International Safe School
Toshima City Hoyu Elementary School

November 18, 2015
Toshima Ward Hoyu Elementary School
Hoyu Safe Man

Hoyu Safe Chan

Table of Contents

Chapter 1 Overview of Hoyu Elementary School ____________________________________ 1
1. School Name, School Badge, and Educational Goals
2. School Personnel and Total Enrollment
3. Daily Schedule, ISS Activities and Club Activities
4. Environment around the School
Chapter 2 Programs for International Safe School __________________________________ 3
1. Background of the Programs
2. Situation of Programs since ISS Designation on November 27, 2012
Chapter 3 Overview of Injury Occurrences ________________________________________ 5
1. Injuries at School(1) Injuries Including Minor Ones (From “School Infirmary Data”)(2) Overview of Occurrences of the Injuries Requiring Outpatient Treatment(From “Casualty Fund Data”)(3) Psychological Injury Brought by Bullying (From “Friendship Survey”)
2. Injuries outside the School(1) Emergency Transport at Traffic Accidents (Toshima Ward)(2) Number of Bicycle Accidents Involving Students in School District(3) Rate of Bicycle Helmet Use (From “Survey on Use of Bicycle Helmets (School)”)(4) Crimes of Violence and Abuse
Chapter 4

Setting of Endeavors Based on Situation of Injuries _______________________ 12

Chapter 5

Programs Based on the Eight Indicators_________________________________ 13

Indicator 1: Having an Operational Foundation for Cooperation-based Safety Improvement
Activities
1. International Safe School Promotion Organization
2. Local Commission
3. Local Meetings
4. Curriculum Meeting(1) Safe School Promotion Committee(2) Lifestyle Guidance Section(3) Special Activities Section(4) Research Promotion Section
5. Organizations under the School Student Council(1) Safe School Committee(2) Health Committee(3) Delegate Committee(4) Other Seven Committees
6. PTA
7. Sugamo Mukohara Local Safety Center Council

Indicator 2: Having the Safe School Promotion Organizations and the Policies for the Safe
School Formulated by the Local Steering Committees Based on the Safe
Community
1. “Plans Regarding Promotion of School Safety” (Ministry of Education, Culture, Sports,
Science and Technology: April 2012)
2. Principles Regarding School Safety in the Safe Community (2010)
3. Promotion of the Creation of the Safe and Secure School Based on Toshima Education
Vision 2015 (2015)
4. Policies as a Designated International Safe School
Indicator 3: Implementing the Long-Term and Continuous Programs Covering Both Genders,
Whole Age Groups, Environment, and Situations
1. Bringing Up the Students' Ability to Foresee and Avoid Dangers
2. Instructional Organizations at School
3. Good Human Relationships
4. Enhancing the Awareness of the Traffic Safety
5. Measures for High Risks
6. Improvement of the Environment
Indicator 4: Implementing the Programs for the High-Risk Groups and Environments
1. Measures for Large Scale Earthquakes(1) Measures for the School Building Safety(2) Evacuation Drills(3) The Evacuation Manual in Case of Earthquakes Felt on the School Routes(4) Notification to Parents (Distribution of “Preparing for Large Earthquakes”)
2. New School Ground as a Safety Measure against Heat and to Reduce Injuries
3. School Commute for New First Graders
4. Special Needs Education Class (Takenoko Class)(1) Commuting Time
(2) Classroom Arrangement(3) Increasing the Personnel
Indicator 5: Evidenced Based Programs
1. Cause Analysis for Finding Challenges
2. Thirteen Major Programs
3. Details of Programs
3-1 Fostering Students’ Ability to Predict and Avoid Danger(1) Students’ Awareness Survey Conducted by Students(2) School Patrols and “School Hazard Spots Map”
(3) Safe School Assembly Organized by Students (ISS Assembly)
3-2 School Instruction System(4) Utilizing PE Safe Instruction Check Card and Student Safety Point Card
(5) Curriculum for Safety Instruction in Classes, etc.
3-3 Creating Good Friendships(6) Response based on “Friendship Survey” to Investigate Situation of Bullying(7) Psychological Support at the School Infirmary(8) Activities by Different Graders, "Friendship Group"(9) Greeting Program3-4 Improvement of Traffic Safety Awareness(10) Bicycle Safety Classes with Cooperation of School, Parents and Community(11) "Bicycle Rider's License" Effective for Six Years(12) Bicycle Helmet Use Campaign(13) Traffic Safety and Crime Prevention Workshop (Preparation of Children’s Safety
Inspection Map)
Indicator 6: Having the Programs for Keeping Records of the Frequencies and Causes of
Injury Occurrences
1. Records of Injuries on School Premises(1) Collection of Data on Injuries Including Slight Injuries (From “School InfirmaryData”)(2) Collection of Data on Injuries Requiring Medical Treatment (From “Casualty FundData”)(3) Understanding the Reality of Bullying
Indicator 7: Having Methods for Evaluating the Effects of Changes in the School Policy,
Programs, and Processes
1. Management of the Program’s Running
2. Situation of Performance Indicators for Each Priority Issue
3. Evaluation Methods and Improvements
Indicator 8: Continuously Participating in Domestic and International Networks
Chapter 6 Future Programs and Prospects for creating a Safe and Secure School _______ 59
1. Future Programs and Prospects for Creating a Safe School(1) Mid- to long-term goals(2) Future prospects

Chapter 1

Overview of Hoyu Elementary School

1. School Name, School Badge, and Educational Goals
Toshima City Hoyu Elementary School was established in 2003
by integrating Jishu Elementary School and Otsukadai
Elementary School, both schools with long histories. This year
marked the school’s 13th anniversary. The school’s initialintentions were incorporated into the school name and school
song, and have helped to mold the characteristics of our school’s
education.
The school name, Hoyu, came from a verse in the Analects ofConfucius: is it not a joy to have friends come from afar? Thisverse is incorporated into our principles of education,
representing the spirit of the students’ ability to learn together,have pride in their community, and fostering the ability to live forthe future.
The school badge represents the Chinese Phoenix, a folklore bird in China, spreading
its wings to fly away at the break of dawn
<Objectives of Our Education>
Greetings with a smile
Clear and pleasant words
Minds bright
As we unite

School badge“Let’s not forget to be cheerful with a smile; convey our thoughts and ideas; and unite our hearts toreach the same goal.”

Education that praises, creates sympathy,
and lets the children think

2. School Personnel and Total Enrollment
Table 1-1 As of April 2015
Title

NumberPrincipal

1

Vice principal

1

Seniorteachers

Teachers

6

14

Lecturers

8

Nutritionist

1

Office clerk

1

Janitor, cook

10

Table 1-2

Description
1st gr.

Educational affairs:1
Grade management:2
Special activities management : 1
Research management:1
Health care management:1
Educational guidance:1
Grade management:2Part-time, ward personnel

As of July 2015
Male

FemaleTotal

Classes

39

44

83

3

2nd gr.

29

40

69

2

3rd gr.

35

39

74

2

4th gr.

40

30

70

2

5th gr.

42

29

71

2

6th gr.

41

49

90

3

Total

226

231

457

14

Special education class

12

2

14

2

Grand total

238

233

471

* Special education classes are intended for the
students who need special support for education.
Outsourced-1-

3. Daily Schedule, ISS Activities and Club Activities[Monday to Friday][Toshima Saturday Open School][ISS Activities]

Arrive at school

8:05 to 8:15

Arrive at school

8:05 to 8:15

Safe School Committee

Morning assembly

8:20 to 8:35

Morning assembly

8:20 to 8:35

Delegate Committee

Morning homeroom

8:35 to 8:45

Morning homeroom

8:35 to 8:45

Library Committee

Health Committee

1st period

8:45 to 9:30

1st period

8:45 to 9:30

Gatherings Committee

School Lunch Committee

2nd period

9:35 to 10:20

2nd period

9:35 to 10:20

Sports Committee

Environment Committee

Morning recess

10:20 to 10:40

Morning recess

10:20 to 10:40

Breeding and Cultivating Committee

3rd period

10:40 to 11:25

3rd period

10:40 to 11:25

4th period

11:30 to 12:15

11:25 to 11:35

Lunch

12:15 to 13:05

Afternoon homeroom,
End of school

Lunch recess

13:05 to 13:20

Cleaning time

13:20 to 13:35

5th period

13:40 to 14:25

6th period

14:30 to 15:15

Afternoon homeroom,
End of school

15:15 to 15:25

Broadcast Committee[Club Activities]
Manga/Drawing Club
Crafts Club* 6th period on Mondays is reserved for ISS
or Club activities

Cooking Club

Ball Sports Club

Science Club

Fine Art Club

Table Tennis Club

Dance Club

Band/Choir Club

Badminton Club
Track & Field Club

Personal Computer Club

4. Environment around the School
Location
Our elementary school is in Toshima City, the local government district that has one of the highest population
densities in Japan. The school is about one kilometer east of Ikebukuro Station, one of the major terminal stations
in Tokyo. Our elementary school is surrounded by skyscrapers, including Sunshine 60. In this area, several majortraffic networks converge, including the JR Yamanote Line, subway lines, Toden Arakawa Line, Metropolitan
Expressway, and Kasuga Dori Avenue. It is an extremely urbanized environment that our school is located in.
Overview of surrounding area
Surrounded by the busy shopping areas around the stations, by the commercial districts along the major streets,and by the dense residential areas, our school district has tall and ultra tall condominiums being constructed,
which is further increasing the already high population density as new residents flow in. We have also received
information on suspicious persons in the school district.
To sum up, our school district is in an environment representative of Toshima, high-population city.
School district of Hoyu Elementary School
Tokyo’s 23 wards

Various risks
in the school district that can result in traffic
学校地域環境交通事故発生や不審者による犯罪につながる様々なリスク
accidents or crimes by suspicious persons
高速道路や幹線道路

Toshima
Ward

都電荒川線
複雑な交差点
通過交通と生活道路
公園
池袋駅

周辺道路の出入大塚駅
子どもがよく遊ぶ公園

ＪＲ線

朋有小学校
2015/9/3
2

Fig. 1-1 Situation of Hoyu Elementary School
location and surrounding area

-2-

The school grounds were renovated in FY2013.
(Square meters)

School-building floor area (including the gymnasium) per student
School grounds area per student
The number of students

Fig. 1-2

Chapter 2

Transition of the school-building floor area and the school grounds area per student

Programs for International Safe School

1. Background of the Programs
The integration of two schools (Jishu Elementary School and Otsukadai Elementary School) located in thisurban environment has resulted in a wider school district. Means are needed to avoid the many hazards, suchas traffic accidents, that could occur during the students’ commute.
There are many children who use the School Selection System and commute from outside the school district.
This increases the density of students using the school ground and gymnasium, and creates a situation in which
injuries can occur easily.
As a designated International Safe School, we are hoping to build a system that can foster the students’ ability
to predict and avoid danger, and a system to watch over the children in cooperation with the community
including the Community Plaza and parents.

