentative Committee and class representatives from each committee. Based on datacollected by the Health Committee and the results of the ’Life Questionnaire’ taken by the
research and analysis section, discussions are conducted before the challenges and goalsof activities are presented at regular meetings of the ISS. In addition, we also received
advice on activities via meetings with the Japan Institution for Safe Communities.

(2) 10 committees
At the 10 committees, we discuss what can be doneon a personal level to achieve the targeted ‘safe, secure,and caring school’, compiling an ISS activity plan
applicable to the roles of each committee and promoting
ISS activities based on said plan.
Table ISS activities of each committee
Made decision on ISS slogan ‘Let’s make a safer and more secure Hananoki
school’Made decision on ISS character of ’Hananokki’, ISS check card
Planning and implementation of a school-wide rally for games that are safe
Assembly committee
Planning and management of ISS Yes/No quiz on safety and security
Creating safety posters for inside and outside school buildings as well as
anti-bullying posters
Welfare committee
Fundraising to purchase vaccines by collecting PET bottle caps,
Reducing leftovers campaign, thorough disinfection (use of warning labels,confirmation charts)
School lunchcommittee
Campaign to reduce the number of students carrying dishes/food in a dangerous
way (calling attention, use of posters)
Composing a song about safety and security; planning/management of monthly
Music committee
music rally. Aim to conduct emotionally resonating performances. Workshops forsong on safety and security
Campaign for abundant flowers (Grow seedlings and hand out to each class),
Committee for animals poster notices
and plants
Contact experience with rabbits, green curtain to protect against heat
Staging broadcasts focused on ‘safety and security’ in line with ISS activities
Broadcasting
Broadcasts focusing on heartfelt communication by ‘Speaking clearly andcommittee
wholeheartedly’
Installing sections for books on ‘Safety’ ’Friends’ ’Life’ ’Compassion’
Library committee
Encouraging safe use of the library, issuing newsletters
Addressing ISS meetings and morning physical education assembly on using
playground equipment safely
Exercise committee
Conducting playground equipment safety patrols, playground hazard patrols,
and picking up stones on the school grounds
Recording and mapping injuries, publishing safety news for injury prevention,
Health committee
posting bulletins on hazard checks, education on handwashing and gargling
ISS committee

27

Indicator 2 The direction of activities is aligned with the local government,
Board of Education, etc., and is based on the Safe Community
principles

Prefectural

National

1 The relationship between the school and national, prefectural, and Chichibu City levels inregards to school safety issues
On a national level, elementary school guidelines stipulate that ‘to prevent injuries
involving traffic accidents or risks in one’s daily life, it is necessary to take notice ofsurrounding dangers, behave safely using correct judgment, and establish a safe
environment’, and this statement is reflected in the policies and measures on city andprefectural levels. In alignment with these policies and measures, our school has
incorporated safety and security as one of the pillars of its school management policy.

Plan to promote school safety－Ministry of Education, Culture,
Sports, Science and Technology, 2012
Safe School efforts are recommended as an initiative for school safety basedon empirical and scientific data

Policy on safety in schools－Saitama Pref. Board of Education,
2015<Health Education> Nurturing students capable of proactively leading healthyand safe lives from a physical and mental perspective.

City

Chichibu creative super plan for school - Chichibu City Board of
Education, 2015
<Promotion of high-quality school education>
Developing a safe and secure school environment
Promotion of safe schools with international certification

Objective of the Chichibu Safe Community efforts

SchoolTo employ the technique of the Safe Community and endeavor to develop acity with high levels of safety and security in the spirit of mutual assistance

Hananoki Elementary School, School management policy, 2015
<School vision>
A school that is safe, secure, and caring, that is trusted by parents and thecommunity<Management emphasis and areas of effort>
The promotion of an education that nurtures solid academic achievement
and richness of spirit through the participation of all faculty and staff,
creating a safe, secure, and trusted school.
• Spearheading efforts towards Safe School international certification28

2 Safety Policy of the school in the Safe Community
The ISS of our school works closely in line with the Chichibu Safe Community initiative.
First and foremost, in-school training was implemented with the staff members of the
Chichibu City Crisis Management Division, who are working on the Safe Community
programs.
The Safe Community efforts involve various departments collaborating on the means ofimproving regional safety.
There are schemes that focus on all areas of Chichibu and its citizens to help protect
populations and environments facing high risks, as well as schemes to track the progressand evaluate the results of safety improvement programs, which are consistent with the
Safe School efforts made by the school.
We have also invited Dr. Yoko Shiraishi, the Representative Director of the Japan
Institution for Safe Communities, as an instructor for our in-school training and havereceived advice about the direction of our school goals.
Mr. Tetsuya Kawada, former PTA Chair of our school, is now Chair of the Task Force for
Safety of Children in the Chichibu City Safe Community program, which gives us insight into
the efforts being made by the Safe Community initiative.

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

In-school training provided by
Dr. Yoko Shiraishi
3 ISS committee slogan andpurpose of Children’s Society

Let’s make a safer and more secure
Hananoki school

The ISS committee proposed the slogan, which represents the target for activities
performed by each committee. The slogan was announced in a school assembly, andcommitments were made to all the children. In addition, ideas for the ISS character wererecruited from the entire school, and the ‘Hananokki’ character was chosen. The slogan isdisplayed on top of each entrance and in the gymnasium to encourage the students to takethe initiative for ISS activities.

29

Indicator 3 A long-term and ongoing program covering aspects of gender,
all age groups, environment, and circumstances is being implemented.
School safety guidance is managed using an ‘Overall safety education plan’, the scope of
which encompasses various education and activities. This table shows the overall picture of
the long-term and ongoing aims of the Safe School program. By objectively analyzing
materials such as data, we establish priority issues based on evidence and leverage acollaboration mechanism to work on safety issues. The following table shows programs
targeting children, teachers, and parents and community inside and outside school. The
numbers indicate the specific efforts described from p. 33 and onward.

For the programs listed in the table, programs for Indicator 3 are in green, programs for Indicator
4 are in ‘red’, and programs for Indicator 5 are in blue.

TargetArea

Children

Teachers

Parents,
Community

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

Safety learning 1-3, 1-4, 2-5Child awareness survey
1-7Internet trouble classes 1-10

Inside the building

In school

ISS character bulletin 1-12
Crisis response capability workshop, targeted at staff
2-1
Bullying prevention workshop 2-3, 3-1

ISS Street 2-6
ISS meeting 3-2
Sectional group activities, sectional field trips 3-4, 3-5
Improving in-school environment through safety inspections 4-1, 4-2, 4-3, 4-4

Evacuation drills 6-2
Reinforcement against earthquakes 6-1
Performing trouble surveys 3-330

TargetArea

Children

Teachers

Parents,
Community

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

Safety learning 1-3, 1-4, 2-5,
Child awareness survey
1-7

Outside school building

In school

Crisis response capability workshop, targeted at staff
2-1
Conducting swimming class with multiple teachers
2-2
Bullying prevention workshop 2-3, 3-1

ISS Street 2-6
ISS meeting 3-2
Sectional group activities, sectional field trips 3-4, 3-5
Sectional group weeding 3-6
Improving in-school environment through safety inspections 4-1, 4-2, 4-3, 4-4

Evacuation drills 6-2
Performing trouble surveys 3-3
Installation of security cameras 6-12

31

TargetArea

Children

Teachers

Parents,
Community

Making a regional safety map 1-8
Hanasho safe clean exercise, regional safety map 1-9
Internet trouble classes 1-10

School zone

Original flags for school route groups 1-11
Meeting with school route group leaders and vice leaders
2-4, 5-3, 5-4

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

Outside school

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

Making a regional safety map 1-8
Hanasho safe clean exercise, regional safety map 1-9

School district

Original flags for school route groups 1-11
Meeting with school route group leaders and vice leaders
2-4, 5-3, 5-4

Traffic safety and bicycle safety classes 5-1, 5-2

Instructions for arriving at school 5-6
Collaboration with the Child 110 Safety homes 6-9
District patrols 6-10
The specific content of the numbered programs (e.g. 1-1) is described from p. 33 onwards.
32

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

Illustration of sites where injuries occurred inside andoutside school (Injury map)
Purpose: To share information on hazards
Activity content: Compile and visualize data through illustrations
Parties involved: Children, faculty and staff
Main target(s): Children
Frequency: Every day
Place: Inside the school building, playground

1-2:

Safe and secure broadcasting by the children of the
Broadcasting committee
Purpose: To improve awareness of safety and security in school
Activity content: Broadcasts in school during school lunchtimes
Parties involved: Children, faculty and staff
Main target(s): Children
Frequency: Every day (Morning/lunch/when leaving school)
Place: Inside and outside school

1-3: Learning about life (Ability to avoid/predict risks)
Purpose: Nurture the importance of valuing life and develop theability to avoid/predict risks
Activity content: Lectures on safety and security
Parties involved: Faculty and staff, principal (Lectures at all-school
assemblies)
Main target(s): Children
Frequency: Twice per semester (ISS Nikopin assembly, morning
assembly)

