Application to become a member of international safe school network
To make our school safe and peaceful

Bright, Cheerful and Smiling SakuraStudents

Dec. 9, 2021

Toshima City municipal
Sakura Elementary School

Table of Contents

Chapter 1 Overview of Toshima Kuritsu Sakura Elementary School ................. 1
1.

School name, school emblem and educational goals .................................................... 1(1)

Origins of the school name and school emblem ...................................................... 1(2)

Educational goals of the school .............................................................................. 1

2.

School size, etc. .......................................................................................................... 1(1)

Changes in the number of classes and students ..................................................... 1(2)

Number of classes, number of students (as of September 1, 2021) ......................... 2(4)

School timetable .................................................................................................... 2(3)

Number of teachers and staff ................................................................................. 2

3.

Situation of region ....................................................................................................... 3(1)

Geographical background ...................................................................................... 3(2)

Situation of traffic .................................................................................................. 3

Chapter 2 International Safe School program .................................................... 4

Chapter 3 Situation of injuries sustained at the school ..................................... 5
1.

Physical injuries ........................................................................................................... 5

2.

Emotional injuries caused by bullying ........................................................................... 9

Chapter 4 Issues to address with priority ........................................................ 10

Chapter 5 Programs based on eight indicators................................................ 11
Indicator 1 We have created a management system for improving safety based on thecollaboration of teachers, children, administration and custodial staff, and parents. ........... 11
1.

International Safe School Promotion Organization ................................................... 11

Indicator 2 Safe School policies decided by the Safe School Committee and Community

Council in a Safe Community setting. ............................................................................... 12
1.

Ministry of Education, Culture, Sports, Science and Technology (MEXT) “Secondary

Plan on the Promotion of School Safety” (March 2017) .................................................. 12
2.

Policies of Tokyo Municipal Board of Education ....................................................... 12(1)“Safety Education Program” (SY2020) .................................................................. 12(2)“Comprehensive measures to prevent bullying [Secondary] [School Program

Section] [Practical Program Section]” (SY2017) ............................................................. 12
3.

Policies of Toshima City .......................................................................................... 12

4.

School Policy .......................................................................................................... 13

Indicator 3 Long-term, sustainable, operational school programs covering both genders andall ages, environments, and situations .............................................................................. 14
1.

Improvement of environment ................................................................................... 15

2.

Regulations, rules, relationship building .................................................................. 15

3.

Awareness promotion and education ....................................................................... 16

Indicator 4 Programs that target high-risk groups and environments, and programs that
promote safety for vulnerable groups ................................................................................ 19
1.

Disaster preparedness ............................................................................................ 19

2.

Prevention of injuries .............................................................................................. 19

3.

Infection prevention measures ................................................................................ 19

Indicator 5 Programs are from the Evidence Base/ Scientific Knowledge Base (e.g., have
proven efficacy) ............................................................................................................... 20(1)

Results of safety diagnosis .................................................................................. 20(2)

Comprehensive disaster prevention drills ............................................................. 20(3)Creation of injury map ......................... エラー! ブックマークが定義されていません。

Indicator 6 Programs that document the frequency and causes of injuries – both unintentional (accidents) and intentional (violence and self-directed) .................................... 23
1.

Records of injuries sustained at school ................................................................... 23

Indicator 7 Evaluation measures to assess school policies, programs, processes, and theeffects of change ............................................................................................................. 24
1.

Progress management of programs ......................................................................... 24

2.

Measures and performance indicators ..................................................................... 25

Indicator 8 Ongoing participation in Safe Schools networks – at community, national andinternational levels. .......................................................................................................... 27

Chapter 6 Future activities and prospects for creating a safe and secureschool ................................................................................................................ 28
1.

Past performance ...................................................................................................... 28

2.

Future directions ........................................................................................................ 28

Greetings
Toshima Kuritsu Sakura Elementary School aims to obtain designation as
an International Safe School (ISS), recommended by the World HealthOrganization (WHO). The students, teachers, parents, and community
residents have continuously worked together to create a safe and secureschool.
Although our application was postponed by one year because of theCovid-19, the students have continued to lead initiatives to create a safe andsecure school based on data such as “when, where, and what type of injuries
are common.” The Student ISS Committee has been proactive in reviewing
Superintendent of Education

the “Sakura Shigusa (actions)” and “Sakura Rules,” created so that the

Toshio Kaneko

students can learn to live their daily lives properly and take care of others
and themselves.