-3-2. Situation of Programs since ISS Designation on November 27, 2012
Table 1-3
Parents/community

Students

Teachers

Greetings program(from April 2012)

Government

ISS Assembly (February 2013)
Visit to Taiwan Municipal Seishin Elementary School (March 2013)"Aim for Hoyu the Safe School," public relation magazine, 3rd issue published (March 2013)
Bicycle safety class (May 2013)
ISS Assembly; Visit from Chichibu City school and Board of Education aiming for ISS Designation (July 2013)
Atsugi Municipal Shimizu Elementary School ISS Re-designation Ceremony (November
2013)

School’s 10th Anniversary Celebration (November 2013)

Presentation by Toshima Ward Board of Education, Schools Conducting Research (January 2014)
ISS Assembly (February 2014)
Exchanges with Toshima Ward Fujimidai Elementary School 1 (March 2014)
Visit by group from Taipei City Wenshan District (March 2014)"Aim for Hoyu the Safe School," public relation magazine, 4th issue published (March 2014)
Bicycle safety class (May 2014)
Interview by Asahi Children’s Newspaper (June 2014)
Student Safety Inspection
Map workshop(October 2014)

ISS Seminar (August 2014)
Lecturers: Dr. Namusu Park, Dr. Yoko Shiraishi
Appearance on Nippon Cultural Broadcasting’s “Kenji Fukui’s Good
Morning Show” (September 2014)

Appearance on Nippon TV’s “News Zero” (October 2014)
Exchanges with Community Plaza Hoyu (November 2014)
ISS Assembly (December 2015)"Aim for Hoyu the Safe School," public relation magazine, 5th issue published (December 2014)
Visit from Towada City: Tour of leading ISS areas (December 2014)
ISS Assembly; Decoration Helmet Class (December 2014)
ISS Assembly; Presentation of Safety Inspection Map made by students (February 2015)
Bicycle safety class (May 2015)
ISS Re-designation Preliminary Audit by Asia Certifying Centre (June 2015)
Exchanges with Toshima Ward Fujimidai Elementary School 2 (June 2015)

ISS Assembly (July 2015)"Aim for Hoyu the Safe School," public relation magazine, 6th issue published (August 2015)
Exchanges with Toshima Ward Fujimidai Elementary School 3 (September 2015)
Exchanges with Community Plaza Hoyu (November 2015)
ISS Re-designation On-site Audit (November 2015)-4-

Chapter 3

Overview of Injury Occurrences

1. Injuries at School
The information on the injuries having occurred at school is collected by the school infirmary. Among them, theinformation on the serious injuries that require outpatient treatment is collected as the information for thecasualty fund.
All injuries including minor ones
(information collected by the school infirmary)
678 cases

Injuries requiring outpatient treatment(information for the casualty fund)

19 cases* The casualty fund compensates (as the compensation by the casualty fund) the parent of a school student for the expenses andthe like when the school student suffers an injury or the like under the management of the school. All the ward elementary andjunior high schools keep records of the situations, types, and causes of injuries to analyze them once a year.

Fig. 3-1

Injuries at school (FY2014)(Cases)（件）(Cases per 100 students)
Cases per 100 students
Injuries including minor ones (left scale)(year)* The number of injury occurrences has dropped since FY2012.

Fig. 3-2

Injuries including minor ones (From “School Infirmary data”)(Students)- Line graph : Total number per year
- Bar graph : Number per 100 people(year)

Fig. 3-3

Injuries requiring outpatient treatment (From “Casualty Fund data”)-5-(1) Injuries Including Minor Ones (From School Infirmary Data)
Number of injuries (FY2012: 1111 cases, FY2013: 792 cases, FY2014: 678 cases)
Monthly total number in fiscal
year 2013

Monthly total number in fiscal
year 2014

Daily average number in fiscal
year 2012

Daily average number in fiscal
year 2013

Daily average number in fiscal
year 2014

No. of injuries by month

No. of injuries per day(Cases)Monthly total number in fiscal
year 2012

Apr.

May

June

July

Aug.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

* Since starting the Safe School program in FY2012, the number of cases has declined each year

Fig. 3-4

Transition of the number of treatments in one year (FY2012, 2013, 2014)
FY2013
No. of class days

FY2012
No. of class days

(Students)

Apr.

May

June

July

FY2014
No. of class days

3

Aug.

Sept.

Oct.

FY2013

FY2012

Nov.

Dec.

Jan.

FY2014Feb.

Mar.

* There were a less number of cases in August because of the summer holidays.

Fig. 3-5

No. of class days and No. of injuries by month (FY2012, 2013, 2014)(Students)

Generally, a decline in injuries has been seen.
In particular, the number of injuries was halved from
FY2012 to FY2013.

FemaleMale

1st gr.

Fig. 3-6

2nd gr.

3rd gr.

4th gr.

5th gr.

Injuries by grade and gender (FY2012, 2013, 2014)-6-

6th gr.

There are many injuries during
the lunch recess (15 minutes)
and morning recess (20minutes). There are also many
injuries sustained during PE.

(Students)

FY2012FY2013
FY201420-min.
intermission

Gymnastics After lunchclasses intermission

Fig. 3-7

Otherclasses

5-min.
Beforeintermissions school
hours

Cleaning Lunch time Going home School
activities
times

Club
activities(Time zone)

Injuries by time zone (FY2012, 2013, 2014)
In FY2014, there were
347 injuries on the school
ground followed by 139
injuries in the gym. In
either case, the numbers
declined from FY2013.

(Students)

FY2012FY2013
FY2014

Schoolgrounds

Classrooms Gymnasium

Fig. 3-8

Hallways

Staircases

Specialclassrooms

Roads

Entrance
Hall

Toilets

Others

Off school
premises(Location)

Injuries by location (FY2012, 2013, 2014)“Bruises” and “Grazes andcontusions”
aretheleading causes.

(Students)

FY2012FY2013
FY2014

BruisesFig. 3-9

Sprains andGrazes andCuts andcontusions jammed fingers
stabs

Eye-related Tooth-relatedtroublestroubles

Burns

Bone
fractures

Injuries by symptom and condition (FY2012, 2013, 2014)-7-(Symptoms)

No. of data/Location

Entrance Hall: 1%
Toilets: 2%
Roads: 1%
Staircases: 4%
Hallways: 4%
Specialclassrooms:
6%

FY2014Yearly injuries
by location(n = 678)

Classrooms:
10%

Schoolgrounds
Gymnasium

Schoolgrounds:
51%

Classrooms
Specialclassrooms
Hallways

Location
OthersStaircases

Toilets

Toilets

Gymnasium: 21%

Staircases

Entrance
Hall
Roads

Off school
premises
Classrooms
Schoolgrounds

Entrance
Hall
Gymnasium
Roads
Specialclassrooms
Hallways

5-min.
intermissions
Time
zone

Club

Going home School event

Lunch time

Before school
hours

ClassesCleaning
times

After-lunch
20-min.
Gymnastics
intermissions intermissionsclasses

FiscalYear<Summary>* When cross-examining the time and location of injury occurrence in FY2014, generally injuries
sustained on the school grounds are highest, accounting for 51%. Looking at the time zone, 48% of
injuries occur during morning or lunch recess.
This graph also shows that many injuries are sustained during PE.
Fig. 3-10

Injuries by time and place (FY2014) (From “School Infirmary data”)-8-(2) Overview of Occurrences of the Injuries Requiring Outpatient Treatment(From “Casualty Fund Data”)
Table 3-2 3-year occurrence rate by location and time zone
Table 3-1 Comparison of the occurrencein which injury requiring outpatient treatment occurred
trends with the ward average
2012

2013

2014

Total

Toshima City

No. of students

489

467

473

1429

1.02%
(5/489)3.70%(263/7114)

Inside school building

2

7

8

17 (1.19%)

Outside school building

3

2

11

16 (1.12%)

FY2013

1.93%(9/467)4.03%(291/7226)

During class

0

2

5

7 (0.49%)

4.02%(19/473)

2.89%(211/7311)

Recess time

5

7

11

23 (1.61%)

FY2014Lunch/cleaning

0

0

2

2 (0.14%)Extra-curricular activity

0

0

1

1 (0.07%)

Hoyu Elementary
School
FY2012* Injury occurrence rate = No. of injuries requiring
outpatient treatment ÷ all students%

Insideschoolbuilding

FY2012FY2013
FY2014

Outsideschoolbuilding

FY2012FY2013

FY2014

During class

Recess time

Lunch/cleaning

Extra-curricular
activity* The rate of injuries requiring outpatient treatment is not that high, but as shown in the graph, there weremany injuries sustained outside the school building and during recess in FY2014.
Fig. 3-11 Graph of 3-year occurrence rate bylocation where injury requiring
outpatient treatment occurredFig. 3-12 Graph of 3-year occurrence rate by time zone
in which injury requiring outpatient treatment
occurred(3) Psychological Injury Brought by Bullying (From “Friendship Survey”)
Hoyu Elementary Schools aims to be an elementary school free from bullying, where students can cheerfully
spend time without worry. Bullying is continuous physically and/or psychologically harmful acts inflictedunilaterally on somebody weaker than the bully, where the bullied child feels serious pain. This is a violation ofhuman rights, which by no means can be tolerated. We do not see bullying as a body injury; we see it as a
psychological injury, which cannot be easily healed. We have made it a priority to address bullying.
To prevent psychological injuries and bullying at our school, the 4th to 6th graders participate in the
Friendship Survey conducted once a month. (See page 51) If cases of bullying are identified through thisFriendship Survey or from the students’ situation, an Emergency Bullying Review Committee meeting
composed of the homeroom teacher, grade supervisor, education guidance supervisor and school
management, is held. Measures are taken to guide the bully, to provide care for the bullied student, and torespond to the parents, etc. After the bullying is stopped, the students are carefully watched to prevent
recurrence.

-9-

<Excerpt from Friendship Survey: See pages 51 and 52.>
□ Somebody is picking on me.
□ My friends leave me out.
□ Somebody is hitting or kicking me.
□ Everyone ignores me.
□ Someone is saying bad things about me byphone or email.
□ Others

Are you bullied?

Is your friend bullied?

Table 3-3

Bullying occurrences (From “Friendship Survey”)

FY2012FY2013

FY2014FY2015Suspected or actual
bullying case

7

3

4

2

Solved case

7

3

4

1

Under continuous
guidance

0

0

0

1

The students’ awareness ofbullying has increased with
the Safe School program.
However, there are still casesof suspected or actual
bullying each year.
* Values for FY2015 arecurrent up to July

* From FY2014, when there is a case of bullying or suspected bullying, a Bullying Measure Review
Committee is held to provide quick response. There are cases when the problem can be resolved
immediately and when cases take several months of guidance.

2. Injuries outside the School(1) Emergency Transport at Traffic Accidents (Toshima City)
When we see the situations of the traffic accidents in Toshima City as a whole, the ratio of the accidents
during a bicycle ride by those from the ages of five to fourteen is as high as 61.5%.

Others, unknown
Injured as apedestrian
Injured as an
automobile rider
Injured as a motorcycle
rider

Injured as a bicycle
rider

(age)

In Toshima City, accidents while riding a bicycle are highest among the 75 and older
age group, followed by the age 5 to 14 group.
Fig. 3-13

Traffic accidents by age group (information on emergency transport) (FY2013)- 10 -

(2) Number of Bicycle Accidents Involving Students in School District
There have been zero cases of traffic accidents involving Hoyu Elementary School students in the school
district within the past three years.
Mimamori watching activities by the parents and community, as well as daily reminders by the safety
instructors and homeroom teachers have helped the children stay safe and accident-free.
Table 3-4 Situation of traffic accidents in past three years(From “Toshima City Board of Education Report data”)
FY2013

FY2014FY2015

No. of cases

0

0

0

Situation―――(3) Rate of Bicycle Helmet Use (From “Survey on Use of Bicycle Helmets (School)”)Students at our school commute on foot. In the morning, they travel in designated groups with parents
watching. Therefore, the students only ride bicycles after school.
Our school district has a variety of roads including those with heavy traffic, arterial routes, and narrowroads. When considering children riding their bikes in this environment, it is very important for them towear bicycle helmets.
Table 3-5

Rate of bicycle helmet use in past 3 years

1st grade
2nd grade
3rd grade
4th grade
5th grade
6th grade

FY2013
73%
70%
55%
48%
35%
27%

FY2014
78%
84%
65%
46%
32%
11%

FY2015
90%
89%
94%
67%
31%
12%

Takenoko

78%

38%

70%

Total

51%

50%

62%

The FY2015 3rd graders
decorated their helmets in
December 2014. This led
to an increase in helmetuse.
* Numbers for FY2015
are up to July

(4) Crimes of Violence and Abuse“Violent actions” refers to “Actions in which students of the school intentionally apply physical force(visible physical force). Depending on the victim of the violence, the violence is categorized as“Violence against teacher” (all teachers including school staff such as custodians), “Violence among
students” (limited to violence between students who have some sort of relationship), “Violenceagainst others” (excluding victims of Violence against teacher or among students”, and “Property
damage” to school facilities and equipment, etc. Note that violence against family members andcohabitants is not included in the survey. (Excerpt from survey on various problems when instructing
students with problematic behavior)
Table 3-6 Ministry of Education, Culture, Sports, Science and Technology
FY2014 Survey of various problems when instructing students with problematic
behavior

No. of cases

FY2013

FY2014FY2015000

At our school, if violence of abuse is suspected, the various related agencies (police, child services, childand home support center, Board of Education) immediately meet to take actions. There have been almost
no incidents, so it has not been set as a priority endeavor.
- 11 -

Chapter 4

Setting of Endeavors Based on Situation of Injuries

Prevention targets have been set and implemented based on the situation of injury occurrence on and off school
premises.