1-4:
In-school lesson studies
Purpose: Developing the ability of children to avoid risk
Activity content: Verification of effective teaching methods
Parties involved: Faculty and staff, children
Main target(s): Children
Frequency: Once a semester
Place: Inside and outside the school building

1-5:

Installation of a hazard display (ISS committee, eachcommittee)
Purpose: Improvement of the school environment, providing
warnings
Activity content: Warning displays installed after the children
consider locations where injuries occur often (Current number of
installations: 12)
Parties involved: Faculty and staff, upper grade children
Main target(s): Children
Frequency: Throughout the year

33

1-6:

Maintenance of hazardous areas (Health committee,
Exercise committee)
Purpose: Improvement of the school environment
Activity content: Children determine locations where injuries occur
often and remove the danger (fix depressions on the playgroundand differences in ground level, remove stones)
Parties involved: Faculty and staff, upper grade children
Main target(s): Children
Frequency: Throughout the year

1-7:Child awareness survey (Bicycle, arriving/leaving
school)Purpose: To engage in ongoing self-assessment.
Activity content: The children create a survey to examine their own
behavior and announce the results at an assembly, etc., to share
information.
Parties involved: Town planning partners, faculty and staff, children
Main target(s): Children
Frequency: Once a month
Place: Inside the building

1-8: Children making a regional safety map
Purpose: For upper-grade children to work on identifying areas ofhigh risk in the school district.
Activity content: Creating a ‘regional safety map’ to display at ISS
Street and present at an ISS assembly to share information.
Parties involved: Grade 5-6 children
Target(s): Children
Frequency: Twice a year

1-9: Hanasho safe clean exercise
Purpose: To conduct beautification of the community andinspection of areas from a safety-first perspective together with theschool helpers
Activity content: Beautification of the environment, inspection of
hazardous areas in the community
Parties involved: Hanasho supporters, Grade 6 children
Main target(s): Children, local residents
Frequency: Throughout the year
Place: Inside the school building
1-10: Internet trouble classes
Purpose: To be able to use the Internet appropriately when the timecomes and be aware that Internet trouble can occur toanyone including oneself
Activity content: Raise relevant problems and discuss what can bedone on a personal level
Parties involved: Staff at our school
Main target(s): Grade 5-6 Children
Frequency: Twice a year
Place: Inside and outside the school building and within thecommunity and school district34

1-11: Original flags for school route groups (ISS committee)
Purpose: Retaining safety awareness on the way to/from school.
Activity content: Recruit designs for the school route flag from theentire student body.
Parties involved: Faculty and staff, children
Main target(s): Children
Frequency: Once a year
Target: Inside and outside school

1-12: Post ISS character (ISS committee)
Purpose: To promote daily lives where safety awareness ismaintained.
Activity content: Recruit the ISS character design from the entire
student body and post at locations related to ISS activities.
Parties involved: Faculty and staff､Children
Main target(s): Children
Target: Inside and outside school

2 Instruction system in the school
2-1:
Workshops targeted at faculty and staff
Purpose: Improving the capability of faculty and staff for responding tocrisesActivity content: Cardiopulmonary resuscitation workshops, training in
AED use, in-school training for accident prevention, hands-on
training for water-related accidents
Parties involved: Chichibu Firefighting headquarters, faculty and staff
Main target(s): Faculty and staff
Frequency: Twice a year
Target: Inside the building, playground
How to use the AED, prevention of accidents during physicaleducation classes

2-2: Conducting swimming class with multiple teachers
Purpose: To ensure safety during swimming classes
Activity content: The homeroom teacher plus 2 or more teachers
will be involved in instructing a swimming class to ensurethat they are conducted safely.
Parties involved: Faculty and staff
Main target(s): Children
Frequency: During each scheduled swimming lesson period
Target: Pool
2-3: Staff training in bullying prevention measures
Purpose: To improve the ability of the staff to respond to bullying
incidents, etc.
Activity content: Training based on the ‘Hananoki Elementary
School Basic Anti-bullying Policy’
Parties involved: Faculty and staff
Main target(s): Children
Frequency: Once a year
Target: Inside and outside the school building

35

2-4:

Meeting with school route group leaders and viceleaders
Purpose: Meetings to ensure safety and security for children going
to/from school in school route groups
Activity content: Announcing groups with good conduct based on
the school arrival instruction records and presenting thepriority targets for each month, matters involving the schoolroute flag, guidance on whistle use
Parties involved: Faculty and staff
Main target(s): Children (school route group leaders and viceleaders)
Frequency: Once a monthTarget: Local community and school district

2-5:
In-school lesson study [Reproduced from 1-4]
Purpose: Developing the ability of children to avoid risk
Activity content: Verification of effective teaching methods
Parties involved: Faculty and staff, children
Main target(s): Children
Frequency: Once a semester
Target: Inside and outside the school building

2-6:
ISS street
Purpose: Retrospective review of ISS-related activities
Activity content: Introduction of certification initiatives,
communication of information from each committee to theentire school
Parties involved: Children, faculty and staff
Main target(s): Children
Frequency: Once a monthTarget: Inside and outside the school building

2-7:

Discussion of the study hypothesis and the targetedvision for children
Purpose: To utilize for providing guidance on safety
Activity content: Discussions by all faculty members on planning acurriculum based on creating an educational environment
with an emphasis on safety and security and on the vision ofchildren that the school should aim to achieve.
Parties involved: Faculty and staff
Main target(s): Children
Frequency: Once a year

3 Building positive relationships
3-1:

Staff training in bullying prevention measures[Reproduced from 2-3]
Purpose: To improve the ability of the staff to respond to bullying
incidents, etc.
Activity content: Training based on the ‘Hananoki Elementary
School Basic Anti-bullying Policy’ and Bullying Checksheet
for home use
Parties involved: Faculty and staff
Main target(s): Children
Frequency: Once a year
Target: Inside and outside the school building36

3-2: ISS meeting
Purpose: To nurture attitudes geared towards establishing a safe
and secure school
Activity content: Communicating the efforts made by eachcommittee with the ISS committee playing a central role
towards the target of establishing a safe and secure school
Parties involved: Children, faculty and staff
Main target(s): Children
Frequency: Once a month

3-3: Performing trouble surveys
Purpose: Detecting ‘bullying’ at an early stage and providing an
early response
Activity content: Taking a questionnaire survey of children once asemesterParties involved: Faculty and staff
Main target(s): Children
Frequency: Once a semester
3-4: Activities of various age groups (sectional groups)
Purpose: To nurture a sense of compassion for others and to instil
leadership in the upper grades through activities such asgames with various age groups
Activity content: Organization of sectional groups by using acolor-coded lottery, selection of designated tree for eachgroup, playing games in sectional groups
Parties involved: Children, faculty and staff
Main target(s): Children
Frequency: Once a monthFrequency: Once a month
Place: All
3-5: School-wide sectional group field trips
Purpose: To nurture a sense of compassion for others and to instil
leadership in the upper grades by planning their own field
trips through discussions, ingenuity, and cooperation among
different age groups
Activity content: Selection and implementation of sectional groupfield trip plans and games
Parties involved: Children, faculty and staff, PTA
Main target(s): Children
Frequency: Once a year (May)3-6:

Sectional group weeding activity with Hanasho
supporters
Purpose: To highlight the importance of hard work, the importanceof getting involved, and to foster appreciation for the schooland local community by pulling out weeds and picking up
trash on the school grounds by cooperating with different
age groups and school helpers
Activity content: Pulling weeds and picking up trash on the school
grounds in sectional groups
Parties involved: Children, Faculty and staff, Hanasho supporters,
PTA
Main target(s): Children
Frequency: Twice a month (May to September)
37
Frequency: Three times a year

4 Improvement of environment
4-1: In-school safety inspection
Purpose: Early detection of in-school hazards, improvement ofschool environment
Activity content: Monthly inspections of the entire school facility
Parties involved: Faculty and staff
Main target(s): Children, teachers, parents
Frequency: Once a month and unscheduled inspections
Target: Inside the school building, playground4-2: Renovating depressed areas in the playgroundPurpose: To renovate areas that have sloping grounds, which were
found by the Health Committee as having greater risks of
injuries
Activity content: Improve uneven sloping areas having greater riskof injuries
Parties involved: Faculty and staff, contractor
Main target(s): Children, teachers, parents
Frequency: On each relevant occasion
Target: Playground4-3: Pruning trees on the playgroundPurpose: Improving dangerous areas on the school grounds
Activity content: Removal of splintered branches
Parties involved: Faculty and staff, Hanasho supporters, contractor
Main target(s): Children, teachers
Frequency: Throughout the year
Target: On the premises

4-4: The stairs in front of the entrance
Purpose: Improving dangerous areas in school (freezing points)
Activity content: Installing non-slip material, color painting,installing signs, and laying down tarps when snow falls.
Prohibiting use of damp cloths for cleaning during the winterseasonParties involved: Faculty and staff
Main target(s): Faculty and staff, parents, children
Frequency: On each relevant occasion
Target: In front of school entrance