Because of Covid-19, we had to cancel the disaster prevention drill held together with the community
in the last school year. This year, after repeated discussions with the relevant neighborhood
associations and various agencies, the “Comprehensive Disaster Prevention Drills” was held with thestudents, teachers, parents, and community with stringent infection prevention measures in place. I
would like to express my respect for all those who have worked hard to enhance safety and security.
In closing, I believe it is the role of adults in the community to ensure that our children can lead asafe and secure school life. I sincerely hope that our efforts to create a safe and secure school, supported
by our community task forces, will be recognized, and that our school will be designated as an
International Safe School. I would like to express my sincere gratitude to everyone involved.

Greetings
At Toshima Kuritsu Sakura Elementary School, we have aimed tocreate a safe and secure school. We have addressed educational activities
to receive international designation as an International Safe School (ISS).
Our activities last year were restricted because of the Covid-19. This
year, we are conducting initiatives to realize safety and security while
taking special precautions to prevent infections.
Our school’s rules, “Sakura Actions” and “Sakura Rules,” are thepillars of our school’s programs. These are school rules established by
the children to ensure that they can lead a safe and secure school life
together in a pleasant environment. In addition, the student committees
Principal

Daisuke Goto

comprised of members from each grade and 5th and 6th graders plan andconduct various activities. Parents cooperate by helping to create thesafety map and conduct crime prevention patrols, etc. This school year, members of the community
helped to conduct a joint disaster prevention drill.
We will continue to promote efforts to make Sakura Elementary School a safer and more secureschool while incorporating the students’ thoughts and ideas. I would like to take this opportunity to
ask for the continued guidance and support of the parents, the community, and everyone involved.

GreetingsThank you for your continued understanding and cooperation inensuring safety and security for the Sakura Elementary School
students.
Sakura Elementary School is located in the western part of Toshima
City, Tokyo. It opened when the Senkawa Elementary School andTaisei Elementary School merged in 2002. The Sakura Elementary
School PTA was established to promote the children’s happy andhealthy growth within the home, school, and community. Since then,we have conducted various projects while adapting to change asnecessary.
PTA Chair

Kanehira Yoshiyuki

In recent years, the environment surrounding our children has
become severe. In addition, the Covid-19 epidemic has forced
dramatic changes around the world, and the healthy growth andlearning of children are in a critical situation. I believe it is our responsibility as parents to ensure thesafety of the children who will lead the next generation and raise social awareness about them.
The Sakura Elementary School PTA will continue to collaborate with the school and community,
including each neighborhood association, Regional Residents’ Squares, regional youth development
committees, police, and fire departments, to create timely projects for the children.
We ask for your continued guidance and encouragement.

Greetings
Since 2020, Sakura Elementary School has been working towardreceiving international designation as an International Safe School(ISS). An ISS committee was started for this initiative.
Unfortunately, our activities have been stalled during the Covid-19
pandemic, but this epidemic is also a disaster. Even under the influenceof this pandemic and the declared State of Emergencies, I think it isessential to focus on the Three Cs (closed spaces, crowded places, closecontact settings) in our daily lives.
When the children themselves consider how to lead a safe and secureschool, they must look at the threesome of school activities, home life,
ISS Community Task
Force Chair

Yoshiko Motoyama

and activities in the community.
In particular, we must use functions to regularly check school routes,
playgrounds, parks, high-traffic areas, and areas dark at night in ourcommunities.
I hope that we can start community-wide mimamori-watching and patrol activities. If we cancoordinate this ISS activity with the entire community, I am sure that when the children become adults,
they will remember growing up here in their “hometown.” I ask for your cooperation and support sothat we can help make the children’s memories.

Chapter 1 Overview of Toshima Kuritsu Sakura Elementary School
Chapter 1 Overview of Toshima Kuritsu Sakura Elementary School
1.