Prevention target

Occurrence of Injuries〇 Looking at all occurring injuries, including minor injuries, we
see that many injuries occur during recess time on the school
grounds, accounting for 51% of the total(Fig. 3-7, Fig. 3-8)

On the school
premises〇 Most injuries during classes occur during PE. There were 152
cases in FY2013, and 111 cases in FY2014.
(Fig. 3-7)

Injuries on school
grounds during
recess〇 When analyzing the occurrence of injuries requiring outpatient
treatment by time and place, the rate of injuries occurring on
the school grounds during recess is high.
(Fig. 3-11, Fig. 3-12)

Injuries during PE○ The rate of injuries requiring outpatient treatment was 1.02%
in FY2012, 1.93% in FY2013, and 4.02% in FY2014. (Table
3-1)(Injuries on theschool premises)

Psychologicalinjuries〇 Bullying, which can be a cause of psychological damage, canrecur after being solved temporarily.
(Table 3-3)

〇 There were zero traffic accidents involving Hoyu Elementary
School students in the school district within the past three
years.
(Fig. 3-4)

Outside theschool premises〇 Looking at situation of traffic accidents in all of Toshima Cityby age group, the rate of accidents while riding a bicycle washigh (61.5%) for the age 5 to 14 group.
(Fig. 3-13)〇 There have been no accidents involving bicycles in the past
three years. However, when considering the environment inwhich children ride their bikes, the use of bicycle helmets isextremely important.
(Table 3-4, Table 3-5)

- 12 -

Bicycle traffic
accidents(Injuries outside theschool premises)

Chapter 5

Programs Based on the Eight Indicators

Indicator 1 Having an Operational Foundation for Cooperation-based Safety
Improvement Activities
1. International Safe School Promotion Organization
Hoyu Elementary School is a part of the Toshima City Safe Community Steering Committee School Safety Task
Force and the Community Task Force. We are working to improve safety with a foundation of cooperation.
There are community groups such as the PTA, community and Sugamo Mukohara Local Safety Center Council,
that work together to prevent children’s traffic accidents and aim to prevent crime by handling suspicious persons,as well as a Curriculum Meeting composed of teachers. The Student Council conducts its activities with backup from these organizations.
Toshima City Safe Community Steering Committee (chairperson: Toshima City Mayor)

Prevention of suicide anddepressions

Prevention of domestic violencePrevention of child abuses

Prevention of earthquake
disasters

Safety at schools

Safety in shopping districts

Safety of bicycle riders

Safety of the physically disabled

Seniors’ safety

Prevention of children's injuries
and accidents

Commissions for priority issues

Local Commissions (School Safety Task Force) (Chairperson: Principal)
School, PTA, neighborhood associations, local and child welfare workers, youth
development commission, Community Plaza, police, fire department, Toshima City Boardof Education, Toshima City

Local Meeting (workshop)
Neighborhood associations, local
and child welfare workers, Youthdevelopment commission, PTA,
Community Plaza, Toshima
City, Toshima City BOE,
schoolsCurriculum Meeting
Student Council

Principal, vice principal〇 Promotion Committee

10 ISS Committees under
the Safe School
Committee(Expanded committee)

 Lifestyle Guidance Section
 Special Activities Section
 Research Promotion Section

PTA
PTA chairperson, vicechairperson, executive officers,
external committees
Sugamo Mukohara Local Safety Center Council(Neighborhood associations, neighborhood association officers, school, PTA, ward officials, police departments)- 13 -

2. Local Commission
The Local Commission, which promotes the Safe School Activities, is chaired by the principal, and includes
members from neighborhood associations, local and child welfare workers, youth development commission,Community Plaza, police, fire department, Toshima City Board of Education, and Toshima City. Once asemester, a meeting is held to share reports on school and community activities as well as challenges. The
Commission also meets regularly to publish a magazine.
Table 1-1
Date
2013

2014

December 5

Presentation of annual reportFebruary 27
July 15
December 2
March 5

Explanation of ISS program
Intermediary reports on the programs and future policies
Evaluation of 2nd semester activities
Preparation for the preliminary audit
Explanation on preliminary audit and this school year’s activities

May 182015

Description

December 7

Explanation on application and on-site audit

February 15

Examination of the on-site audit

3. Local Meetings
The Local Meetings share and systematically address challenges to eliminate hazards in the environment aroundthe students. In FY2013, hazardous spots were improved following the map of hazards along school route
prepared in FY2012. In FY2014, the “Children’s Safety Inspection Map” was prepared including crime
prevention for hazard spots along the school route.
Table 1-2
Category

Group/organization

Community group

Sugamo Mukohara Local Safety Center Council
representative
Neighborhood association chair
Youth Development Commission representative
PTA

School group

School representative

Government group

Persons from Police and Fire Department
Toshima City

Table 1-3

2014

Date
July 19
October 1
October 4

Description
PTA Parent-child Festival (Survey collected, before start of 2nd semester)
Preliminary discussions for Children’s Safety Inspection Map Workshop (1st)Children’s Safety Inspection Map Workshop (2nd)November 4

Discussions for preparing Children’s Safety Inspection Map

November 27

Discussions for preparing Children’s Safety Inspection Map

February 7

Presentation of Children’s Safety Inspection Map at ISS Assembly

January 15

Discussions on ISS Assembly

February 2

Discussions on ISS Assembly

February 6

Rehearsal for ISS Assembly- 14 -

4. Curriculum Meeting
The Curriculum Meeting is planned and organized by the Safe School Promotion Committee composed of
faculty. Challenges are shared by the Lifestyle Guidance Section, Research Promotion Section and Special
Activities Section, and actions are taken to resolve challenges. The group analyzes and observes causes using
injury data and awareness surveys, and takes organized and continuous prevention measures. A cycle ofcooperation for creating a safe educational environment is formed.
Curriculum Meeting
Safe School Promotion Committee[Principal, vice principal, school nurse, senior teacher for special activities, senior teacher for lifestyle guidance, seniorteacher for curriculum, senior teacher for research management, person in charge of SS Committee]
 Basic policies and advancement management
 Assessment of achievements
 Assessment of changes in students' behaviors
 Safety guidance checklist (subjects and areas) School representative to Local Commission

Lifestyle Guidance Section○ PDCA for preventing injuries
 Collecting injury data every week and month; analyzing andinspecting the data
○ Using the evening gathering for educational guidance to share
understanding○ Modifying and improving safety instruction program Objectives of daily lives, safety instruction plans, evacuation
drills○ Guidance for the schooling groups

Research Promotion Section

Special Activities Section● Enforcing and managing curriculum based on safety
instruction plan, improving classes● Modifying and improving safety classes
 Traffic safety, daily-life safety, disaster safety● Raising the students' awareness of safety andsecurity ISS activities led by ISS Committee
 School patrols● Exchanges with Community Plaza and ISS
designated schools in Japan and overseas(1) Safe School Promotion Committee
Under the management of the principal, the Tripartite Unit (Lifestyle Guidance Section, Research
Promotion Section, and Special Activities Section) organizes committees that cooperate with each other,sharing the challenges to be tackled and making plans and arrangements for the promotion.
(2) Lifestyle Guidance Section
The Lifestyle Guidance Section analyzes and studies the data collected by the school infirmary to provide
information. This section raises questions for the Special Activities Section and the Research Promotion
Section regarding problems for the Student Council's activities and the school research.
All the school personnel take part in the evening gathering (on Thursday) to share the understandings ofthe objectives of the promotions.
(3) Special Activities Section
The Special Activities Section makes use of the injury data to raise awareness of safety and security, tosupport the voluntary activities made by students.
The Safe School Committee plays a major role by raising questions for us to make activities with a senseof purpose.
These activities will also be linked with ISS-designated schools in and outside Japan for more development ofmutual exchanges.
- 15 -

(4) Research Promotion Section
The section works to "develop students' ability to foresee and avoid dangers" within familiar daily-lifesafety, traffic safety and disaster safety. In addition, the section modifies and improves the curriculum tofoster the ability to resolve challenges related to safe movements.

5. Organizations under the School Student Council
The Safe School Committee, Delegate Committee, and Health Committee cooperate with each other to lead thesafe school activities.
The other seven committees (Environment, Sports, Library, Breeding and Cultivating, School Lunch, Gatherings,
Broadcast) support this.
From FY2015, the Expanded ISS Committee was formed with chairs of each committee. This allows challenges
regarding school safety and security to be systematically shared and activities to be promoted.

Safe School Committee
Health Committee

Delegate Committee

Environment Committee
Library Committee

Sports Committee
Expanded
ISS Committee

School Lunch Committee

Breeding and Cultivating
Committee
Broadcast Committee

Gatherings Committee(1) Safe School Committee
The Safe School Committee is the committee that plays a major role for the programs for ISS. The
committee is organized by 24 students representing the classes from 4th grade to 6th grade.
The “Children’s Survey” of all students is conducted once a semester. Measures are reviewed based on the
results, and presented at the ISS Assembly. This cycle has led to an enhanced awareness of safety.
Committee activities including preparing the “Map of Hazard Spots at School” and posting it on the Safe
Road. The entire school was alerted for hazards that can be improved immediately, and the principal was
informed of facilities that are difficult to improve.
The image character “Safe Man”, designed with the students’ ideas, leads and supports the ISS activities.

- 16 -

(2) Health Committee
The Health Committee has been creating the "Map of the Potentially Serious Incidents of Injuries," basedon the locations where injuries occur that bring students to the school infirmary and, also, based on which
grade such students belong to. The Health Committee attaches stickers on the map. From the information
obtained from the map, the Health Committee publishes the Safe News every month.
(3) Delegate Committee
The Delegate Committee supports the activities of the Safe School Committee activities, plans and manages
large assemblies, and carries out fund-raisers for UNICEF, etc.
(4) Other Seven Committees
Sports Committee

Observes how equipment is used during break time and how the equipment is tidied up after. Alerts
students so that they can play safely in the school grounds.

Environment
Committee

Posts photos of each committee’s activities and promotes the Safe School program. Posts arrowsigns to instruct the students to keep to the right in order to prevent them from bumping into eachother in the hallways or staircases so that they can observe the rules while they walk in the schoolbuildings and realize safe daily lives.

Breeding andCultivating
Committee

Makes posters, and provides presentations at gatherings, regarding the knowledge of bringing up
rabbits and their habits to raise awareness about the importance of life.

Creates posters to raise the awareness of the observation of the rules to use the library ("The Land of
Library Committee Dreams") so that the students can read books securely to enrich their minds. Lends books during
break time.
Gatherings
Committee

Makes plans of fun gatherings. Cooperates with the Safe School Committee, Health Committee, andothers to make plans for safe school gatherings in order to construct a secure school.

BroadcastCommittee

Corporates with the Library Committee to broadcast reading of the books about security and safety
during lunchtime broadcast. Broadcasts the message, "do not run in the hallways," before breaktime, to alert the students to support safe daily lives.

School Lunch
Committee

Gives an award once a month at the all-school morning assembly to the classes that do not breakany dishes, in an attempt to prevent injuries caused by a broken dish. Creates posters to alert thestudents to wearing masks and using placemats so that they can eat school lunches safely and canprevent food poisoning.