5 Boosting traffic safety awareness
5-1: Implementation of traffic safety classes
Purpose: To ensure understanding of traffic rules, road manners,
and pedestrian safety
Activity content: Implementation of traffic safety classes on how tonegotiate crosswalks
Parties involved: Chichibu Civic Life Division
Main target(s): Grade 1-2 children
Target: School zone, school district38

5-2: Implementation of bicycle safety classes
Purpose: To teach correct ways to ride a bicycle and how to inspecta bicycle
Activity content: Conduct bicycle safety classes using areas withmock traffic lights
Parties involved: Chichibu Civic Life Division
Frequency: Once a year
Main target(s): Grade 3, 4, 5 children
Target: School zone, school district
5-3:

Meeting with school route group leaders and vice leaders[Reproduced from 2-4]
Purpose: Meetings to ensure safety and security for children going
to/from school in school route groups
Activity content: Announcing groups with good conduct based on theschool arrival instruction records and presenting the priority
targets for each month, instructions on how to arrive at/leaveschool safely
Parties involved: Faculty and staff
Main target(s): Children (school route group leaders and vice leaders)Frequency: Once a monthTarget: Local community, school district
5-4:
Leaving school at the same time in groups
Purpose: To offer guidance on how to leave the school to ensure safety
and security for children going to/from school in school routegroupsActivity content: Announcing groups with good conduct based on theschool arrival instruction records and presenting the priority
targets for each month, instructions on how to arrive at/leaveschool safely
Parties involved: Faculty and staff
Main target(s): Children
Frequency: Once a monthTarget: Local community, school district
5-5:Grade 1 students leaving school in groups
Purpose: To memorize the route from school and be able to arrive
home safely by following the traffic rules
Activity content: The children are organized by their routes for going
home, and parents, crossing guards, and teachers accompany
them.
Parties involved: Faculty and staff, parents
Main target(s): Children (Grade 1)
Frequency: Every day (Focused efforts in April)
Target: Local community, school district

5-6:
Instructions for arriving at school
Purpose: For school route guards to provide guidance and ensure thesafety and security of children going to/from school in schoolroute groups
Activity content: Offer guidance on traffic rules by standing at various
locations, as indicated in the school arrival instruction records.
Report groups with good conduct as well as issues that need tobe addressed
Parties involved: Faculty and staff, Parents
Main target(s): Children
Frequency: Once a month (Twice in April)
Target: Local community, school district39

Indicator 4 Programs targeting groups and environments facing high risks
There are certain risk factors that we need to consider, such as the frequent occurrence ofearthquakes in Japan and disaster prevention measures to handle the extreme weather
conditions of recent years. In addition, there is also concern for break-ins by suspicious persons
and cases where suspicious persons may try to start conversations or attempt to follow children
going to school or going home. While the geographical areas where children are active expand
during the lower grades, children at that age are still in the development stage in regards to theunderstanding of traffic rules and judgments of traffic situations. This signifies a need for further
support in order to prevent traffic accidents.
Another factor to consider is that there are two special needs classes at our school, and it canbe assumed that children with special needs may panic more easily due to their conditions. In
some cases, they require special consideration in their daily lives to ensure their safety. We havedefined the groups outlined above as high-risk groups and are involved in programs targetingthese groups.

1 Measures in preparation of large-scale earthquakes(1) Safety measures for the school building

We have reinforced the building against earthquakes in the period between 2010 and 2011.
Structures to hold against quakes and glass that shatter less have been utilized to minimize

the damage that may result from earthquakes.
6-1:

Safety measures for the school building in preparation of large-scale
earthquakes
Purpose: To implement measures to minimize damage caused by earthquakes.
Activity content: Reinforced the school building against earthquakes in the period between
2010 and 2011. Measures were taken to minimize the damage caused byearthquakes by installing shatterproof glass in all classroom windows and utilizing
fittings to prevent objects from falling down, etc.
Parties involved: Chichibu City
Main target(s): Children, teachers, parents
Frequency: Throughout the year
Place: School building, gymnasium(2) Evacuation drills
We are conducting evacuation drills with the aim of encouraging understanding of the proper
ways to handle and prepare for earthquakes/fires and of the evacuation method and route. Our
target is also to ensure that these understandings can be carried out in actual situations.
6-2:
Implementation of emergency evacuation drill
Purpose: To ensure safety when earthquakes/fires occur
Activity content: The sound of the Earthquake Early Warning is utilized when conducting
evacuation drills to prepare for large-scale earthquakes. In simulation of power outage,
broadcasts over the school system for evacuation guidance is conducted using emergency
broadcasting equipment. Each classroom is equipped with a megaphone so it can be used
to communicate with or guide others promptly.
Parties involved: Faculty and staff
Main target(s): Children, PTA
Frequency: Once a semester
Target: In the school, playground

40

6-3:
Training for passing children to parents’ care
Purpose: To train how to pass the children to the parents’ care safely after disaster such as alarge-scale earthquake
Activity content: Drills simulating large-scale earthquakes are conducted to practice how topass the children to the parents’ care smoothly.
Parties involved: Faculty and staff, children, parents
Main target(s): Children, parents
Frequency: Once a year

2 Measures for lower grade children
As with children in other grades, children in the lower grades go to school in school routegroups. However, since the time when they leave school differs from other grades, children
in lower grades go home in groups using routes designated by the locations of their homes.
For about 1 month after Grade 1 children start the new semester, parents take turns toaccompany the children.
6-4: Leaving the school in groups
Purpose: To ensure the safety of lower grade children on their way toschool/on their way home
Activity content: The children in the upper grades are designated as
leaders and vice leaders of the school route groups. They takecare of lower grade students so that the groups arrive at schoolsafely.
Parties involved: Faculty and staff, PTA
Main target(s): Children
Frequency: Throughout the year
Target: School zone, school district

6-5: Sectional group activities
Purpose: To ensure the safety of lower grade children going on
sectional group field trips
Activity content: The children in the upper grades are designated as
leaders and vice leaders of the sectional groups. They take careof lower grade students so that the groups arrive at the parksafely.
Parties involved: Faculty and staff, PTA
Main target(s): Children
Frequency: Once a year
Target: School district

6-6: Watching over children going home from school
Purpose: To ensure the safety of lower grade children when they areleaving school
Activity content: When the new school year starts, the parents
accompany children in lower grades so that they can arrive
home safely. In addition, patrols by teachers and school helpers
are carried out at the time when Grade 1-3 children are leaving
school.
Parties involved: School helpers, faculty and staff
Target: School zone
Main target(s): Children
Frequency: Every day in April and May (start of the school year)41

3 Measures for special needs classes
In special needs classes, efforts are being taken to provide the necessary knowledge,
skills, attitudes, and habits so that children can take the initiative in resolving andovercoming difficulties that they face in learning and in their daily lives. The various support
that is being provided helps develop a well-balanced foundation of the mind and body inchildren, encouraging them to become independent. Two special needs teachers are
assigned per three children to provide ample assistance.
In addition, a special needs resource room (Support Room) has been set up to offer
guidance for special needs children who take lesson in regular classrooms. Assistance canbe given to children who have difficulty communicating their feelings or acting in a groupwith others in the regular classroom. This Support Room was designed so that children
could be given guidance individually to help resolve and overcome issues faced by eachchild.

6-7:
Establishment of special needs classes
Purpose: To ensure that students with special needs can receive diligent
individual support and can lead safe and secure school lives
Activity content: Two teachers in charge of special needs education will provide
support for three children individually. Interaction with other children will
be carried out through school lunches and various lessons with theinteractive class.
Parties involved: Teachers in charge of the special needs class
Main target(s): Children in special needs classes
Frequency: Throughout the year

6-8:

Establishment of a special needs resource room (Support Room) tooffer guidance for children with special needs learning in regularclassrooms
Purpose: To provide support for children who have difficulty communicating their
feelings or acting in a group with others and to help each child resolve
and overcome the issues he/she is facing
Activity content: A Support Room has been set up so that the teacher in charge
can provide individual guidance to resolve and overcome each issue
faced by a child.
Parties involved: Teacher in charge of the resource room
Main target(s): Children who visit the resource room
Frequency: Throughout the year

6-9:Classroom environment employing the universal design
Purpose: To ensure that children can learn in an environment without distractions
Activity content: The front of the classroom is kept simple with only theeducational goal displayed so that there is nothing to distract learners.
Parties involved: All homeroom teachers
Main target(s): All children
Frequency: Throughout the year

6-10: Addition of cushion materials
Purpose: To prevent impact to the head, etc., when children fall down during
learning activities
Activity content: Cushion materials (sponges) are installed in the special needs
resource room and special needs classrooms. Urethane mats are usedduring exercises.
involved:for
Teachers
in chargepersonsof the special needs resource room,
4 Parties
Measuressuspicious
teachers in charge of special needs classes
Main target(s): Children using the special needs resource room, children in
special needs classes