School name, school emblem and educational goals(1) Origins of the school name and school emblem

Origins of the school name “What is Sakura?”○ The former Senkawa Elementary School and Taisei Elementary School were locatedat the sakura cherry tree embankment along the Senkawa Canal. The image of rowsof cherry trees from those days is has taken root among the community residents.
○ The school had many impressive cherry trees, which the students, parents, andcommunity members enjoyed.
○ The school name was written in hiragana to give a friendly impression.

School emblem “Sakura”
The school emblem is a simple design based on the cherry
blossom, the symbol of both the former Senkawa Elementary
School and Taisei Elementary School.

(2)

Educational goals of the school○ Compassionate children○ Determined children◎ Thinking children○ Energetic children~ Children who love
○ Having fun learningChildren loved by○ Lively activities○ Earning trust○ Reassuring ○ Complementing
2.

School size, etc.
(1) Changes in the number of classes and students

School year

SY2017

SY2018SY2019SY2020

SY2021

Number of classes

12

13

13

13

13

Boys

190

177

169

179

181

Girls

188

202

211

219

212

Total

378

379

380

398

393

* The number of students has not changed much over the past few years.

1

(2)

(3)

Number of classes, number of students (as of September 1, 2021)
Classes
Boys
Girls
Total
Grade 1

2

36

31

67

Grade 2

3

37

41

78

Grade 3

2

21

33

54

Grade 4

2

34

38

72

Grade 5

2

26

35

61

Grade 6

2

27

34

61

Total

13

181

212

393

(4)

School timetable

Number of teachers and staff(as of September 1, 2021)
Position
Principal
Vice-principal
Senior teacher, leadingteacher
Chief teacher
Teacher, school nurse
Class management assistant,lesson planning supporter
Teacher (math, ALT)Special support education
traveling guidance teacher
Special support education
specialist
Nutritionist
School support staff
Office manager, officeassistant
School counselor
Special support educationteacher
School doctor, school
pharmacist
School librarian
ICT supporter
Skip Sakura director
School Skip supporter
Crossing guards (Silver
Human Resource Center)
Custodian, school lunch
cooks(outsourced)

Numberof people
1
1
2
6
9
3
2
2
1
1
1
2
1
1
5
1
2
1
1
9
10

2

3. Situation of region(1) Geographical background
The Nagasaki and Minami-Nagasaki areas of Toshima City, where our school is located, are in
the northwestern part of Toshima City, adjacent to Itabashi City and Nerima City. The school
district is comprised of the entire area of Nagasaki 6-chome and Minami-Nagasaki 6-chome andthe areas of Nagasaki 5-chome, Chihaya 4-chome, and Kaname 3-chome. These areas were theschool district of the former Taisei Elementary School and former Senkawa Elementary School.
This quiet residential area, accessible by the Seibu-Ikebukuro line and Yurakucho subway line, isblessed with an excellent educational environment.
(2)

Situation of traffic

Kanamecho
Dori

Sakura Element ary
Scho ol

Senkawa
Dori

SeibuIkebukuro line●●

Place of accident involving bicycle
Place of accident involving automobile（3）Natural disasters
The Kanamecho Dori and Senkawa Dori routes with high levels of traffic pass through ourschool district. There are many traffic accidents. There are also many narrow roads. Duringcommuting hours, there is a lot of traffic of bicycles and motorcycles, which can be dangerous.
There have been no major accidents in recent years.
Since the Great East Japan Earthquake on March 11, 2011, 34 earthquakes with an intensity of
4 or higher have been recorded in Tokyo. There is an average of 3 or more earthquakes a year. If
we include earthquakes with an intensity of 3 or less, the number of earthquakes has increased inrecent years. Preparing for a major earthquake in the Tokyo metropolitan area, predicted to occur
within 30 years, is vital for all students, parents, and community residents.

3

Chapter
2 International
Safe
Schoolprogram
Chapter
2 International
Safe
Schoolprogram

May 2019 Launch of ISS program
declared•••Main programs (SY2019)
Held ISS briefing meeting for thecommunity
Established ISS Community Task
Force
Participated in ISS onsite
evaluations of Gyoko Elementary
School and Ikebukuro Honmachi
Elementary School

•
•
•

•

Main programs (SY2020)
Established Student ISS
Committee
ISS Community Task Force
Participated in ISS Designation
Ceremony for Gyoko Elementary
School and Ikebukuro Honmachi
Elementary School
Exchanged information withmembers of Ikebukuro-machi
School Block (Ikebukuro
Honmachi Elementary School,
Ikebukuro Junior High School,
Ikebukuro Daiichi Elementary
School) in a paper exchange
session.