6. PTAThe parents appointed at a PTA general assembly are designated as PTA officers. They alert the parents to thepromotion of the safe school activities.
Generalassembly

PTA executive officers: Chairperson (1), vice chairperson (5), secretary,treasurer, auditor
Permanent committee:
Determines and assesses the plans for yearly activities.
Unit of the grades and classes
Unit of public relations
Units of guidance outside the school 3 gatherings per year
Unit of the adult class
Promotion Committee

7. Sugamo Mukohara Local Safety Center Council
In 2007, the police box at the Mukohara Intersection was closed. The local residents, Toshima City, and theSugamo Police Department cooperated to establish a crime-prevention organization. The Sugamo Mukohara
Local Safety Center Council makes periodical movements to watch over the community in an effort to create asafe local environment.
- 17 -

Indicator 2 Having the Safe School Promotion Organizations and the Policies
for the Safe School Formulated by the Local Steering Committees
Based on the Safe Community
1. “Plans Regarding Promotion of School Safety” (Ministry of Education, Culture, Sports,
Science and Technology: April 2012)
In April 2012, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) published the basic
direction of the policies in relation to the promotion of school safety in the forthcoming five years (2012 to 2016).
MEXT recommends programs for the safe school as the programs to promote school safety in a verifiable andscientific manner.
〇 Development of the policies based on the notion of safety promotion
 Arrangements and enhancement of the organization to collect information in relation toincidents, accidents, and disasters
 Reinforcement of the analytic and investigational functions to lead to verifiable safety
management
 Recommendation of exemplary cases of programs (ISS, etc.)

2. Principles Regarding School Safety in the Safe Community (2010)
The “School Safety” Commission, which is under management of the Toshima City Safe Community Steering
Committee, discusses basic policies and promotes the Safe School activities set by the Local Commission.
Challenge
1. Fostering thestudents’ ability to
predict and avoid
dangerPrevention target

Action Awareness Survey by students
 Patrol of school premises and creation of map showing
hazards at school by students
 ISS Assembly

Injuries on school premises
FY2013: 792 cases
FY2014: 678 cases PE Safety Check Card Safety instruction curriculum for classes

2. School’s instruction
organization
3. Preventing bullying

Psychological injuries
FY2013: 3 cases
FY2014: 4 cases

4. Improving traffic
safety awarenessTraffic accidents involving bicycles(Injuries off school premises)
FY2013: 0 cases
FY2014: 0 cases






Friendship Survey
Emotional Support at the School Infirmary
Activities with different age groups
Greeting program






Bicycle safety class“Bicycle License” used for six years
Bicycle helmet campaign
Traffic safety and crime prevention workshop

3. Promotion of the Creation of the Safe and Secure School Based on Toshima Education
Vision 2015 (2015)
Toshima Education Vision 2015, a policy within the “Toshima - City of Education”, was positioned as a basic
plan regarding the promotion of school education in Toshima City. Part of this implemented policy is the “Safeand Secure School”.
Safe and Secure School (Implemented Policy No. 54)
Hoyu Elementary School is aiming for re-designation as an International Safe School. We are using
the activities of Fujimidai Elementary School, which is aiming for designation, as a foundation topromote scientific measures based on data. We hope to apply this to all elementary schools and juniorhigh schools, and to promote the creation of a safe and secure learning environment.

- 18 -

4. Policies as a Designated International Safe School〇 The Plan for Letting the "Big Birds" Fly Away form the Nest (Principles of School Administration)
The education style we aim for is based on the image of a phoenix, the motif of our school badge, hatchingfrom an egg, growing with the joy of learning and the feeling of achievement, until they are able to fly fromthe nest, facing squarely into the future.
For that purpose, we endeavor to create a safe and secure educational environment based on the policies of
the national government, Tokyo Metropolis, Toshima City Safe Community and Toshima City Board of
Education. Our principle is based on education that helps students to like themselves, and nurtures a positive
sense of self.
〇 We have just celebrated the 13th anniversary of our school. We, together with the local
community, aim to achieve our goal of education: School that starts with your smile, that enables
you to express your minds with your words, and that lets you exercise your abilities in earnest.
〇 The Great East Japan Earthquake taught us about preparation for large-scale earthquakes andthe importance of the bonds in local communities.
To protect the lives of our students, our school tries to establish strong links with the parents andthe local community.
〇 Aiming to become an International Safe School that transmits information throughout Japanand overseas.
All students and faculty, as well as parents and the community, are working together to complete
the on-site audit and attain re-designation.
〇 The Slogan for the Student Council's Activities (From July 2011)

Unite our hearts as one, to keep
Hoyu Elementary School safe.
In July 2011, the current Safe School Committee
proposed this slogan. We have continued to use thisslogan “Unite our hearts as one, to keep Hoyu
Elementary School safe.”, as we actively carry out
programs.
The students use this slogan in the various activities
they lead. It is presented at the first student assembly of
the school year, where the ISS Committee chair andactivities are introduced.

〇 Principles regarding the Creation of the Safe School by PTA (From April 2012)
As we aim to create a “Safe and Secure school the community can be proud of”, the PTA board cooperates
with the school and promotes the understanding and participation of many parents in the Safe School
program.
(1) Accompanying the morning commute groups throughout the year, and the greetings movement towelcome students at the school gate
(2) Cooperation with the school to provide bicycle safety classes(3) Increase of bicycle helmet use, helmet recycling, helmet decoration(4) Traffic safety and crime prevention workshop(5) A crime-prevention class at the party gathering during the summer holiday- 19 -

Indicator 3 Implementing the Long-Term and Continuous Programs Covering
Both Genders, Whole Age Groups, Environment, and Situations
An overview of the long-term and continuous program implemented as we aim for a Safe School is given below.
These include programs conducted in the school for various targets including students, teachers, parents andcommunity, and programs conducted off school premises by community targets. The numbers 1-1, 1-2 etc. indicate
the measure No.
The following table is a cross-reference of student, faculty, parent and community activities conducted on and off
school premises.
1. Bringing up the students' ability to foresee
and avoid dangers
2. Organizations for guidance at school
3. Building good relationshipStudent
On theschoolpremisesIn theschoolbuildings

In theschoolgrounds

Outsidethe school

1-2 1-3
1-5 1-6
1-10 1-11
1-13 1-15
2-2 2-4
3-2 3-3
3-7 3-8
4-16 5-1
6-2 6-3

1-4
1-7 1-8
1-12

1-2 1-3
1-5 1-6
1-11 1-13
2-2 2-4
3-3 3-4
3-8 4-13
5-3 6-1

1-4
1-8 1-10
1-15
3-1 3-2
3-5 3-7
4-16 5-2
6-4

1-6 1-8
2-6 2-93-1 3-2
Schooling 3-5 3-7
route
4-8 4-10
4-15 4-16
5-4 5-8

In theschooldistrict

1-6 1-8
1-13 1-14
3-1 3-2
3-5 3-7
4-2 4-3
4-13 4-16

1st graders

4. Raising the awareness of thetraffic safety
5. Measures for high risks
6. Improvement of environment

Special education
class

5-7

3-1
3-4 3-5
4-9 4-13
5-3 6-1

1-15

5-7

1-3 1-5
1-7 1-8
2-1 2-3
2-5 2-7
3-1 3-4
3-6 4-9
4-16 5-1
6-2 6-3

1-3 1-5
1-8 2-1
2-4 2-5
2-8 3-1
3-5 3-6
4-16 5-2
6-1 6-4

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

2-3
2-7
3-4
4-13

Parents

1-3 1-5 112
3-4 3-5
4-9 4-13
4-16
5-1 5-3 5-5
6-1 6-2 6-3

1-5
3-4 3-5
4-13
4-16
5-2 5-3
6-1 6-4

5-5

4-11 4-12
5-6

5-7

1-8 2-3
3-4 3-5
4-16

2-7
4-13

1-8 2-9 3-4
3-5 4-6 4-7
4-13 4-15
4-16 5-3
5-5

4-11

5-7

1-8 1-9 2-3
2-7 3-4 3-5
4-4 4-13
4-16

1-8 1-9 3-4
3-5 4-4 4-5
4-7 4-13
4-14 4-16
5-3 5-5

3-3 3-4
3-8 4-6
4-13
5-3

1-9 1-10
1-15 2-6
3-3 3-4
3-8 4-1
4-4 4-8
5-8

Faculty- 20 -

Indicator 4 Implementing the Programs for the High-Risk Groups andEnvironments
The following types of programs are conducted. These include evacuation drills with participation of all students to
prepare for a megaquake with epicenter directly below Tokyo, to provide measures against heat from global warming,
to provide a safe commute for new 1st graders, and to provide a safe commute and safe environment for special needs
students.

1. Measures for Large Scale Earthquakes* Numbers such as 5-1 and 5-3 correspondto the measure No.

(1) Measures for the School Building Safety (5-1)
We had seismic reinforcement work from 1998 to 1999.
The shatter resistant glass is used for all the windows of the classrooms to minimize the damage of anearthquake.
(2) Evacuation Drills (5-3)
As we faced the Great East Japan Earthquake on March 11, we revised our plans, assuming the occurrenceof an earthquake with an intensity of 5 or larger on the Japanese seven-stage seismic scale.
Based on the plans, we repeat our drills in basic behaviors
Implemented 11 times a year
at the time of the occurrence of a disaster.
Major activity

Evacuation
site

Date

Objective

Assumption

4/14
9:40

Listen the emergency broadcasting.
Understand how to evacuate.
Learn the evacuation route.

An occurrence of a largescale earthquake
Aftershocks possible

1. Notice the emergency bell
2. Listen to the instructions correctly.
3. Understand the rules of the behaviors.

Schoolgrounds

4/30
13:40

Have the students go back to theirparents.

An occurrence of a largescale earthquake

1. Have the students go back to their parents.
2. Take care of the remaining students.

Schoolgrounds

6/10
11:00

Participate in the fire extinguisher
drill.
Understand how to use a fire
extinguisher.

An occurrence of a largescale earthquake
Fire in Home Economics
Room

1. A fire occurs. Evacuate to the school
grounds.
2. Watch and learn how to use a fire
extinguisher.

Schoolgrounds

7/3
10:25

Understand what to do to evacuate
during an intermission.

An occurrence of a largescale earthquake
Fire in Art Room

1. Listen to instructions correctly.
2. Follow the “OKASHIMO” evacuation rules
and evacuate.

Schoolgrounds

9/8
9:05

Evacuate safely to the school
grounds.

An occurrence of a largescale earthquake
Fire in Superintendent’s
Room

1. Listen to the notification of the earthquake
occurrence.
2. Be careful about aftershocks, and evacuate
to the school grounds.

Schoolgrounds

10/8
9:40

Understand secondary evacuation
methods.

Occurrence of large-scale
earthquake
Fire in the neighborhood

1. Listen to the school broadcast and evacuate
to the school grounds.
2. Secondary evacuation to Ward-operated
sports ground.

Ward ground

11/6
11:00

Understand how to evacuate if
information on intruder is received.

Intruder found near schoolgate.

1. Listen to emergency broadcast on intruder
information.
2. Quickly evacuate to gym.

Gymnasium

12/7
13:30

Understand how to evacuate during
cleaning, and evacuate safely.

1/25
9:55

Understand how to evacuate if
intruder enters school grounds.

2/24
9:40

3/11

1. Evacuate to school grounds from eachOccurrence of large-scalecleaning area.
earthquake during cleaning
2. Move in groups following group leader’stimes.
instructions.

Schoolgrounds

Entry of intruder fromschool gate

1. Listen to emergency broadcast on intruder
information.
2. Understand how to ensure safety inclassroom.

Schoolgrounds

Understand how to relay
information when the broadcast
cannot be heard.

An occurrence of a largescale earthquake

1. Listen to the evacuation instructions given
and evacuate.
2. Quickly and safely evacuate to school
grounds.

Schoolgrounds

Assess the achievements of theevacuation behaviors.

An occurrence of a largescale earthquake

1. Respond to sudden notices.
2. Utilize drills and evacuate properly.

Schoolgrounds- 31 -

(3) The Evacuation Manual in Case of Earthquakes
Felt on the School Routes (5-4)
An evacuation manual to be used when commuting
to and from school was prepared so that thestudents can act appropriately if an earthquake
occurs during their commute.
The manual was distributed to all students. The
school commute group leaders also carry a copy intheir backpack.
(4) Having the Parents Informed--Preparing for
Earthquakes (5-5)
We distributed, to the homes, the documents about
the possible future earthquakes anticipated. We
have been asking them to understand what to do toprepare for big earthquakes.