42

Measures for dealing with suspicious persons are firmly in place so that children can leadsafe and secure lives. We have incorporated measures such as Child 110 Safety homes,
patrols outside the school grounds, encouraging children to carry portable crime prevention
buzzers, and instructions on how to arrive home safely.
6-9:
Collaboration with Child 110 Safety homes
Purpose: To ensure the safety of children and to prevent crimes before theyoccur
Activity content: Registered homes are asked to display plates indicating “Child110 Safety home” where it can be seen easily from the school route.
Children can ask for help at these homes if they encounter any suspicious
persons, etc. Small stores in the school district and homes whereresidents are usually at home are often asked to cooperate.
Parties involved: PTA, local community, faculty and staff
Main target(s): Children

6-10: District patrols
Purpose: To ensure the safety of children and to suppress crimes (prevent
crimes before they occur)
Activity content: The patrols are organized by parents and the people of thecommunity. Patrols are carried out daily for each neighborhood
association with emphasis on school routes.
Parties involved: PTA, local community, faculty and staff
Main target(s): Children
Frequency: Every day
Target: School zone, school district

6-11: Distribution of portable crime prevention buzzers
Purpose: To take measures against suspicious persons and to increase crime
prevention awareness
Activity content: Portable crime prevention buzzers are distributed to Grade 1
children every year, and the children keep the buzzers on their bags to
use in emergencies. Inspection is also carried out to check if the buzzers
work.
Parties involved: Faculty and staff
Main target(s): Children
Frequency: Throughout the year
Target: School zone, school district
Purpose: To ensure the safety of children and to suppress crimes (prevent
crimes before they occur)
Activity content: The patrols are organized by parents and the people of the community. Patrols are carried out daily for eachneighborhood association with emphasis on school routes.
Parties involved: PTA, local community, faculty and staff
Main target(s): Children
Frequency: Every day
Target: School zone, school district

6-12: Installation of security cameras
Purpose: To take measures against suspicious persons and to increase crime
prevention awareness
Activity content: Security cameras are installed at each school gate and aremonitored round the clock in the school office for any suspicious persons.
A system where warning lights turn on when suspicious persons enter
the premises has also been installed, and this system can also be used
to notify authorities for emergencies.
Parties involved: Chichibu city, faculty and staff
Main target(s): Children
Frequency: Throughout the year
Place: On school grounds, school district

Purpose: To ensure the safety of children and to suppress crimes (prevent crimes before they occur)
Activity content: The patrols are organized by parents and the people of the community. Patrols are carried out daily for eachneighborhood association with emphasis on school routes.
Parties involved: PTA, local community, faculty and staff
Main target(s): Children
Frequency: Every day
Target: School zone, school district43

Indicator 5: Initiatives based on evidence
At our school, we analyze the occurred injuries by various aspects such as time, location, andmechanism to establish preventive measures based on evidence. As a result of our efforts, issues thatshould be focused on became clear, as indicated in Chapter 4.
Prevention targets

Occurrence of injury etc.
Atschool○ Injuries during physical education were common for grade
2 students. Most injuries occurred on the playground or in
the gymnasium. (Fig. 3-12)○ Reviewing all injuries, including minor cases, which
occurred during break time on playground equipment
and/or Hanasho Tower, injuries most often occurred in theplayground. (Figs. 3-6, 3-11)○ Many injuries requiring hospital visits occurred during breaktime. (Fig. 3-18)○ The next most common timing for injuries requiring hospital
visits was during physical education. (Fig. 3-18)○ For lower grades, during break time, they were more prone
to injuries on the playground, or on playground equipment/
at Hanasho Tower than older grades. (Fig. 3-16) (Fig. 5-4)
○ Over the past five years at our school, despite no serious
cases of bullying, the ‘Trouble survey’ indicates that several
children are not getting along with other children. (Figs.
3-25, 3-26)

Outside ○ Over the past five years, 12 cases of traffic accidents in theschoolschool district affecting children at our school, 10 involved
children riding bicycles. (Figure 3-28)○ The main cause of bicycle accidents was suddenly
emerging without warning (Fig. 5-16)○ Bicycle accidents occurred the most in students in grades 3
and 5. (Fig. 3-28)○ Awareness of the need to observe bicycle traffic rules
declined among higher grades. (Figs. 3-29, 3-30, 3-31,
3-32)(1) Injuries during physicaleducation(Gymnasium)(2)

Injuries during break time
(Playground)(Playground equipment)(Hanasho Tower)(3)

Injuries of lower gradestudents(Playground equipment)(Hanasho Tower)(4)

Relations with friends(5) Traffic accidents while riding
bicycles* Since there were almost no cases of child abuse, we did not focus on this area.
* Although the level of crime involving children was minimal, the countermeasures included: (1)Establishing a curfew of 16:00 for all students to leave the school premises and ensuring all children
have left school by this time. (2) Installing security cameras in the school. (3) Students are required toreturn home after the afterschool activities by 18:00 in the spring and summer and 17:00 in theautumn and winter. (4) Distributing crime prevention buzzers to all newly enrolled first year students.
(5) Encouraging homes in the community to register and cooperate with the ’110 child safety shelter’
initiative (A refuge provided when children find themselves at risk of being involved in crime)’, anddistributing ‘110 child safety shelter’ plates to the registered homes. Efforts are being made for these
items.
* Regarding disaster prevention measures such as evacuation drills, leaving the school in groups
arranged by school route, and drills for making sure the children are passed to the care of guardians
during disasters, please refer to ‘Indicator 4’.
44

1 Analysis of cause to clarify issues that need to be addressed
Shown below is the summary of the injuries occurring at school. The tendencies of injuries as well as thelocations where injuries are occurring could be interpreted from the collected data.

Injuries requiring hospital visits

Injuries including minor cases(1) Injuries inflicted on children at school
Evidence data

Analysis

Issues to focus on

Diagram 3-11

Injuries are occurring frequently on the

1 Injuries during break time

Diagram 3-12

playground during break time, including on theconsisted of a large

playground equipment and at Hanasho Tower.

number of abrasions due to

Injuries of grade 2 students are occurring often

lower grade children fallingon the playground and in the gymnasium during

down on the playground.

physical education classes.

2 Injuries occurring at→Grade 2 students have many classes in the

Hanasho Tower thatgymnasium using the vaulting horse, and theyrequire hospital visits tendalso exercise extensively on the playground.

to be serious injuries.

These factors contributed to the increased

3 Out of the injuries caused

number of injuries.

by playing soccer on the

Injuries occur often in the lower grades andplayground, injuries

decrease as the students advance to higher

requiring hospital visits

grades.

tend to be serious injuries

Diagram 3-23

● Injuries on the playground including injuries

also.

→Diagram 5-1

at Hanasho Tower or on the playground→Diagram 5-2

equipment that occurred during break time

Diagram 3-14

was reported throughout the school year.
● Injuries occurring at Hanasho Tower tend to
be serious injuries.
At Hanasho Tower and on the playground, alarge number of the injuries requiring
hospital visits is fracture.

When the occurrence of injuries are analyzed for injuries including minor cases at school, the location
where injuries occur the most is the playground, followed by the classroom. The data for the time zone ofoccurrence indicates that injuries occur the most during break time for all locations with the exception of
the gymnasium and the special needs class, followed by physical education classes.
A look at the injuries requiring hospital visits shows that these injuries occur on the playground as well as
in the gymnasium, classroom, and at Hanasho Tower. The time zone when the largest number of injuries
occurred was during break time. Injuries in the gymnasium occur the most during physical education
classes.

45

Diagram 3-22 (reproduced) Time zone and site of occurrence of injuries requiring hospital visits(From 2010 to 2014, Disaster mutual aid benefit data)(Cases) 30
25
20
15
10
5
0

After
school放課後

ロータ
Traffic 花小タ
HanashoOthers ろうかCorridor
Stairsその他
階段
circle
Tower
リー
ワー
1

After
school
放課後
En route to
登下校中school/home

Class教室
room

Outside of Play校外
校庭
schoolground1

2

En route toschool/home
登下校中
Play

遊具

equipment

1

5

1

12

1

3

1

3

Field
trips
校外学習

1

Break
time
休み時間

2
1

Field
trips
校外学習

4

2

10

1

Othersその他

Others
その他

1

5

21

2

1

While
in class
授業中Ceremonies
式関係

2

Ceremonies
式関係

Break
time
休み時間

Physical
体育education
Whilecleaning
掃除中

1

While
in class
授業中

On the
道路
road

1

1

Physical
体育education
While
掃除中
cleaning

Gymna体育館
sium

1

7

Diagram 5-1 Type of injuries requiring hospital visits occurring
during physical education class in the gymnasium(From 2010 to 2014, Disaster mutual aid benefit data)
5
4
3
2
Gymnasium
体育館

1
0

その他
Others

ねんざ
Sprain骨折
Fracture

挫創等
Contusion

靱帯損傷
Ligament
injury2

1

Physical体育education

1

Gymnasium
体育館

4

4

（件）

There are large numbers of fractures and sprains.
Diagram 5-2 Type of injuries requiring hospital visits occurring
during break time on Hanasho Tower, or on the playground(From 2010 to 2014, Disaster mutual aid benefit data)(Cases)