July 2021 Pre-on-site evaluation

Main programs (SY2021)•

ISS Community Task Force•Comprehensive disaster prevention drills•

Slogan created and announced by Representative Committee•

In-school research (research class)•

ISS assembly

SY2021 in-school research[Research topics]
Nurturing children who can make independent judgments and act on
their own
~ Through educational activities from a perspective of safe and secureschool building ~June 2021: Grade 3 Class 1 Research class Discussion meeting
September 2021: Grade 5 Class 2 Research class Discussion
meeting
October 2021: Grade 1 Class 2 Research class Discussion
meeting4

Chapter
3 Situationof injuries
sustainedat theschoolChapter
3 Situationof injuries
sustainedat theschool

1. Physical injuries
Information on injuries sustained at school is collected as School Clinic data. Information on
symptoms requiring a hospital visit is collected as mutual aid disaster insurance data.
* Mutual aid disaster insurance is a policy that provides parents a payment (injury andaccident mutual aid benefits) if a student sustains an injury, etc., while under school
supervision. All Kuritsu elementary and junior high schools record the “situation, type, andcause of injury” and analyze the data once a year.
Fig. 3-1

Changes in the number of injuries

Number of injuries (SY2017 to 2020)
cases

2000

1775

1741

1500

1302
1128

1000

500

0
SY2017

Fig. 3-2

250

cases

SY2018SY2019Changes in the number of injuries by month

Number of injuries by month (SY2017 to 2020)

200
150
100
50
0

SY2017

SY20185SY2019SY2020

SY2020Fig. 3-3

Changes in number of injuries by location

Number of injuries by location (SY2017 to 2020)
800

cases

600
400
200
0

SY2017

Fig. 3-4

SY2018SY2019SY2020Changes in number of injuries by situation

Number of injuries by situation (SY2017 to 2020)
800

cases

600
400
200
0

SY2017

Fig. 3-5

SY2018SY2019SY2020Changes in number of injuries by location and by time

Number of injuries by location and by time (SY2017 to 2020)
2000

cases

1513

1500
1000

765
572

459

500
68

429
32

15

14

0
RecessPE class
Classroom

Schoolyard

6

Regular class
GymFig. 3-6

Changes in number of injuries by grade

Number of injuries by grade (SY2017 to 2020)
600

cases

500
400
300
200
100
0
SY2017

Fig. 3-7

SY2018SY2019SY2020Changes in number of injuries by cause

Number of injuries by cause (SY2017 to 2020)
1400

cases

1200
1000
800
600
400
200
0
Fall

Fig. 3-8

TumbleWeightCarelessness

Interpersonal
relationships

Flying object

Changes in number of injuries by symptoms

Number of injuries by symptoms (SY2017 to 2020)

cases

700

619

600

535

500
369
341

400
248
213
190
148

300
200
100

7957
3942

3136 6 27466544166640142344513636

Jammed finger

SprainNosebleed

0
Cut

ScrapePuncture
wound

SY2017

Bruise

SY20187SY2019SY20201 2 0 2FractureFig. 3-9

Fig. 3-10

Number of injuries sustained
during school commute(SY2017 to 2020)
60

Number of injuries sustained during
school commute by grade(SY2017 to 2020)

cases

60

51

40

40

37

34

cases

20
17

20

0
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
0
SY2017

SY2018SY2019SY2017

SY2020SY2018SY2019SY2020Fig. 3-11

Number of injuries sustained during school commuteby cause (SY2017 to 2020)25 cases
20
15
10
5
0
Fall