If an earthquake occurs on the way to school …
[Roles of group leader and sub-leader](1) “Do not move. Stay low.” “Don’t panic.”(2) Cover your head with your backpack
or bag.”If there is an adult in the vicinity, follow their instructions.
If there is no adult:(3) When the tremors stop
“Let’s wait at a safe place.”* Move away from things that could fall downsuch as glass, walls or utility poles.
(4) “Let’s carefully go to school.”If there is still some distance to school andtraveling could be difficult, “Let’s go home.”
After you get home, contact Hoyu Elementary School.
From your home phone : 3987-6275
From a mobile phone : 03-3987-6275

Group 91.

If an earthquake with an intensity of 5-minus or larger on the Japanese seven-stage seismic
scale occurs, Hoyu Elementary School protects the students, in principle, at school. The parents
are awaited to fetch their children.

2.

If an official warning is issued, come promptly to the school to fetch your child.
A notice will be sent with the Toshima School Safety Mail system.

* Toshima School Safety Mail system: System to send email information to all parents who have a mobile
phone.

2. New School Ground as a Safety Measure against Heat and to Reduce Injuries (5-2)
The school ground was renovated in October 2013. The heat absorption effect is better than the previous school
ground. Areas under parallel bars and school ground equipment were changed to a softer material to reduce
injuries.
3. Group Walk to Home by the First Graders (4-12/5-6)
1st graders go to school in school commute groups as other graders do. For the first month of school, 1st graders
are split up into groups according to the direction of their home. They walk together with traffic instructors andteachers so that they learn their own school route, and learn to observe traffic rules and walk safely.
4. Special Needs Education Class (Takenoko Class) (5-7)(1) Commuting Time
Eighty percent of the students belonging to the special needs education class (Takenoko Class) go to, andback from, school attended by their parents, so that they are free from the fright or anxiety about crossing
streets, bicycles, or the like and feel at ease to go to school.
(2) Classroom Arrangement
The special needs education class has its classroom on the first floor, facing to the school grounds, so thatthe students can easily evacuate to the school grounds if some disaster such as an earthquake and a fireoccurs.
(3) Increasing the Personnel
The 14 special needs students are fully supported with three regular teachers, one special needs classteacher, one education supporter, and one music teacher.

- 32 -

ｗ

Indicator 5

Evidenced Based Programs

1. Cause Analysis for Finding Challenges[Situation of injury occurrence on school premises]
Entrance Hall: 1%
Toilets: 1% Roads: 2%
Schoolgrounds:
49%

Staircases: 5%
Hallways: 6%
Specialclassrooms:
5%

FY2013Yearly injuries
by location(n = 792)

Classrooms:
21%

Schoolgrounds
Gymnasium
Classrooms
Specialclassrooms

Entrance Hall: 1%
Toilets: 2%
Roads: 1%
Staircases: 4%
SchoolHallways: 4%
Specialgrounds:
class51%
rooms:
6%

FY2014Yearly injuries
by location(n = 678)

Classrooms:
10%

Hallways
Staircases

Gymnasium: 10%

Injuries during morning
recess and noon recess:
FY2013: 44%
FY2014: 48%

Classrooms
Specialclassrooms
Hallways
Staircases
Toilets
Entrance
Hall
Roads

Toilets
Entrance
Hall
Roads

Schoolgrounds
Gymnasium

Gymnasium:
21%

Location
Schoolgrounds
Classrooms
Gymnasium(people)

Time
zone

Hallways

5-min.
intermissions

FiscalYear

Staircases
Specialclassrooms
Roads
Entrance
Hall
Toilets
OthersInjuries on school grounds:
FY2013 49%
FY2014 51%

Going
home

Lunch
time

Beforeschool hours

ClassesCleaning
times

Gymnastics
classes

20-min.
intermissions

After-lunchintermissions

When the time and place of injury occurrence in FY2013 and FY2014 are cross-examined, the injuries on
the school grounds were 49% in FY2013 and 51% in FY2014.
Injuries during morning recess and lunch recess were 44% in FY2013 and 48% in FY2014. Generally, there
were many injuries on the school grounds. As this graph shows, there were many injuries sustained during PE.
Fig. 5-1 Cross-tabulation of time and place of injury occurrence (From FY2013, FY2014 Infirmary data)

Injuries per 100
students were 1.9
people in FY2013.
This increased to
4.02
peoplein
FY2014. There aremany cases whererelatively
minor
cases are treatedprofessionally to be
safe.

Fig. 5-2 [Reprint]

Injuries requiring outpatient treatment (From “Casualty Fund data”)- 33 -

Table 5-3 Occurrence rate of the injuries
requiring outpatient treatment

Examples of injuries requiring outpatient treatment in
FY2014
 Fell while running 50 ms during PE. Landed on hand andbroke arm. (2nd grade, girl) Fell while playing tag during morning recess. Bumped
and bruised knee. (4th grade, boy) Slipped and fell when returning to class during lunch
recess. Broke ankle. (5th grade, boy) Bumped into friend when running during morning recess,and fell. Bumped head. (2nd grade, girl) Fell when trying to pick up a ball during lunch recess.
Bruised head. (4th grade, boy)

Table 5-4

FY2012

1.02% (5/489)

FY 2013

1.93% (9/467)

FY 2014

4.02% (19/473)

Occurrence rate of the injuries requiring outpatient treatment by time and place
2012

2013

2014

Total

No. of students

489

467

473

1429

Inside school building

2

7

8

17 (1.19%)

Outside school building

3

2

11

16 (1.12%)

During class

0

2

5

7 (0.49%)

Recess5

7

11

23 (1.61%)

Lunch/cleaning time

0

0

2

2 (0.14%)After school

0

0

1

1 (0.07%)

Table 5-5 [Reprint]

Occurrences of bullying

FY2012

FY 2013

FY 2014

FY 2015

Bullying case

7

3

4

2

Solved case

7

3

4

1

0

0

0

1

Under continuous

guidance

The 4th to 6th graders
conduct a Friendship
Survey once a month toprevent
psychologicalinjuries (bullying).
* Numbers for FY2015 arecurrent as of July

[Off school grounds: Situation of traffic accidents in Toshima City, and rate ofbicycle helmet use by Hoyu students]
Table 5-6 [Reprint]
As of July 2015
No. of bicycles
owned
1st grade63

No. of helmets
owned
69

Rate ofownership
110%

No. of helmets
owned
57

Usage rate
90%

2nd grade
3rd grade
4th grade
5th grade
6th grade
Takenoko

65
66
67
67
83
10

68
69
61
52
64
8

105%
105%
91%
78%
80%
93%

58
62
45
21
10
7

89%
94%
67%
31%
12%
70%

Total

421

391

93%

260

62%

- 34 -The students’ awarenesssurvey shows that morethan 90% of the students
own a helmet. However,the usage rate shows thatuse among older students
is low.
* The helmet ownershipexceeds 100% because
the child may not own
a bicycle but owns ahelmet.

2. Thirteen Major Programs
The leading prevention target in the school’s safety policy for Safe Communities is injuries sustained on school
grounds during recess and psychological injuries. “Injuries sustained on school premises” is also a target for
preventing injuries, and providing measures to identify and respond to injuries at an early stage. The challenges
are “Fostering the students’ ability to predict and avoid danger”, “Establishing the school’s instruction system”,
and “Preventing bullying”.
The second prevention target is “Traffic accidents while riding a bicycle”. Among traffic accidents in all ofToshima City, the rate of accidents while riding a bicycle is highest. There have been no bicycle accidents
involving Hoyu Elementary School students, but we are taking preventive measures.
Objective
1. Bringing up the ability of thestudents to foresee and avoid
dangers

What to prevent
Measure (Program)
Injuries on the school grounds Organizer: Students
during intermissions(1) Awareness survey by students(2) School patrol and creation of the map of possibly
FY2013: 792 cases
dangerous spots on the school premises
FY2014: 678 cases(3) Safe school assembly by the students

2. Establishing the school’s
instruction system

3. Preventing bullying

Organizer: Teachers(4) Use of safety instruction check card for PE and useof student’s safety point card
(5) Creating safety guidance curricula for each subject
and so forth

Psychological injuries
FY2013: 3 cases
FY2014: 4 cases

4.

Raising the awareness of
traffic safety

Bicycle traffic accidents[Toshima City]
FY2013: 14 cases
FY2014: 6 cases[Hoyu Elementary School]
FY2013: 0 cases
FY2014: 0 cases- 35 -

Organizers: Students, teachers(6) Friendship Survey(7) Psychological support at the school infirmary(8) Group activities by different graders(9) Greetings program

Organizers: Students, teachers, parents, community(10) Bicycle safety class(11) "Bicycle Rider's License" effective for six years(12) Campaign for Bicycle Helmet Awareness(13) Traffic safety and crime prevention workshop

3. Details of Programs
3-1

Fostering students’ ability to predict and avoid danger(1) Students’ awareness survey conducted by students
Once a semester, the Safe School Committee conducts the “Children’s Survey” for all students.
The results are tabulated by the students and presented at the school-wide Morning Assembly, ISS
Assembly and in the “Safe News” newsletter published by the students.
<Questions on Children’s Survey>□ How do you move around in the classroom, halls and stairs?
□ How do you play on the school grounds?
□ Have you ever felt danger during class? What was the situation?
□ Have you ever felt danger during cleaning time? What was the situation?
□ Have you ever felt uncomfortable when spending time with your friends? What was thesituation?

Q: How do you move around in the classroom, halls and stairs?

(1) Walk[Children’s observation]
There are students who run in thehalls and stairs, and there are
students who skip one or two
steps. Many students run so they
can get a space to play on theschool grounds.

(2) Sometimes run(3) Always run

Q: Have you ever been injured or almost injured on the school grounds?

(1) I play safely(2) I’ve almost been(3) I’ve been injured

Fig. 5-3[Children’s observation]
When playing tag, sometimes
the game is so intense thechildren lose sight of people
around them and collide withchildren playing other games.
Older students must play safely
while looking around andwatching out for younger
students.

Children’s awareness (Children’s Survey June 2015 n= 463)

The Safe School Committee reported these results to the ISS Assembly and has implemented programsfor improvement in each grade.

- 36 -

(2) School Patrols and “School Hazard Spots Map”
The Safe School Committee patrols the school. They use a tablet PC to take pictures of places they
think are hazardous. The students then prepare the “School Hazard Spots Map” while looking at thephotos and discussing the hazards. Safety measures are implemented by alerting the entire school for
hazards that can be improved immediately, and informing the principal of facilities that are difficult toimprove.

Let’s remind everyone
to be careful at places
that are hard to
improve.

There are puddles
after it rains. There’s
a risk of slipping
when wet.

School Patrols and “School Hazard Spots Map”
校内パトロールと校内危険箇所マップ作り[Hazards as seen by students]
Around large gingko trees and zelkova trees, garbage site, entrance floor, fire extinguisher in frontof Science Room, corner in front of Art Room, stair wells, stair handrails, under classroom desks,
serving table, 3rd floor water fountain, pillars in hallway, mop storage sites, 4th floor water
fountain

The principal was asked to improve the areaaround the large gingko trees and zelkova
trees. Mats were laid over the steel
mudguards.

- 37 -

(3) Safe School Assembly organized by students (ISS Assembly)
The Safe School Committee organizes a student assembly where they report on the “Map of the
Potentially Serious Incidents of Injuries” posted in front of the Infirmary, the number of injury
occurrences, and results on investigations they made of hazards. After these assemblies, each classdiscusses how they can prevent injuries. Parents and the community are also invited to participate anddiscuss traffic safety and crime prevention in the community.

Injured students put a sticker on the
Potentially Serious Incidents map toshow where they were injured.

The transition in injuries is posted in front of theInfirmary. Students in the Health Committee
post the numbers on the Injury Board.

The Safe School Committee presented the results of the Children’s Survey with skits andgraphs, and introduced their programs such as the School Hazard Spots Map.

Each class presented the results of their discussions on the “Children’s Safety Inspection Map”
prepared with the cooperation of the PTA and community. The PTA used videos to show
places where special attention is required.

- 38 -

3-2 School Instruction System(4) Utilizing PE Safe Instruction Check Card and Student Safety Point Card
In FY2013, the school ground was being modified and PE classes could not be held on the school ground from
July to October. However, the number of injuries sustained during classes in FY2013 showed a high numberof injuries sustained during PE. In FY2014, to reduce the number of injuries sustained during PE, the teachers
used a Safe Instruction Check Card and the students used a Safety Point Card.
[Hurdle Race: Safe Instruction Check Card][Confirmation before class] Is any hurdle broken? Is the bar fixed?
 Are the hurdles stored where they can be removed easily from PE Storage?
 Are the intervals for setting the hurdles marked?