7
6
5
4
3
2

Hanasho
Tower
花小タワー

1

Playground
校庭

0

ねんざ
Sprain骨折
Fracture

挫創等
Contusion

挫裂傷
Cut

打撲
Bruise

目のケガ
Eye injury

Break
time
休み時間
HanashoTower
花小タワー
Playground
校庭

4

5

1

6

4

1

3

2

2

46

3

(1) Occurrence of injuries during break time
Injuries during break time occur the most on the playground and consist largely of abrasions. Abrasions
were caused often by falling down when running, such as while playing tag, etc.
Diagram 5-3 Site of injury occurrence including minor cases during break time, and nature of
injury (data from the school nurse’s office, 2014)(Reproduced from Diagram 3-4）

7

1

1

4

昇降
口

特別
教室

Play
equipment

Student’s
entrance

3

校庭

Special
needs
class

花小
タ
ワー

Playground

ろうかHanasho
Tower

その
他

ロー
タ
リー

Traffic
circleGymna-si
um

たい
いく
かん

OthersStairs

かい
だん

きょ
うし
つ

Class-roo
m

300
250
200
150
100
50
0

Corridor(Cases) 350

遊具

Break
time
休み時間
Eye
injury
目のケガ

1

8

1

1

1

1

1

Nosebleedはなぢ

ねんざ
Sprain3

Nosebleed
はなぢ

つきゆび
Jammedfinger

1

1

2

1

1

9

2

14

3

だぼく
Bruise242

その他
Others1

11

4

Abrasion
すりきず

2

10

15

6

8

Cut
きりきず

Jammedfingerつきゆび

1Bruise
だぼく

1

8

2

15

6

Others
その他

2
5

18
2

17

2

9

1

195

1

1

1

Fracture
骨折

Sprainねんざ

1

Insect
bite
むしさされ

Tooth
injury
歯のケガ

Insect
bite
むしさされ

1

1

歯のケガ
Tooth
injury骨折
Fracture1

Eyeinjury目のケガ

Abrasion
すりきず

64

6

1

52

Cut
きりきず

6
5

23

10

8

When the data is examined by grade and location, it can be seen that injuries occur more often inlower grades on the playground, playground equipment, and at Hanasho Tower.
Diagram 5-4 Site of injury occurrence including minor cases during break time by grade (data from the school nurse’s office, 2014)(Cases)

350
300
250
200
150

6

100

5

50

4

0

かいだ
Stairsん

きょうClassroom
しつたいい
Gymnaその他
Otherssium
くかん

ロータ 花小タ
ろうか Traffic Hanasho Play校庭
CorridorgroundcircleTower
リーワー

Student’s
昇降口
entrance

Special
特別教
needs
室
class

3
Play
遊具
equipment

Break
time
休み時間

6

6

4

2

20

2

20

8

30

4

5

1

4

3

8

3

3

16

8

1

3

3

6

42

2

2

1

37

13

3

10

10

7

84

3

25

1

1

21

8

2

4

12

120

8

48

3
5

4

2

47

1

9

2
1

On the playground, abrasions occur the most, followed by bruises, while on the playground equipment,
bruises occur the most, followed by abrasions. Injuries at Hanasho Tower were often bruises, with one
case of fracture. Injuries resulting from falling tend to be serious injuries.
Diagram 5-5 Injuries including minor cases that occurred during break time on the playground,playground equipment, and Hanasho Tower (Grades 1 to 3) (data from the school nurse’s office,2014)(Cases)

140
120
100
80
60
40

Eye
injury目のケガ

20

Fracture
骨折

0

1(Grade)2

3

1

Hanasho Tower
花小タワー

2

3

1

Playground
校庭

2

3

Play equipment
遊具

1

2
1

Fracture
骨折

2

1

2

1

1

1

1

Bruiseだぼく

その他
Others1

Insect
bite
むしさされ

すりきず
Abrasion

Nosebleed
はなぢ

1

ねんざ
Sprain

2

3

5

1

2

1

だぼく
Bruise10

Othersその他
Abrasion
すりきず

4

4

16

26

7

25

16

5

1

1

7

3

1

3

1

1

86

46

25

14

4

2

5

3

1

4

2

1

きりきず
Cut

Nosebleed
はなぢ
Sprain
ねんざ

Break
time
休み時間
Eye
injury目のケガ

むしさされInsect
bite

Cut
きりきず

When the injuries are seen by the type of playground equipment and grade, it can be seen that many
injuries occur on the horizontal bars, swings, Hanasho Tower, and tires, and the number of injuries arehigher in the lower grades.
Diagram 5-6 Occurrence of injuries by type of playground equipment and grade (data from the school
nurse’s office, 2014)(Cases)
30
25
20
15

(Grade)

10

6

5
0

ジャン
シー
タイヤ
てつぼ ブラン Hanasho
花小タ
Jungle すべり
Tire
Gym Horizontal
Slide タイヤ
Tires
Swings
つりわ
See-saw グルジ
gym
rings
mountain
bars
Tower
ソー
台
山
う
コ
ワー
ム
Break
time
休み時間

6

1
2

4

1

2

3

1

4

2

1

1

4

4

1
1

3
1

6
3

4
2

1

5

5

6

8

2

3

7

4

7

9

1

248

18

9

12

A look at the injuries requiring hospital visits shows that fractures occur the most on the playgroundand at Hanasho Tower, including one fracture at Hanasho Tower requiring an ambulance. This injury wascaused by falling from Hanasho Tower. Injuries such as contusions occurring on the playground were
often caused by tripping on the steps or rocks and falling down.
Diagram 5-7 Site of occurrence for injuries requiring hospital visits during break time, and natureof injury (From 2010 to 2014, Disaster mutual aid benefit data)(Cases)Eye injury
BruisePuncture

OthersCorridorHanashoTower

Classroom
Break time

StairsPlaygroundGymnasiumPlayequipment

Cut
Contusion
Fracture

Eye injury

SprainBruiseOthers

Puncture
Cut
Contusion
Fracture
SprainOthers

A look at the injuries requiring hospital visits shows that injuries caused by playing soccer occurs themost. The injuries include 5 cases of fractures, indicating that injuries due to playing soccer can beserious.
Diagram 5-8 Type and causes of injuries requiring hospital visits that occur during break time on
the playground (From 2010 to 2014, Disaster mutual aid benefit data)(Cases)

10
9
8
7
6
5
4
3
2
1
0
おに
Tag
ごっこ

While
Climbing
バス
サッ スキッto 時計台on the Snowball Jumping
ケット moving
移動中
雪合戦 縄跳び
Soccer Skipping Basketball
clock
rope
a different に登る
fightsカー
プ
ボール area
tower
Playground
校庭

1

Bruise打撲

1Contusion
挫創等

ねんざ

1

Sprain1
1

5Sprain
ねんざ

1

骨折

Fracture

2

2

Fracture
骨折

挫裂傷

Cut

挫創等

1

Cut
挫裂傷

打撲

BruiseContusion

Break time
休み時間
Eye
injury目のケガ

目のケガ

Eye injury

1
1

1

2

<Summary>(1) Of the injuries occurring on the playground, abrasions in lower grade students caused by falling occur themost (Figs. 5-4, 5-5).
(2) Injuries occurring at Hanasho Tower that require hospital visits tend to be serious injuries (Fig. 5-7).
49(3) Injuries due to playing soccer that require hospital visits are often serious injuries as well (Fig. 5-8).

(1) Occurrence of injuries during physical education classes
The number of injuries occurring during physical education classes is second highest after break time.
The data of injuries seen by location and grade indicates that lower grades have more injuries in the
gymnasium, on the playground, and on the playground equipment. Injuries of grade 5 and 6 students
occur the most in the gymnasium.
Diagram 5-9 Site of injury occurrence during physical education by grade (data from the school
nurse’s office, 2014) (reproduced from Diagram 3-5)
(Cases)
80
70
60
50
40

6

30

5

20

4

10

3

0

きょうしつ
Classroom

Othersその他

Gymnasium
たいいくかん

Hanasho
Tower
花小タワー

校庭
Playground

Play 遊具
equipment

1

Physical
education
体育

6
5

1

11

6

11

7
7

4

7

3

28

9

15

5

4

1

3

2

14

2

5

28

1

2

7

2

1

The percentage of injured children is higher in grade 2 students.
Diagram 5-10 Type of injury occurring during physical education classes
in the gymnasium and on the playground (Grade 2)(data from the school nurse’s office, 2014)(Cases)

17

18
16
14
12

10

10

8

8
6
4

Abrasion
すりきず

3

3

3

2

1

2
0

7

2

Bruiseだぼく

Gymnasium
たいいくかん

Playground校庭

体育Physical
education
2
3

7

Othersその他

32

Bruise
だぼく

10

17

3

Sprainねんざ

8Eyeinjury目のケガ

1

50

Jammedfinger
つきゆび
Sprain
ねんざ

Abrasion
すりきず

Jammedfinger
つきゆび

Othersその他

2Eyeinjury目のケガBruises caused by collision occur often in the gymnasium and on the playground.
When injuries are examined by grade and type, it can be seen that abrasions and bruises occur the most in
the lower grades. Abrasions are often caused by falling down while running, and bruises are often caused byplaying on the playground equipment or participating in ball exercises.
Diagram 5-11 Injuries occurring during physical education by type and grade (data from the school nurse’s office,2014)(Cases)
60
50
40
30

6

20

5
4

10

3

0

きりきず
すりきず
Cut
Abrasion

その他
Others

だぼく
Bruiseつきゆび
Jammedfinger

ねんざ
Sprain骨折
Fracture

歯のケガ
Tooth injury 目のケガ
Eye injury

Physical
education
体育

6

1

5

3

4

8

2

2

5

5

1

4

4

2

3

3

3

3

3

11

1

7

4

19

7

31

13

4

9

2
1

1

3

1

10
1

There are large numbers of abrasions and bruises in grade 2 students.