TumbleWeight

SY2017

Carelessness Interpersonal Flying object
relationships

SY2018SY2019Others

SY2020Fig. 3-12

Number of injuries sustained during schoolcommute by symptom (SY2017 to 2020)
30

cases

20

15

10
0

25

5 6

6

0101

0 00

SY2017

8

6
0

8
4
0000

SY20182
0 00

SY2019

2 2
0 0

0100

SY20204472

2. Emotional injuries caused by bullying
Our school’s primary education goal is nurturing “Compassionate children.” Our ideal vision of thechildren is, “Children who love their community, Children who are loved by their community.” We aim
for children who have fun learning and are active and hope to create a school that earns its trust while
being a reassuring place for the students. The first step toward achieving our educational goals is tocreate a school where children can feel safe and free from bullying.
Bullying is a continuous, one-sided physical and psychological attack against someone weaker thanoneself, causing the other person to feel serious pain, and is an unforgivable violation of human rights.
Fig. 3-13

Number of bullying complaints

Number of bullying complaints (SY2017 to 2020)
80 cases

68

60
44

42
40

29

20
0
SY2017

Fig. 3-14

SY2018SY2019SY2020Changes in number of bullying complaints by grade

Number of bullying complaints by grade (SY2017 to 2020)
30 cases 28
25
18

20
15

12

5

5
2

2

11

10

9

10

18

3

11

9

5

7

1

5
3 4

7

7
2 2 2

0
Grade 1

Grade 2

Grade 3
SY2017

Grade 4SY2018SY2019Grade 5

Grade 6

SY2020The survey conducted during the annual “Friendship Month” is used to identify cases of bullying at
an early stage. We hold discussions with the students and parents to clarify the facts and find a quick
solution.
The teachers and staff exchange information at the evening life guidance meetings and the bullying
prevention task force meetings. The students are instructed how to send SOS signs to the teachers.
Throughout the curriculum, the students are taught how to convey their thoughts with warm words toaccept feelings from the other person’s perspective.

9

Chapter
4 Issues
to address
withwithpriority
Chapter
4 Issues
to address
priority

We have clarified the issues we should address with priority based on the situation of injuries at our

Emotional
aspects

At school
Outside school

Physical aspects

school.
Location
Inside theschoolbuilding

Problems
Problem (1)Many injuries are sustained in
the classroom during recess（Refer:Fig.3-3）

Programs○Patrols by health teachers○Creation, posting, and use of injury
map○Practice of “Sakura Rules”

Outsidethe schoolbuilding

Problem (2)Many injuries are sustained in
the schoolyard during recess（Refer:Fig.3-3,3-4）
Problem (3)Many injuries are sustained in
the schoolyard during PE
class.
（Refer:Fig.3-4）
Problem (4)Injuries are sustained during
the school commute（Refer:Fig.3-9～ 3-12）
Problem (5)There is high possibility ofepicentral earthquakes（Refer: （3）in Page３ ）Problem (6)Some children have troubles
with friends.
（Refer:Fig.3-13～ 3-14）○ Patrols by health teachers, etc.
○“Zero accidents during PE class”
campaign○ Creation, posting, and use of injury
map○ Practice of “Sakura Rules”

Schoolroute
Other

Problem (7)Some students have warinessregarding to Covid19（Refer:Will explained at the on-site
Evaluation）

10○ Teacher, staff, and PTA greeting
campaign○Neighborhood group commute home
○ Survey of danger spots in theschool district○ Comprehensive disaster prevention
drills○ Human rights flower activities○ Practice of “Sakura Actions”○ Moral education class research○ Individual Counseling’sChapter
5 Programs
based
on eight
indicators
Chapter
5 Programs
based
on eight
indicators
Wehavehavecreatedcreateda management
systemfor improving
based
Indicator 1
Wea management
systemfor improving
safety safety
based ontheonthe
collaborationofteachers,
children,administration
andIndicator
1
collaboration of teachers, children, administration and custodial staff, and parents.
custodial staff, and parents.
1.