[During preparation and sport] Is the hurdle removed from the dolly by two persons and handed over to the person carrying it?
 Are the hurdles carried one at a time by hand?
 Is the interval distance confirmed, and the hurdles set so they fall over properly?
 When raising the bar, do two persons raise the bar simultaneously so hands don’t get injured? Is the bar
fixed properly?
 Are the hurdles aligned straight on the course?

[Clean up] When lowering the bar, do two persons lower the bar simultaneously so hands don’t get injured? Is thebar fixed properly?
 Are the hurdles carried one at a time by hand?
 Is the direction checked when stacking the hurdles? Are they placed on the dolly by two persons?

[Confirmation after class] Are any of the hurdles broken?
 Are the hurdles stored where they can be removed easily from PE Storage?
○･･･Confirmed[Hurdle Race: Safety Point Card][Preparation]
 Check whether any hurdle is broken, and that all bars are fixed.
 Two persons must remove the hurdles from the dolly, and hand over to the person carrying them.
 Carry the hurdles one at a time by hand.
 Check the interval distance, and set the hurdles so they fall over properly.
 When raising the bar, two persons must raise the bar simultaneously so hands don’t get injured, andmust fix the bar.
 Confirm that the hurdles are aligned straight on the course.

[During sport]
 Kick off from a far position.
 Raise lead leg so the person in front can see the bottom of your foot.
 Drag trail leg sideways and move it over quickly.

- 39 -

[Clean up]
 Check for any damaged parts.
 When lowering the bar, two persons must raise the bar simultaneously so hands don’t get injured, andmust fix the bar.
 Carry the hurdles one at a time by hand.
 Check the direction when putting the hurdles away. Two persons must place the hurdles on the dolly.
○: Did it(5)

×: Couldn’t do it

Curriculum for Safety Instruction in Classes, etc.
There have been incidents of injury and accidents occurring in classes other than PE. A Safety Instruction
Curriculum has been prepared to cover all subjects and areas. The students use a safety point card for eachsubject.

○ Using a beaker Do not hold the beaker with wet hands.
(It could slip and drop.) When mixing a fluid, do not bump the glass rod against the side or bottom of the beaker.
(It could crack.) Do not touch the beaker directly until it cools down.
(You could get burned from a hot beaker.)○ Using a test tube
 Always set the test tube in the test tube stand.
(The test tube could slip and drop.)
 Do not use too much force when holding the test tube.
(It could crack.) Do not hold the test tube with wet hands.
(It could slip and drop.)
 Do not pour too much fluid to the test tube.
(The fluid could overflow if a reaction caused is harsh.)
 Do not use the wet test tube.
(It could break when it is heated.) Never point the mouth of the test tube at anyone when heating it or causing a reaction inside it.
(The fluid inside could get on other people.) Do not hold the brush handle too long when washing the test tube.
(The brush could go through the bottom of the tube.) Wash the bottom of the test tube by turning the brush.
(It could break if the brush is moved up and down.)○ Using a measuring cylinder The specific gravity of the measuring cylinder is high, so set it where it will not fall over.
(It could fall over and break.) Lay the cylinder down in the tray when not using it.
(It could fall over.)<Home Economics Safety Check List - Sewing Class>○ Sewing Set your needles in a pincushion, and count how many you have.
 When pulling a needle, hold the end, and pull it toward the inside.
 When cutting fabric, lay the blade of the scissors on the table and cut the fabric.

- 40 -

○ Ironing
Preparation and cleanup Place the iron on a level place, and connect the plug in the socket.
 Adjust the temperature according to the type of fabric.
 Wait for the iron to completely cool before putting it away.
 Do not touch the plug with wet hands.

During use
 Do not place hands in the path of the iron.
 Do not leave your seat when using the iron.
 Stand the iron up when not using it.

○ Sewing machine
Preparation and cleanup Before carrying the sewing machine, confirm that the case clasps are closed. Hold the bottom of thesewing machine when carrying it.
 Hold the plug when inserting and removing it.

During use
 Do not touch someone using a sewing machine, and do not touch a sewing machine in use.
 Do not look away from the needle.
 Sit so that your body is facing the sewing machine’s needle.
 Do not step down onto the controller with force.
 Do not place foot on controller unless you are sewing.
○: Did it- 41 -

×: Couldn’t do it3-3

Creating Good Friendships(6) Measures Based on Factual Bullying Surveys (Friendship Survey)
On the 20th of each month, the 4th grade and older students are surveyed on whether they have been
victims of bullying.
The educational guidance supervisor tabulates the results, and if any cases of bullying or suspectedbullying are found, the homeroom teacher and educational guidance supervisor confirm the situationand provide immediate instruction. If the case is determined to be serious bullying, an Emergency
Bullying Review Committee meeting is held and the issue is systematically handled.
The data collected and the cases handled are reported every semester to the Tokyo Metropolitan
Government and to the Toshima City Board of Education.
Table 5-7

Situation of bullying (from April to July 2015) (Excerpt from Friendship Survey)

Grade

BulliedBulliedReported by

Situation

Measures1

4th grade

Student A

Several boys

Student C

Verbal abuse; won’t sit next to victim

Guidance given, case solved

2

4th grade

Student B

Student D

The bullied

Left out of group; verbal abuse

Guidance given, underobservation(7) Psychological Support at the School Infirmary
We keep records of how many times specific students havevisited the school infirmary to collect the data. When somestudent is visiting the school infirmary too many times, westudy the situation. The school nurse, the teacher in charge,
the counselor, the educational guidance supervisor, and soforth will make cooperation to give psychological support.

Table 5-8Students visiting the school infirmary (Excerpt from the records of the schoolinfirmary visitors in 2014)

Class

Name

Apr.

May

June

July

Aug.

Sep.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

Total

1-3

Student A
(boy)

1

10

6

5

2

10

10

12

13

8

13

7

97

3-2

Student B(girl)

2

4

3

2

0

1

0

2

2

1

2

5

24

6-1

Student C(girl)

4

4

2

4

1

2

5

2

3

2

7

2

38

(8) Activities by Different Graders, "Friendship Group"
Eighteen groups are made by the all the students coming from the different grades ranging from 1st to
6th grades. They have an activity hour every month for their plays. The team leaders lead the students
so that the 6th graders may manage to find some kinds of play, in an organized manner, for all thegraders, including the students from the lower grades, to have a fun time.
Friendship Group Activities
 The playtime at the initiativeof the students Cleaning activities
 Having a lunch together

Fun time for an
exchange withdifferent graders

Experience ingood relationship

The Friendship Group activities are planned and managed by the 6th graders. Activities are held so allmembers of the group can become friends. We believe this increases awareness toward bullying.

- 42 -

Do you think that bullying is a bad thing no matter what the cause may be? (n=87)
1: Yes. Verymuch so.

2: Yes.
Generally so.

3: No. Not really.

4: No. Not at all.

0: Others, noanswerOurschoolEntireward

The number of 6th graders who believe bullying
is bad is 4.8% lower than the ward average.
Fig. 5-6

Changes in the awareness of the 6th graders about bullying (The survey regarding the
fixation of fundamental and basic matters--survey of awareness in April 2015)(9) Greeting Program
In this program started in FY2014, the Safe School
Committee, Delegate Committee and parents wear
“FOR YOU HOYU” armbands and carry out a greeting
program. The greeting is “Open your hearts and accept
everyone”. The hope is to create good relations andprevent bullying. By looking at each student’s
expressions, we hope to create student understanding.
From FY2015, the school commute group leader also
wears an armband. The number of parents who walkwith the school commute group and those participatingin the greeting program are increasing yearly.

3-4

Improvement of Traffic Safety Awareness(10) Bicycle Safety Classes Based on the Cooperation among the School, Parents, and Community
89.4% of all students own their own bicycle. Even among the lower grades, 84.2% already own a bicycle.
A bicycle safety class for all students has been incorporated in the curriculum, and is held with thecooperation of police, Traffic Safety Association, PTA board members, parents and the community.
2nd, 4th and 6th graders practice how to ride their bikes safely, and 1st, 3rd and 5th graders study traffic
safety rules.

- 43 -%No
A little
Yes

4th gradeFig. 5-7

5th grade

6th grade

Do you observe the traffic signs when you ride your bicycle?
(FY2014 Survey: 4th, 5th and 6th graders)％No
A little
Yes

1st
grade

Fig. 5-8

It was found that theawareness of traffic
rules declines withthe older grades.
With new Traffic
Laws, we mustensure the children
fully
understandtraffic safety.

2nd
grade

3rd
grade

4th
grade

5th
grade

6th
grade

At the traffic
safety class, thepolice teach thechildren how toride their bikes
properly and how
to check for safety
when riding theirbikes.
The
numberofstudents who say“They can do it”
declines with theolder grades.

Takenoko

Do you stop once at an intersection and look left and right before crossing?
(FY2014 Survey: All students)(11) "Bicycle Rider's License" Effective for Six Years
The students who finished a bicycle safety class have a bicycle rider's license issued. This license is createdby the members from the local traffic safety association. The students who were absent on the day of theclass take a supplementary class afterwards, so that all the students may have the bicycle rider's license.
Every year the students take the class, they attach a sticker on the backside of the license as a procedureof renewal. Thus, they can use the license for six years while they are elementary school students. The
children are taught to carry their license when riding their bicycles.
The notification on the backside<Pledge for riding a bicycle>
 I carry this license with me wheneverriding a bicycle.
 I wear a helmet.
 I check my bicycle.
 I follow the traffic rules.

- 44 -

(12) Bicycle Helmet Use Campaign
The Children’s Awareness Survey showed that generally the older students do not wear their helmets.
The Safe School Committee set the slogan “Let’s All Wear Helmets”, and has promoted use through the
ISS Assemblies, with sessions to decorate helmets and with a bicycle helmet use campaign.
At the Summer Parent-Child Festival held on July 18, 2105, the PTA organized a helmet campaign.
The PTA Chair notified the parents of the new bicycle laws that went into effect with the revised Traffic
Laws in June, and conducted a survey. These new laws were explained to the children and a simple
Q&A was conducted.

June 10, 2015
Ownership rate

1st
grade

Fig. 5-9

2nd
grade

July 8, 2015
Ownership rate

3rd
grade

June 10, 2015
Usage rate

4th
grade

5th
grade

July 8, 2015
Usage rate

6th
grade

Takenoko

Bicycle helmet ownership rate and usage rate (Survey on helmet use June and July 2015)

The helmet campaign board “Let’s All Wear Helmets” was posted at the students’ entrance so that all
students, parents and the community can easily see the activities. Stickers show the number of students
who always wear their helmet when riding a bike. 62% was achieved in the July 2015 survey.

- 45 -

(13) Traffic Safety and Crime Prevention Workshop (Preparation of Children’s Safety Inspection
Map)
In FY2012, many parents participated in a “School Route Inspection”. We received reports from about
100 parents. The program was improved in FY2014, and parents, neighborhood association chairs andwelfare officers worked together to prepare the “Children’s Safety Inspection Map” showing traffic
safety and crime prevention spots.

In July and August 2014, the “Community Safety Inspection - Survey of places you think
are hazardous for children” was conducted. A total of 211 responses were received including
127 from parents, 70 from the Community Plaza Hoyu, and 14 from neighborhood
associations. 443 items of information regarding traffic safety and crime prevention werepointed out. Comments included, “The Kasuga Road sidewalk has high levels of student,
pedestrian and bicycle traffic. The Otsukadai Park has poor visibility and there are many
blind spots”, etc. A workshop based on the survey was held in October.
A fixed point measurement of hazard spots identified by each group was conducted by
November. The results were incorporated into the Children’s Safety Inspection Map andpresented at the ISS Assembly on February 7, 2015.