Hananokki playing and jumping on the tires
51

1
1
1

2
1

A look at the injuries requiring hospital visits shows that injuries occurring during physical education
classes in the gymnasium are often due to activities using the vaulting horse.
Diagram 5-12 Causes behind injuries occurring during physical education classes that require
hospital visits(From 2010 to 2014, Disaster mutual aid benefit data)
Physical
体育

1

1

1

Tag
おにごっこ
Othersその他

1Portball (ball sport)
ポートボール

1

Mattressマット
Vaulting
跳び箱 horse
Balance
平均台 beam

8

Unit･･･cases
A look at the injuries during physical education classes that require hospital visits shows that injuries
due to using the vaulting horse results in serious injuries.
Diagram 5-13 Type and causes of injuries requiring hospital visits that occur during physicaleducation(From 2010 to 2014, Disaster mutual aid benefit data)(Cases) 9
8
7
6
5
4
3
2
1
0

Injuries from using
the vaulting horse
include 4 fracturesin the higher grades
and are serious.
Ligament
injury
靱帯損傷
Abrasion,
挫創等etc.

おに
Tag
ごっこ

ポート
Port ballOthersMattress
その他
マット
(ball
sport)
ボール

Vaulting

跳び箱
horse

Balance

平均台
beam

Sprainねんざ

Physical体育
Ligament
靱帯損傷
injury1

1Abrasion,
挫創等etc.

1

Fracture
骨折

4
1

ねんざ
SprainOthersその他

Fracture
骨折

1

Others
その他

1

2

1

<Summary>(1) Injuries during classes occur the most during physical education classes (Fig. 5-9).
(2) Minor injuries consist mostly of abrasions by lower grade students falling down whilerunning on the playground (Fig. 5-11).
(3) Injuries requiring hospital visits that are caused by using the vaulting horse in the higher
52
grades are serious (Fig. 5-13).

(2) Relationships with consideration for others
As stated before, no serious, life-and-death case of bullying has occurred at our school in the past five
years. When the data from the survey taken in the 1st semester of 2015 is compared to the survey taken
in 2014, it can be seen that the number of children who are being ignored, left out, or teased isdecreasing. However, there is a possibility that a serious case of bullying will occur at our school as longas there are children who have the experience of being ignored, left out, or teased. The following
characteristics became apparent from the results of the Trouble Survey.
Diagram 5-14 Have you ever been ignored or otherwise ostracized?
(From the Trouble Survey data tabulated in 2015 first semester)

Grade
６年6

3

49

Grade
５年5

3

51

４年4
Grade

17

57

３年3
Grade

16

44

6

Grade
２年2

46

0

１年1
Grade

0%

20%
Grade
１年1

Yes
ある
No
ない

40%

60%

80%
Grade
５年5

100%

Grade
２年2

Grade
３年3

Grade
４年4

0

6

16

17

3

3

0

46

44

57

51

49

Yes
ある

Grade
６年6

No
ない

Diagram 5-15 Have you ever been subject to ridicule, teasing, abuse or unacceptable language?
(From the Trouble Survey data tabulated in 2015 first semester)
11

Grade
6
６年

41

14

Grade
5
５年

40
37

Grade
4
４年

37

25

Grade
3
３年

35

12

Grade
2
２年

40

0

Grade
1
１年

0%

20%

40%

60%

80%

100%

Grade
１年1

Grade
２年2

Grade
３年3

Grade
４年4

Grade
５年5

Grade
６年6

Yes
ある

0

12

25

37

14

11

ない
No

0

40

35

37

40

41

Yes
ある

No
ない

<Summary>
The following became clear in regards to healthy relationships among the children.
(1) There are children who are not getting along with their friends at school (Fig. 5-14).
(2) The number of children who are not getting along with their friends are higher in lower to
middle grade students (Fig. 5-14).
53 being the recipient of verbal abuse or mean
(3) The number of children who have experienced
words are higher in lower to middle grade students (Fig. 5-15).

2. Injuries inflicted on children outside of school(1) Traffic accidents while riding a bicycle
There were 12 traffic accidents in the school district involving the students of our school in the past fiveaccident

BicycleTraffic
accident

years. Out of the 12 cases, 10 cases involved children on bicycles.
Evidence data

Analysis

Issue to focus on

Diagram 3-28

At our school, the number of accidents is

In grade 3, students starthigher in grade 3 and 5 students.

riding bicycles by themselves,and in grade 5, students often

Diagram 3-31

Data shows that the higher the grade, thestart riding a bicycle to othermore students stop at intersections only

school districts. These twosometimes or not at all.

age groups show higher
numbers of bicycle accidents.

Diagram 5-16 Causes of bicycle accidents (From Hananoki Elementary School data, 2014)

1
1
Emerging without飛び出し
warning
Falling
転倒 downNot
payingよそ見
attention

8(Cases)80% of the reported bicycle accidents are caused by emerging without warning.

<Summary>
Based on the above, the following became clear in regards to injuries in other circumstances(bicycle).
(1) For students at our school, bicycle accidents occur the most in grade 3, where students startriding by themselves, and in grade 5, where students start riding to further destinations (Fig.
3-28).
(2) 80% of the reported bicycle accidents are caused by emerging without warning (Fig. 5-16).
(3) The percentage of students following the bicycle traffic rules well tended to decline as thestudents advanced to higher grades (Fig. 3-31).

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3 Activities for key imperatives
Key imperatives<<1 During classroom>>
1. Bruise and sprain due tovaulting horse exercise at
gymnasium

At school<<2 Break time>>
1. Many injuries at playgroundincluding playgroundequipment and Hanasho
Tower
2. More injuries at Grade 1-3
at the playgroundequipment and Hanasho
Tower, compared with other
Grades.

<<3 Relationship withfriends>>
1. Children without good
human relationshipDirection

Actions(1-1) Preparation of displays about injury

Improvement ofchildren’scapability to
predict andavoid risks(3-2) ISS Pupil’s meeting by children(4-1) School safety checks by children(1-5) Display of dangerous areas at school
by children

Additional
schoolinstructions andmanagement
systemEstablishmentof goodrelationship withfriends(2-1) Safety instruction handbook forphysical education class(1-4) Class room study to improverisk prediction and avoidance
capability(3-3) Prevention and management of mental
torment(3-4) Collective activities with different age
groups

Outside School(3-7) Life skill school class study<<4 En route toschool/home>>
1. Many injuries due to fall
during going to/from school.
<<5 Bicycles>>
1. Over the past five years, 12cases of traffic accidents inthe school district affecting
children at our school, 10
involved children riding
bicycles.
2. The main cause of bicycle
accidents was suddenly
emerging without warning.
3. Awareness of the need toobserve bicycle traffic rules
declined among higher
grades.

Reduction of
bicycleaccidents(5-2) Bicycle safety classroom(5-7) Preparation of displays for bicycle
safety(5-8) Check-up of bicycles
Assurance ofsafety during
going to/fromschool55(5-1) Traffic safety classroom(5-3) Instructions for arriving at school linked
with meetings with commuting groupleaders and deputies

(1) Prevention of injuries at school1) Improvement of children’s capability to predict and avoid risks
1-1 Preparation of displays about injury at school <Issues: 1 and 2>
The Health Committee prepare and display them. They will be utilized to prevent “injury during
break time” and “injury on the playground.” Among 9 committee, those that summarized“Situations of injuries” prepared by Health Committee are displayed. This display is prepared byHealth Committee based on data from the school nurse’s office and is used to inform all children
about accident prevention.
Assessment of injuries by Health Committee and announcement

3-2 ISS Children meeting by children <Issues: 1, 2, 3 and 4>
Each committee conducts ISS meetings for all children every month. The number of injuries andtheir causes and prevention are discussed.
The Exercise committee checked the correct
way of using Hanasho Tower.
Per instruction by the Committee for “Let’s lookat the next movement,” true/false quiz style
was adopted and every children thought theanswers. Correct way of playing was checkedby school-wide.