International Safe School Promotion Organization
Our school is taking part in the “Sakura Elementary School ISS activities” under the “School Safety

Task Force” and “Sakura Elementary School ISS Community Task Force” of the “Toshima City Safe
Community Steering Committee.”Toshima City Safe Community Steering Committee(Chair: Mayor of Toshima City)

Task forces for priority challenges
Prevention of
injuries andaccidents ofchildren

Safety of thephysicallydisabled

Safety ofelderly

Earthquake anddisasterprevention andpreparedness

Prevention ofsuicide anddepression

Bicycle safety

Safety incommercial andentertainment
districts

School safety

Prevention ofchild abuse

Prevention ofdomestic
violence

Sakura Elementary School ISS Community Task Force
Administrative agencies

SchoolCommunity-relatedgroups and agencies

Board of Education chair,
Guidance Section manager,
SC Promotion Section
manager, Civil Engineering
Section manager, Regional
Residents’ Squares Section
manager

Principal,
Vice-principal,
ISS Committee chair,
Curriculum coordinator
Life Guidance supervisor,
Special activity supervisor,
Health supervisor,
PTA chair,
PTA deputy chair,
Skip Sakura director

Chairs of each related
neighborhood association,
Youth Development
Committee chair,
Youth Development
Committee deputy chair,District welfare officer,
Chief child welfare officer,
Alumni association chair

Teachers and staff
Principal, Vice-principal,
ISS Committee chair, Life
Guidance Section, Special
Activities Section Eachschool management section,
Grade committee

Students
ISS Committee (chairs of eachcommittee),
Each committee,
Each gradeFig. 5-1

11

PTA
Executive committee
members,
Extracurricular activity
sectionIndicator
2 School
Safe School
policies
decidedbySafethe Safe
SchoolCommittee
Safe
policies
decidedby theSchoolCommittee
and andCommunity
CouncilCouncil
in a Safe
setting. setting.
Communityin Communitya Safe Community

Indicator 2

At Sakura Elementary School, we are promoting the building of a safe school based on the “Safety
Policies of the Japanese national government, Tokyo Metropolitan Government, and Toshima City.”

1.

Ministry of Education, Culture, Sports, Science and Technology (MEXT)“Secondary Plan on the Promotion of School Safety” (March 2017)
This plan is based on the School Health and Safety Law and indicates the direction and specificmeasures to promote school safety. This plan was formulated as a new five-year plan to succeed the firstplanning period (SY2012-2016) and is based on the deliberations of the Central Council for Education.
Source: “Secondary Plan on the Promotion of School Safety (Notice)”
1. Vision(1)(2)

We aim for all students to acquire the qualities and abilities related to safety.
Concerning student accidents under school supervision, we aim to reduce the number of fatal
accidents to zero to the extent possible. Regarding the rate of injury and illness incidents, we
focus on accidents resulting in disability and serious injury.

2. Policies of Tokyo Municipal Board of Education(1) “Safety Education Program” (SY2020)
The Tokyo Municipal Board of Education prepared the “Safety Education Program,”comprehensive teaching material in 2009. The program aims to teach the students and develop theability to predict dangers and contribute to the safety of others and society. The teaching materials
are distributed to all teachers at the Kuritsu schools in the City. Each school uses the distributed
materials to improve its safety education.
(2) “Comprehensive measures to prevent bullying [Secondary] [School Program Section][Practical Program Section]” (SY2017)
The “Tokyo Metropolitan Ordinance for the Promotion of Measure to Prevent Bullying” (hereafter,
Ordinance) was enacted in June 2014. In the following July, the Tokyo Municipal Board of Education
formulated the “Tokyo Municipal Basic Policy for the Promotion of Measures to Prevent Bullying”
and “Tokyo Municipal Board of Education Comprehensive Anti-bullying Measures (hereinafter,
former Comprehensive Anti-bullying Measures”).

(Excerpt) In the four years from 2017 to 2020,

all schools will strive to reinforce and thoroughly implement measures to prevent bullying, etc.,
based on these “Comprehensive Anti-bullying Measures [Phase 2].” This material was distributed to
all teachers at the Kuritsu schools and is utilized in classes.

3.

Policies of Toshima City
Safe and secure school following the “Toshima City Education Vision 2019” (SY2019)○ Fostering a lifelong attitude to participate in exercise■ Direction
The physical fitness and athletic ability of preschoolers, children, and students in Toshima City,
who live in the city, is not improving due to a decrease in time, place, and opportunity for exercise,as well as changes in lifestyle and play. In the past, we have fostered the habit of physical exercise
12and active participation in sports in school life through the “One School, One Program” movement.
Furthermore, we strive to ensure the quality and quantity of exercise for preschoolers, children,and students. We continue to collaborate with communities and families to promote physical fitness
on an ongoing and long-term basis.
In addition, we are enhancing our International Save School (ISS) programs to foster the students’ability to avoid danger.
Enhancing measures to prevent bullying○■ Direction
Concerning bullying, the “Toshima City Ordinance for Promotion of Measures to Prevent Bullying”
will be revised to further enhance the efforts of the entire ward. We will continue to strive for early
detection and early response to bullying, look at the structural issues that cause bullying, and promote
systematic efforts to prevent bullying and create schools where all students can live and learn withpeace of mind.
○