- 46 -

Indicator 6 Having the Programs for Keeping Records of the frequencies andCauses of Injury Occurrences
1. Records of the Information on the School
The unit of educational guidance collects the data collected by the school infirmary and the questionnaire sheetsof the Friendship Survey, and analyzes them.
Injuries including minor ones
(data collected by the school
infirmary)
1

2

The school infirmary uses the Injury Record
sheet to collect the information about injuries
and accidents for the statistical analysis.

Analyzed
every week

Records of the injuries
on the school premises Injuries requiring outpatient
treatment (data for the casualty
fund)

To demand the payment of the casualty andmedical expenses for the students under
Analyzedsupervision of the school, the records are
every year
submitted to the Japan Sport Council by way ofToshima City.

Bullying Reality
Survey (Friendship
Survey)We conduct a survey with all the students
about what they think as bullying and whether
any of their friends is bullied.

The number of bullying cases

Analyzed
every month(1) Information Collected by the School Infirmary Including Minor Ones
The Injury Record sheet is used to keep individual records of "when," "where," "which part of the body,""how," "the type of injury," and "treatment" as well as "what are you doing" and "what did you do wheninjured."While the situation of the injury is recorded, the students are given an opportunity to think about what to
do to prevent injuries.
Flow of treatment at the(No.
)
Injury Record
Check byschool infirmarytheteacher incharge

Month
Day
(
)
What time did you come to the school infirmary:
Grade

Class

Name

*Circle the number if it is the case. Write your words in the parentheses.
1. When
2. Where(1) In the school ground (2) In the classroom(1) In the morning(3) In the gymnasium (4) In the hallway(2) In the 20-min. intermission(5) In the staircase (6) In the toilet(3) () in the () period(7) In the entrance hall(4) In the 5-min. intermission(8) Others ()(5) In the after-lunch intermission(6) In the lunch time(7) In the cleaning time(8) When going home(9) Others ()
4. What part of your body (right, left)(1) Head
3. What were you doing?
(2) Face ()(3) Arm (4) Elbow(5) Hand (6) Finger ()(7) Thigh (8) Knee (9) Shin(10) Foot ()(11) Others ()
5. How were you injured?
(1) Fell down
(2) Bumped into ()
6. Write what you should have done to(3) Cut with ()
prevent the injury.
(4) Others ()
7. Type of injury(1) Scratch, contusion (2) Bruise(3) Cut, stab (4) Pain
(5) Sprain, jammed finger(6) Burn (7) Eye injury (8) Tooth injury(9) Nosebleed (10) Skin ()(11) Others (）*When you finish writing, attach a sticker on the
Potentially Serious Incidents Map.

8. Treatment(1) Disinfection (2) Adhesive plaster(3) Cooling (4) Compress(5) Ointment ()(6) Others ()- 47 -

An injured student comes to theschool infirmary.

Fill out the Injury Record sheetby thinking about the cause.
6. Write what you shouldhave done to preventthe injury.

* Attach a sticker on the
Potentially Serious
Incidents Map.

The teacher in charge checks the
Injury Record sheet.

The sheet is returned to theschool nurse.

Table 6-1

Record of weekly injury occurrences (Excerpt)

June 1 to June 5, 2015

Total: 17
Time

Cumulative total: 103 cases (up to April)

No.

Date

Grade, boy/girl

Type

Place

1

June 1

5th, B

Scratch, contusion

PE class

School ground

TrippedCause

2

June 1

1st, B

Bruise20-min.
intermission

School ground

Bumped into someone

3

June 1

6th, BBurn

During classSpecial classroom

Touched hot frying pan during cooking
practice

4

June 1

1st, B

Scratch, contusion

5-minute break

School ground

Fell when going to Dream Land

School ground

Tripped while playing tag

5June 1

1st, B

Scratch, contusion

After-lunchintermission

6

June 24th, B

Bruise20-min.
intermission

School ground

Bumped into someone during a relay race andfell

7June 2

2nd, B

Bruise20-min.
intermission

School ground

Bumped into someone while playing dodgeball

8

June 44th, G

Scratch, contusion

PE class

School ground

Fell when picking up a ball

9

June 46th, B

Scratch, contusion

Lunch

Special classroom

Bit when eating

10

June 46th, B

Scratch, contusion

Lunch

Special classroom

Friend’s hand came into contact when standing

11

June 4

1st, B

BruiseAfter-lunchintermission

School ground

Bumped into friend while playing tag

12June 4

1st, G

Scratch, contusion

After-lunchintermission

School ground

Fell while playing tag

13

June 55th, B

Scratch, contusion

During classClassroom

Friend pulled chair out and fell

14

June 56th, B

Laceration, stab

5-minute break

Gymnasium

Stabbed by pencil in pocket

School groundHit by friend’s foot when playing soccer

15

June 55th, B

BruiseAfter-lunchintermission

16

June 5

2nd, G

BruiseLunch

Hallway

Bumped into someone when pulling lunch
wagon

17

June 54th, B

BruisePE class

Gymnasium

Bumped into friend while chasing(2) Records of injuries requiring outpatient treatment (From “Casualty Fund Data”)
Injuries and accidents occurring during school management that required outpatient care are recorded. The
following information is collected with a Surveillance Form.
Table 6-2

Excerpt from the body injury surveillance records (2014)

Injured

Time

Place

Situation

Purposeful

Involvement of others

Injury cause

Symptom

Treatment

12nd, G

10:15

School ground

PE

No

Alone

Stumbling

Fracture, arm

Outpatient25th, B

13:20

Hallway

After-lunchintermission

No

Alone

Stumbling

Fracture, ankle

Outpatient

34th, B

10:30

School ground20-min.
intermission

No

Alone

Stumbling

Bruise, knee

Treatment
finished

4

6th, G

16:00

School ground

Going home

No

Other student

Bumping

Contused
wound, head

Outpatient5

2nd, G

10:30

School ground20-min.
intermission

No

Alone

Stumbling

Bruise, head

Treatment
finished

6

4th, B

13:15

School ground

After-lunchintermission

No

Alone

Bumping

Contused
wound, head

Outpatient7

1st, G

14:30

Staircase

Going home

No

Alone

Bumping

Sprain, ankle

Outpatient8

2nd, B

13:10

School ground

After-lunchintermission

No

Alone

Bumping

Sprain, toe

Outpatient- 48 -

Table 6-3
Items Recorded

Record form of the injuries requiring outpatient treatment(1) Attributes of the injured (gender, grade, age) (2) When (3) Where(4) Doing what (5) Purposeful or not (6) Involvement of others (7) Cause(8) Name of injury (9) Body part of injury (10) Result of examination

Surveillance of Injuries under Management of School(for Elementary, Junior High, and High Schools)
Injured(1) Gender

1. Male2. FemaleTime(1) Month

Day

Year

Place

On the school premises
In the school building(2) Grade<Front Side>(3) Age(Date of birth: Month(2) Day of the week(3) Hour

MinuteDayYearam./pm.

: 1. Classroom 2. Laboratory 3. Gymnasium/indoor exercise room
4. Auditorium 5. Hallway 6. Entrance hall 7. Staircase 8. Others
Outside the school buildings : 9. Sports ground 10. Exercise/play facility 11. Swimming pool 12. Drain
13. Others
Outside the school
14. Street 15. Sports ground 16. Mountain 17. Forests and fields 18. Sea 19. Lake 20. River 21 Others
Occasion

Purposefulor notIn class according to school curricula
Subject (sub-subject), ethics, voluntary activity, integrated study:
1. Gymnastics (health and physical education) 2. Other subjects etc.
Special activity:
3. Class (homeroom) activity 4. Activity by the Student Council 5 Club activity 6. Ceremonial activities
7. Learning activity 8. Health, safety, or physical educational activity.
9. Excursion (trip), activity involving an overnight stay by a group
10. Laboring, productive, or volunteering activity 11 Others
In extracurricular activity according to the education plan by the school
12. Club activity 13. Camp school 14. Seaside school 15. Swimming training 16. Student guidance
17. Guidance counseling 18. Others 19. Intermission 20. Lunch time/after-lunch intermission
21. Specific hours before school hours 22. Specific hours after school hours 23. Others
Schooling on regular routes by regular methods or any similar occasions
24. Going to school 25. Going home 26. Others(Means for schooling 1. Walking 2. Bus 3. Railways 4. Bicycle 5. Motorbike 6. Motorcycle 7. Others)
1. Unexpected accident 2. Self-injury

3. Violence/fight

4. Others () 5. Unknown

Involvement
1. Alone 2. Involvement of another student 3. Involvement of a teacher 4. Others (of others
Cause ofinjury1.

) 5. Unknown

Traffic accident
The other party : 1. Car 2. Motorcycle 3. Bicycle 4. Pedestrian 5. Others
The student: 1. Car 2. Motorcycle 3. Bicycle 4. Pedestrian 5. Others
2. Collision
1. Collided against: 1. person 2. object
The student: 1. bumped 2. was bumped
3. Compressed (pinched/stamped) by: 1. a person 2. an object
4. Overturned (fell down/stumbled)
5. Fell off from the height of:meters/from
6. Scratched/was scratched
7. Cut/gashed with
8. Stabbed/was stabbed with
9. Bit/was bitten
10. Burned with
11. Drown/nearly drown
12. Poisoning from
13. Others
14. Unknown- 49 -)

<Backside>
Sickness/Injury
1Bone fracture2

Sprain3

Dislocation

4

Contusion/bruise

5

Ligament
injury/rupture

6

Contused wound

7

Cut

8

Stab

9

Chop

Body Part of Sickness/Injury

Body Part
Whole body
0 Body part

Head/neck
1 Brain injury

Fill in thenumber of
the body
part

10 Laceration

Other than head
injuries
2 Head3 Face4 Eye
5 Tooth
6 NeckTrunk
7 Chest(thorax)
8 Abdomen
9 Pelvis,
urinary/
sex organ
10 Back/
buttocks

Limb
Upper limb
11 Shoulder/
upper arm
12 Elbow/forearm
13 Wrist/hand/fingerLower limb
14 Hip joint
15 Thigh
16 Knee17 Lower leg/leg joint
18 Foot/toe

11 Scratch
12 Burn
13 Tooth fracture

Others
(14 Poisoning
15 Drowning
16 Accidental ingestion
17 Others

Result of Medical Examination

1 No treatment necessary
2 Treatment finished on the day
3 Outpatient treatment necessary
4 Hospitalization necessary
5 Others ()- 50 -)

(3) Understanding the Reality of Bullying
The questionnaire shown below is distributed to all the students in the 4th to 6th grades once a month toinvestigate the realities of bullying.
For Grades 1 to 3, teachers conducted interviews.
Table 6-4

The answer sheet of Friendship Survey☆ Friendship Survey
Hoyu Elementary School is trying to be a school where no bullying is seen, so we have fun here, enjoy being
here, and feel safe at school.
This questionnaire helps you feel safe and have fun in everyday life at school.
Bullying is not acceptable as a human act.
Our school will not tolerate bullying.
Let’s work together to create an environment that does not tolerate bullying.
We call it "bullying":(1) If somebody probably stronger than you is, or a lot of people are, doing something you don't like,(because you are too afraid to say anything or because nobody helps you)(2) If somebody keeps hitting at you, kicking at you, saying something bad to you, or doing something you don't
like,(3) If someone verbally abuses you or does something you don’t like using a personal computer or mobile phone(smart phone).
If even one of these applies, write “I’m being bullied” or “I saw a friend being bullied” on this form.
(About anything from MONTH DAY to MONTH DAY )<Let's talk about yourself.>
1. Are you bullied now?
1. Yes, I am.

2. No, I’m not.



Go to Questions 2 to 4.

Go to Question 5.

2. Do you have any trouble?

3. When did it start?
From about
4. Who did it to you?

- 51 -

<Let’s talk about your friends.>
5. Did you see anybody pick on somebody lately?
1. Yes, I did.

2. No, I didn’t.



Go to Questions 6 to 9.

You’re done. Write your name and hand in this form.