The Assembly committee prepared thefollowing questions and increased awarenessfor commuting to and from school and safety ofbicycle riding:“The time slot in which traffic accidents are
more likely to occur is between am 8:00-10:00.
Is this correct, select either true or false?”“You may ride a bicycle with using an umbrella
if it rains. Is this correct, select either true or
false?”

56

4-1 School safety checks by children <Issues: 1 and 2 (1, 2)>
The ISS Committee and the Health Committee play a key role to check dangerous areas on theplayground and inside the school building. Results are presented at ISS meeting and provided toeach class.

1-5 Display of dangerous areas to children <Issues: 1 and 2 (1, 2)>
Based on the assessment of dangerous areas on the playground and inside the school building,
the ISS Committee and the Health Committee placed a display where injuries are expected tooccur.

2) Additional school instructions and management system
2-1 Handbook for safety instructions at physicaleducation class<Issue: 1>
Concerning injuries that occurred at physical education
class and required visiting a hospital in school year
2014, there were 8 injuries at vaulting horse and it
occupied the majority.
Based on this, each accident was reviewed andTeacher’s Handbook for safety instruction at physicaleducation class was prepared by Environmental
Improvement Section (teacher) at expert function.

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1-4 Study of school classrooms (Grade 2 classroom and Grade 5 physical education and public healthclass) <issues: 1 and 2>
In order to foster children’s capability to predict and avoid
risks, it is necessary to provide detailed instructions atclassrooms. Accordingly, our school invited an expert tostudy effective teaching method that improve risk
prediction and avoidance capability. They will be taught atclassroom for Grade 2 and physical education class for
Grade 5 (public health area).
At classroom for Grade 2, a safety way of walking at a
corridor was reviewed. Through experiments andhands-on experiences, a correct way of walking a corridor
and encouragement for attitude to walk safely were
provided a classroom.
At a public health class for Grade 5, with a goal that “weourselves identify potential causes of accidents in our life
and identify relationship between human behavior andenvironment. Through these exercises, what they haveidentified are to be explained,” causes of injury werelearned and active discussions were made at group level
and at the entire class.

3) Establishment of good relationship with friends <issue:
3>
3-3 Prevention and management of mental torment(Survey about bullying)
Bullying is regarded as a mental torment and a survey was conducted to all children, entitled Survey
for bullying: Happy school life for everyone. It was filled in at home together with guardians and is
submitted to the school every semester.
○ Have you ever been ignored or ostracized?
○ Have you ever experienced cracking or chuffing, or received insults or negative words?
○ Have you ever been your belongings hidden or used without your permission?
○ Have you ever hit by intention or punched or kicked as if they were playing?
○ Have you ever experienced e-mail message denouncing you or negative blog messages aboutyou?
School prepares summary of the answers on the same month which survey was conducted. In casebullying was identified, a class assigned teacher (or together with a head teacher of each grade
depending on a matter) check the fact and provide instructions immediately. In case bullying was
identified as serious during this process, “Children Instruction Information Exchange Meeting”
including the principal is organized and a systematic approach will be taken.
3-4 Collective activities with different age groups (Across-grade activities and excursion) <Issue: 3>Groups with different grade children are organized at theschool and play time will be ensured twice a month. Together
with Hanasho supporters, weeding activities are conductedin the morning of every month, for example. Although aleader takes a leadership, all Grade 6 children try to find away to play with children at lower grades. It is conducted in
an organized manner.
Additionally, all school excursion including the Grades 1-6 isorganized in the latter half of May every year. At thisexcursion, Grade 4-6 children (leader is Grade 6 children)
play a key role to walk along with Grades 1-3 children. They
play and eat lunch boxes together to take care of Grade 1-3
children. Through this interactions of multi-year groups, wewill help establish good relationship with friends.

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3-5 Life skill school class study <Issue: 3>
In order to establish a good relationship with friends,
sense of caring to others is of importance. One of ourschool educational objectives is “children who are
considerate.” As part of our school research theme,“Creation of educational environment for security, safety
and thoughtfulness,” we provide life skill education tochildren of all grades and conduct research this year. Lifeskill education is one of skills to learn about how toestablish good human relationship. Through this class, wewould like to help children foster a sense ofthoughtfulness.

(2) Prevention of injuries outside school
1) Reduction of bicycle accidents <Issue: 5>5-2 Bicycle safety classroom <Issue: 5> (Subject: Reduction of bicycle accidents)
At our school, children at Grade 3 or higher can ridebicycles without their parents. Majority of children use
bicycles. There were 12 traffic accidents of our school
children in the past 5 years from 2010 through 2014.
Among them, 10 accidents occurred while riding on
bicycles. Therefore, for Grades 3-5 children who canride bicycles without their parents, bicycle safetyclassroom is organized in May every year. Bicycle
riding, inner wheel difference and blind angle arepresented as well as risk from a perspective by a car.
These were taught at practice. In addition, bicycle
checking method was also instructed.
5-7 Preparation of displays for bicycle safety <Issue: 5>
Research and analysis section and Environmental
Improvement Section of our school collaborated andprepared displays for bicycle safety. “Bicycle accident
frequent area map and near miss safety map” preparedby Safety Instruction Section, and “Bicycle Safety 5
Rules” prepared by Environmental Improvement Section
are displayed at student’s entrance or areas wherechildren can easily recognize them. Past bicycle
accidents were analyzed and special attention shall be
paid to emerging without warning. This is a good
opportunity for children to think about security andsafety.

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5-8 Bicycle safety check <Issue: 5>
PTA Safety Department and School Safety Department
co-hosted an event and invited a bicycle shop
personnel at Chichibu Area Bicycle Association.
Saddles, frames, bells and lights were inspected froman expert perspective. If they were passed, this year’s
Hanasho sticker is given and is used as a permission
for bicycle schooling. This activity is intended to ensure
awareness of daily checking of bicycles and safety ride.

2) Assurance of safety during going to/from school <Issue: 4>
5-1 Traffic safety classroom <Issue: 4>
Traffic safety classroom is held for Grades 1 and 2
every year. Staff at Chichibu Civic Life Division provide
instructions and we received hands-on experience of
how to follow the traffic lights and how to go across the
crossing. Through this traffic safety class, our children
walk in a line during going to/from school.

5-3 Instructions for arriving at school linked with meetings with commuting group leaders anddeputies <Issue: 4>
Based on Instructions for arriving at school records
by school staff members, groups that were good atgreeting, demonstrated good line and cared about
Grade 1 children when commuting are presented.
The information that should be confirmed across theentire commuting groups is shared. Moreover, we
practice commuting group flags and whistle.
Through monthly commuting group leaders anddeputies meetings, greeting and going to/fromschool are ensured. Finally, the way arriving/leaving
school was featured at Fuji Television network, Inc.
program “Mr. Sunday.”60

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

Category

Injuries to thebody

Mental torment

Type of injury

Recording method

Frequency
oftabulation(1)

Injuries including minor“Injury record” sheet is used to collectinformation about injuries and accidents
at School nurse’s office. They arestatistically analyzed.

Once amonth(2)

Injuries requiring
hospital visits

In order to claim Disaster medical careexpense under school supervision,
records to be submitted to Japan SportCouncil are provided to the local
government.

Once amonth(3)

Number of cases ofcases resulting inbullying

All children are surveyed if they have had Once perexperiences of bullying or their friend are semester
experiencing bullying.

1. Injury records at school(1) Collection of injuries including minor (data fromthe school nurse’s office)Using Injury Record Sheet, “Time the onset of anincident,” “Location of an incidence,” Category of
injury,” “Location of injury,” “Cause of an injury” and“Medical treatment” are recorded for each case.
Based on this data, children of the health committee
places a sticker on “Injury Map” located at the corridor
of School nurse’s office. (Every day) In addition, data
are collected from School nurse’s office on a monthly
basis and filed for storage. As a policy of ISS, allteachers and staff members share information andtake appropriate actions.
(2) Records for injuries requiring hospital visits(From “Disaster mutual aid benefit data”)
Injuries that occurred under the school supervisionand required at least 5000 yen for medical treatment
are reported to Japan Sport Council. At that occasion,“Disaster mutual aid benefit data” are utilized.
(3) Understanding of cases that may lead to bullying“Trouble survey” is conducted every semester to understand the status of pupil’s mental
condition while ISS Summer Vacation Summary Card is used to investigate living conditionof each pupil.
Based on these items, it is possible to identify a clue earlier that may result in bullying.
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Indicator 7: School actions, Programs and Assessment method for theirprocesses