6. Who was picked on by somebody? Who picked on somebody?
Person being bullied

Person doing the bullying

7. What did he or did she do?

8. When did it happen?
From about
9. What did you do when you saw it?

This completes the survey.
Grade

Class

Name

- 52 -

Indicator 7 Having Methods for Evaluating the Effects of Changes in the
School Policy, Programs, and Processes
1. Management of the Program’s Running
The Curriculum Unit collects data and proposes measures. Based on these, the Local Commission takes
management of the whole program. The achievement indicators are used for assessing the effectiveness for
improvement.
Curriculum Unit
Promotion Committee
1. Collecting injury data
2. Students' awareness survey
3. Questionnaire survey

Creating a safe educational
environment in a high-density city

Ａｃｔｉｏｎ (improvement)
Improvement in the measures,continuation of the activities
Construction of the watchingover network

Lifestyle Guidance Section
Research Promotion
SectionSpecial Activities Section

Ｐｌａｎ (planning)
Planning of the measures, discussion
Formulation of the implementationplans
Ｄｏ (implementation)
Cooperative implementation of
the measures
Development of the safety
education programs

Local Commission
Local
Meeting
Ｃｈｅｃｋ (assessment)
Assessment of the effectivenessbased on the achievement indices
Verification of the indices,
identify new issues

Safe Community Promotion Committee

Japan Institution for Safe Communities

Assessment of all safe community activities

Assessment by a third party

The Asian Certifying Center
conducted a preliminary on-site
audit in June 2015.

- 53 -

2. Situation of performanceindicators for priority endeavors

Indicates how the rate or cases shouldchange for good results.
FY2012(1) Occurrence of injuries and understanding of cause(Improved/changed from FY2014)* Once a year: Survey of all students

FY2013

FY2014

97.5％

Self-evaluation
97.5%
Evaluation by others 25%

The evaluation method was changed from FY2014. This is because we believe the reliability of values
increases by incorporating both a self-evaluation and evaluation by others.
(2) Awareness and actions for prevention* Once a semester:Children’s Awareness Survey conducted by students

82％

83％

75％

The number of students who have developed a habit of reviewing their actions and acting with awarenesshas increased through the Safe School Committee’s school premise safety patrols and promotions, andwith the continued Children’s Survey.

Short- and mid-term(3) Awareness and establishment of safety(Implemented in FY2013; improved and changed from
FY2014)* End of school year:
Data on injuries sustained during PE

152 cases

111 cases

Since so many injuries were sustained during PE in FY2013, we evaluated the number of injuries
sustained during PE. In FY2014, we used the safety check sheet, etc., and found that the number of PE
injuries dropped.
(4) Number of bullying incidents* Once a month: Friendship Survey

7 cases[Suspicion]
67 cases

3 cases[Suspicion]
21 cases

4 cases[Suspicion]
12 cases

An effort has been made to prevent bullying by watching the children daily, conducting a Friendship
Survey once a month, and conducting classes on bullying at the start of the semester.
(5) Rate of bicycle helmet use* Once a month: Survey of all students

44.1％

51％

50％

The rate remained unchanged at 51% in FY2013 and 50% in FY2014. As of July 2015, the rate was
62%, showing that the decoration helmet class held last year was effective. We will continue to instruct
the children on the necessity of wearing helmets through the bicycle safety class, safety instruction andthe children’s helmet campaign, etc.
(6) Degree of traffic rule establishment(Improved and changed from FY2014)* Once a year: Survey of all students

53.2％

41.7％

The degree of traffic rule establishment in the third semester every year. Safety classes are held so thatthe children learn and follow traffic rules. From FY2014, the target was changed to 5th graders so thatchanges in the students’ behavior over time could be monitored.

- 54 -

Short- and mid-term(7) Traffic safety awareness by parents, etc.
(Improved and changed from FY2014)* Once a year: School evaluation by parents

60.2％

76％

The parents’, etc. awareness of traffic safety was evaluated each year by the rate of participation inparents’ workshops on school route and community safety. However, since FY2014 the method waschanged to a survey of parents’ safety awareness through a school evaluation so that we could evaluate
all parents.
(1) Number of injury occurrences/rate of occurrence(Including minor injuries)* End of school year:
Infirmary data for all students

1115 cases
232 cases/
100 people

792 cases
168 cases/
100 people

678 cases
143 cases/
100 people

Long-term

The rate dropped further from 168 cases/100 people in FY2013 to 143 cases/100 people in 2014.

Number of cases requiring outpatient care/rate ofoccurrence* End of school year:
Casualty fund data for all students

5 cases
1.0 cases/
100 people

9 cases
1.9 cases/
100 people

19 cases
4.0 cases/
100 people

The number of cases increased from 1.9 cases/100 people in FY2013 to 4.0 cases/100 people in
FY2014. We believe this is because even relatively minor injuries are being treated at the hospital.
(2) Number of traffic accidents involving bicycles* End of school year:
Tabulation of accident reports for all students
and police statistics

0 cases

0 cases

0 cases

The number of traffic accidents involving bicycles includes a tabulation of accident reports and police
statistics. There were 0 cases in both FY2013 and FY2014. Mimamori watching activities by parents
and the community, safety classes and daily slogan campaigns have helped the children stay safe
without accidents.

- 55 -

3. Evaluation Methods and Improvements
The achievements of each of the indicators are assessed and analyzed to make improvements.
< Indicators of the short- and mid-term achievements>
Evaluation
indicator

Indicator(1) Evaluation Method (2) Improvement(1)1

Occurrence of injuries andunderstanding of cause

(2)

(1)
2

Awareness and actions forprevention

(2)

(1)
3

Awareness and establishment ofsafety(2)(1)
4

Number of bullying incidents
(2)

(1)
5

Rate of bicycle helmet use

(2)

(1)
6

Degree of traffic rule establishment

(2)

(1)
7

Traffic safety in the communityand on the school route(2)

Changes in students resulting from the safety guidance based on the
yearly guidance plan are investigated and assessed.
Understanding of the occurrences of injuries of each grade and theirfactors is promoted. The safety guidance plans are improved. Evaluation
by others was started from FY2014.
The Safe School Committee conducts a questionnaire survey consistingof the same items for all the students once a semester.
As the survey results are followed continuously, the changes in theawareness and the actions of the students are understood, and arereflected in the activities by the Student Council.
Students’ safety awareness is surveyed once a year before and after thelearning to assess the changes and the degree of establishment.
The safety guidance curricula of all the subjects are created andimproved in linkage with the actual measures for injury prevention.
From FY2013, classes were improved to reduce the number of injuries
during PE.
The 4th to 6th graders have the Friendship Survey every month. The
number of bullying cases and its situation are understood.
For 1st to 3rd graders, the homeroom teacher observes the students’behavior and interviews the students.
In order to resolve bullying incidents, all the school personnel act in an
organized manner, analyze the causes of bullying, and provide
continuous guidance.
A survey is made every month for every grade to know if bicycle
helmets are owned and purchased to understand the situation of wearing
helmets by students and the transition of wearing helmets.
Campaigns are conducted at the assemblies of the students.
Questionnaire surveys are conducted with the PTA playing the majorrole to raise the awareness of the parents.
The degree of traffic rule establishment is assessed before and after thebicycle safety class and other safety classes. At the end of the school
year, the children are surveyed on traffic rules.
The contents of the classes have been improved. In addition, a sticker isput on the bicycle license after a class to remind children of what they
have learned.
Through the evaluation of the school by parents, a survey on schoolroute and community safety is conducted to identify the parent’s
awareness of hazards.
A workshop on community safety is held, and the mimamori watchingsystem is expanded.

< Indicators of long-term achievements>
89

The awareness of prevention is enhanced based on the injury data. The safety
Number of injury occurrences on
guidance curricula are reorganized to try to reduce the occurrences of injuries
school premises/rate of occurrence
and to reduce the ratio of such occurrences.
Number of traffic accidents
involving bicycles/rate ofoccurrence

The network for watching over the students by the parents and the community
is expanded to reduce the number of occurrences and the occurrence rate ofbicycle traffic accidents involving students.

- 56 -

Indicator 8

Continuously Participating in Domestic and International Networks

1. Participating in the Domestic Network

July 10, 2013
Observation of ISS Assembly by Chichibu City and Kitamoto City [Venue: Hoyu ES]
November 18, 2013 Participated in Atsugi Municipal Shimizu Elementary School ISS Re-designation Ceremony[Venue: Atsugi City]
February 28, 2014 Participated in Taito Ward Kinryu Elementary School ISS Designation Ceremony [Venue:
Taito Ward]
March 3, 2014
Exchanges with Toshima City Fujimidai Elementary School [Venue: Fujimidai ES]
June 4, 2014
Interviewed by Asahi Children’s Newspaper
August 5, 2014
ISS Seminar [Venue: Hoyu ES]
September 24, 2014 Appearance on Nippon Cultural Broadcasting’s “Kenji Fukui’s Good Morning Show”
October 17, 2014
Appearance on Nippon TV’s “News Zero” (Broadcast on October 23)
February 10, 2015 Visit of leading ISS areas by Towada City, Aomori Prefecture [Venue: Hoyu ES]
January 14, 2015
Visit from Tokyo Metropolitan Board of Education Community Education Support Section[Venue: Hoyu ES]
June 22, 2015
Exchanges with Toshima City Fujimidai Elementary School [Venue: Hoyu ES]
September 7, 2015 Exchanges with Toshima City Fujimidai Elementary School [Venue: Fujimidai ES]
October 7, 2015
Visit of leading ISS areas by Matsubara City, Osaka Prefecture [Venue: Hoyu ES]

Transmitting information nationwide as a designated ISS school
In June 2014, we were interviewed by the Asahi Children’s Newspaper as a designated Safe School. The Safe
School Committee explained the programs they are involved with daily.
The Health Committee explained the “Potentially Serious Incidents Map” they prepare and the “Safe News”
newsletter they publish monthly to reduce injuries.
In September 2014, we were featured on a program broadcast on Nippon Cultural Broadcasting radio. In
October 2014, Hirotada Ototake (member of the Tokyo Board of Education) talked about the ISS program on
Nippon TV’s “News Zero”. Our school’s activities were introduced to the entire country.

- 57 -

Exchanges with Toshima City Fujimidai Elementary School
In FY2014, Toshima City Fujimidai Elementary School announced their intent to acquire ISS designation. In
March 2014, the principal, Safe School Committee members and the ISS Promotion Committee members
visited Fujimidai Elementary School and introduced our activities as a designated ISS school.
In June and September 2015, the Student Council organized exchanges for the students of both schools.

2. Participation in international networks
March 2013 Visit to Taiwan Municipal Seishin Elementary School
March 2014 Visit by group from Taipei City Wenshan District

Visit to Taiwan Municipal Seishin Elementary
SchoolIn our visit to the Seishin Elementary School in Taiwan City, we learned many things about safety educationthat the school was conducting as a leading ISS school. The school’s programs for health education were
especially interesting.

Visit by group from Taipei City Wenshan District
A group from the Taipei City Wenshan District, a sister city of Toshima City, came to see our school’s ISS
programs.

- 58 -

Chapter 6

Future Programs and Prospects for creating a Safe and Secure School

1. Mid- to long-term goals(1) As a designated ISS school, we will continue to transmit information on school safety and security to
Japan and overseas.
(2) We will actively promote measures to prevent injuries sustained at school, psychological injuries andtraffic accidents based on evidentiary data, and will aim to reduce injuries sustained at school, cases ofbullying, and injuries sustained off school premises.
(3) We will foster the ability for students to predict and avoid danger, so that they can understand the role ofself-help and cooperation for disaster prevention and disaster measures, and act appropriately.
(4) We will strive to build the students’ physical strength on a daily basis, and foster rich minds and healthy
bodies.
(5) The school, parents and community will work together to create a school and community in which thestudents can live safety and securely.

2. Future prospects(1) The Safe School Committee will work to organize the ISS Expanded Committee, and the students willlead the ISS activities.
(2) The school’s organization will be used to conduct continuous analysis and evaluation of injury data. We
will use the Friendship Survey to prevent bullying and identify cases at an early stage.
(3) We will strive to increase the bicycle helmet usage rate.
(4) We will plan exchanges with the community, using the Community Plaza as a base, and will promote theISS programs.
(5) We will continue to modify and improve the Children’s Safety Inspection Map, and will increaseawareness of traffic safety, disaster prevention and crime prevention.
(6) We will work to expand the network in Japan and overseas. We will hold exchanges with designated ISS
schools and schools aiming for designation, and will organize a “Children’s Summit”.

- 59 -