For those listed at Indicator 6, the following actions will be conducted to measure changes
and they are used as an Indicator, in order to confirm performance of our activities. For
short- and mid-term assessment, we will evaluate changes of “Awareness / knowledge” and“Behavior and actions.” For long-term assessment, we will confirm how many reduction of
injuries was achieved.
1. Assessment Indicator and verification of effects 1. Verification methods, 2. Items
subject to assessment
Indicator for short and mid-term
Indicator for long-term
achievement
achievement(1) Pupil’s awareness survey byAssessment Indicator 1:
Assessment Indicator
children8:
Understanding of onset and causes of(2) Preparation of Display for
Number of onset of
injuries
injuries at school andinjuries
1. Survey
their incidence rate(3) ISS meeting by children
2. All children
Assessment Indicator 2:
Changes in awareness and behavior for 1. Data from the school
nurse’s office andprevention
1. Pupil’s awareness survey by children Disaster mutual aid(Once per semester) (Children’s survey) benefit data (everyyear)
2. All children
2. All children(4) Safety check by children
Assessment Indicator 3:(5) Study of school class
Awareness for safety and its assurance(6) Improvement of safety
1. Assessment of instruction effectmanagement method at a
(Before and after learning)
school2. Children, faculty and staff(8) Prevention of mental damages Assessment Indicator 4: Number ofand countermeasurescases of bullying(9) Collective activities with
1. Status investigationdifferent age groups(trouble survey, once per semester)(10) Lectures on mindset
2. All children
Countermeasure(11) Bicycle safety classroom(12) Traffic safety classroom(13) Anti-crime patrol

Assessment Indicator 5: Penetration of
the traffic rule (walking)
1. Status investigation(ISS Review Card, every month) (Going
to/from school survey by faculty, staff
and parents)
2. All children
Assessment Indicator 6: Penetration of
the traffic rule (bicycles)
1. Status investigation(ISS Review Card, every month) (Going
to/from school survey by faculty, staff
and parents)
2. All children
Assessment Indicator 7:
Traffic safety for local areas and schoolroutes
1. Survey, 2. Parents

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Assessment Indicator
9:
Number of bicycle
traffic accidents /incidence rate
1. Summary of accident
reports and police
summary statistics(every year)
2. All children

2 Assessment methods and Improvement
For assessment Indicator, achievements and evaluation are analyzed andimprovements will be sought.
<Indicator for short- and mid-term achievements>
Name of assessment Indicator

1. Assessment method, 2. Improvement

Assessment Understanding of the onset and cause of 1. Survey for changes of children by safety
injuries
instruction in accordance with Annual
Indicator 1
instruction plan is conducted annually andassessment is performed.
2. Onset and causes of injuries are understoodby grade and safety instruction plan shall be
improved for each grade.
Assessment Changes in awareness and behavior for
prevention
Indicator 2

1. ISS committee conduct survey to all children
every semester, based on similar survey
items. (Review card)
2. Through continuous follow-up of the survey
results, changes of awareness and behaviorof children are understood and inputs to pupil
activities will be made.

Assessment Awareness for safety and its assurance
Indicator 3

1. Pupil’s awareness on safety is surveyed
before and after learning and every year.
Changes and penetration rate are evaluated.
2. In relation to preventive measures for injuries,
Safety Instruction Curriculum of all subjects
are prepared and revised.

Assessment Number of cases of bullying
Indicator 4

1. Monthly “Trouble survey” is used tounderstand the number of bullying and thecurrent status.
2. In order to eliminate bullying, school teachersand staff will systematically take actions. At
the same time, causes of bullying are
analyzed and continuous monitoring shall be
conducted.

Assessment Penetration of the traffic rule (walking)Indicator 5

1. Children of all grades learn traffic safety every
year. Level of understanding of the traffic rule
is assessed before and after learning.
2. Review Card is used to confirm the level ofpenetration of the traffic rule andimprovement on instruction contents issought.

Assessment Penetration of the traffic rule (bicycles)
Indicator 6

1. Level of understanding of the traffic rule isassessed before and after learning. In
addition, Review Card is used to assessment
level of penetration on a monthly basis.
(including the rate of wearing of helmet)

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Assessment Penetration of the traffic rule (bicycles)
Indicator 6

2. Enlightenment will be made at “ISS
Newsletter”, PTA Advisory Board meeting andparent’s communication meetings.

Assessment Traffic safety for local areas and school
Indicator 7 routes

1. Survey on school routes and local safety will
be made to parents every year. Sense of risk
among parents is understood. Moreover, at a
meeting with local volunteers, local
information will be obtained.
2. Together with parents, “Town Safety CheckMap” is prepared. Through Hanasho
supporters and safe clean activity, locations at
risk shall be checked so that the scope ofsurveillance will be expanded.

<Indicator for long-term achievements>
Assessment Number of onset of injuries at school and 2. Based on injury data, sense of prevention will
Indicator 8 their incidence rate
be raised. Safety Instruction Curriculum isprepared and the number of injuries andincidence rate will be reduced.
Assessment Number of bicycle traffic accidents /Indicator 9 incidence rate

2. Parents and local care network will be
expanded and the number of traffic accidentsof pupil’s bicycles and their incidence rate will
be reduced.

3 Project management of the program
Project management of the program will mainly conducted by “ISS Promotion Committee.”
Effectiveness is rated based on the assessment Indicator. When implementing PDCA cycle
as part of the Program, we invite instructors from Japan Institution for Safety Communities
and receive advices on our activities and program management. Moreover, External
Appraisal Committee (representative of parents, local community and school) such as
School Council of our school will also conduct assessment. Based on those inputs, we willachieve improvement.

Plan

Collection analysis and evaluation of
injury data and preparation of
execution plan

ActionEvaluation results are reflected tocountermeasure and implementation planand preparation of action plans

Japan Institution for
Safe Communities

ISS Promotion
Committee
Check

Measurement of effectiveness basedon assessment index and verificationof index and new issues

64

Do

Implementation of countermeasurethrough cooperation of various
committees

External appraisal
Committee

Indicator 8 Continuous participation to domestic and international networks

Through school visits to ISS certified schools, communication with schools working on ISS,
and active participation to seminars organized by ISS certified center, we actively participate
in ISS networks.
〇 Shimizu Elementary School, Atsugi-shi, Kanagawa (ISS certified school)
Shimizu Elementary School is the second oldest certified school in Japan. To learn about activities related
to ISS, Vice principal and staff of our school together with Safe School Staff at Chichibu Board of Educationand Safe Community activity members of Chichibu visited the school. In addition, we were allowed toparticipate in a certification ceremony and learned lots about activities toward secure and safe school
environment. This visit was valuable for our activities since then. November 2013
〇 Hoyu Elementary School, Toshima-ku, Tokyo (ISS certified
school)Hoyu Elementary School is the third certified school in Japan.
Principal and staff of our school together with Chichibu Board of
Education members visited the school. Displays were easy tounderstand and ISS was conducted based on data in cooperation
with teachers. It was a good learning opportunity. August 2013
〇Nationwide ISS Study Seminar (Hoyu Elementary School,
Toshima-ku)
At Hoyu Elementary School, International Safe School seminar
was organized. Principal and staff of our school together with
Chichibu Board of Education members visited the school. At the seminar, our activities were presented and
we receive valuable comments. Exchange of opinions was made with other ISS promoting schools. We
learned many things. August 2014
〇 Ikeda Elementary School, an affiliate of Osaka Kyoiku
University (ISS certified school)
Ikeda Elementary School, an affiliate of Osaka Kyoiku University
is the first certified school in Japan. Our school staff visited theschool. We toured various facility to help children spend safe
school life and many ideas about safety planning. In addition wevisited classrooms. We learned high level of awareness on
security and safety among teachers.
February 2014
〇 Nakamaru Elementary School, Kitamoto, Saitama (ISS certified school)
Nakamaru Elementary School is the 6th certified school in Japan.
In order to learn about activities related to on-site evaluation byISS, principal and staff of our school, together with Safe Schoolstaff at Chichibu Board of Education and Safe Community activity
members of Chichibu visited the school. Visits were made twice,i.e., pre-assessment and on-site assessment. In addition to
Welcome chorus, pupil-oriented activities and organized actions
by parents, local community and school staff members wereapparent. Based on data, activities for secure and safety school
environment were quite useful for us. November 2014, March
2015

65

Chapter 6 Initiatives and future outlook on creating a safe
school1 Mid- to long-term goals:(1) To decrease the number of injuries occurring at school by actively implementing preventive
(2)

(3)

(4)

(5)

measures.
To encourage children to develop the ability to detect risks of danger and the ability to avoidit.
- The development of attitudes and knowledge towards safety and security in children willbe nurtured through daily classes and school events. This will provide a foundation for thewell-balanced development of knowledge, ethics, and body.
To promote education on mental issues to decrease cases of bullying.
- Lessons and lectures incorporating hands-on activities will be implemented to further
promote education on mental issues.
To increase awareness of traffic safety and decrease the number of injuries outside of theschool in association with community efforts to promote traffic safety measures.
- We will aim to enhance collaborations with neighborhood associations and nearby schools
as well as with various authorities such as the police.
To expand the Mimamori network for children (network for keeping an eye of the welfare ofchildren) through integrated efforts of the parents and community.
- In order to further the understanding and cooperation regarding this effort, the initiatives ofthe school will be publicized through the school’s web page and newsletters.

2 Future outlook(1) We will aim to provide instructions and advice to advance the initiatives centering on the
(2)
(3)

(4)

(5)
(6)
(7)

(8)

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

66