Promotion of educational activities supported by the community■ Direction
We will revitalize learning activities in the community, respond to various challenges, and promote
educational activities that use the academic functions available in the community.

4.

School Policy(1) Education Policy (SY2021)

Promoting the building of a safe and secure school.
〇 Eradicating bullying and establishing favorable human relationships〇 Creating a safe and secure environment(2) Main policies (SY2021)● We aim to receive ISS designation and to create a safe and secure school.
We will create places and opportunities for self-realization so that each student has a sense of
belonging, presence, and fulfillment in the class and can lead a happy life.

We will strive to create a school that is safe and secure for the mind and body.
We will strive to collaborate with parents and the community.
(3) Student Council activity slogan

Sakura’s students – Bright and cheerful with happy smiles
Let’s reach forward for our dreams(May 2021)

13

Indicator 3Long-term,
programs
covering
bothLong-term, sustainable,
sustainable,operational
operationalschool
schoolprograms
covering
bothgenders and allages, environments,and situations and situations
genders
and all ages, environments,
Indicator 3

Our school is conducting programs to increase safety based on the safety diagnosis.
These programs cover both genders, all ages, environments, and situations, as explained below.

Bullying, etc.

Emotional injuries

Inside the school building
Community

Outside school

Schoolroute

Physical injuries

Outside theschool building

At school(1: Environment improvement

2: Regulations, rules, relationship building 3: Awareness-raising, education)

Students

Teachers and staff

1-2. Creation, posting, and useof injury map (Program 1)
1-3. Safety inspections bychildren
1-5. Playground (Program 14)
3-1. ISS Newsletter3-23. “No talking during lunch”
campaign (Program 3)

1-1. “Zero danger spots at school”
campaign(Program 6)
1-4. Disinfection in school, displayof lineup marks (Program 7)
3-3. Emergency life-saving training
3-4. Safety instruction
3-5. Creation of curriculum forsafety education
3-11. Bullying Prevention
Committee
3-12. Sharing of information on
bullying cases
3-13. Moral education classresearch
3-28. “Zero accidents during PE
class” campaign (Program 2)

3-15. Traffic safety class for 1st
graders
3-17. Bicycle safety class
3-20. Pedestrian simulator

3-17. Bicycle safety class
3-24. Patrols by health teachers,
etc.
(Program 5)

3-17. Bicycle safety class

3-2. School route exploration
3-19. Emergency pickup drill
3-22. Neighborhood group
commute home

3-2. School route exploration
3-14. Teacher, staff, and PTA
greeting campaign(Program 11)
3-22. Neighborhood group commute
home

3-14. Teacher, staff, and PTA
greeting campaign(Program 11)
3-15. Traffic safety class for 1st
graders
3-19. Emergency pickup drill

2-4. Neighborhood exploration
2-11. Toshima FurustatoHometown Studies
3-18. Community safety map
3-19. Thank you card
3-27. Comprehensive disasterprevention drills(Program 13)

3-18. Community safety map
3-25. Survey of danger spots in theschool district (Program 8)
3-27. Comprehensive disasterprevention drills (Program 13)

2-11. Toshima FurustatoHometown Studies
3-18. Community safety map
3-12. Creation of school district
safety map by PTA(Program 10)
3-25. Survey of danger spots inthe school district(Program 8)
3-27. Comprehensive disasterprevention drills(Program 13)
3-26. Mimamori-watchingactivities by PTA andcommunity(Program 9)2-1. Greetings campaign
2-2. Cross-age group activities(Friendship group
activities)
2-3. Human rights flower
2-5. Practice of “Sakura Rules”“Sakura Actions”(Program 4)
3-6. Support of 1st graders by
6th graders
3-7. Storytime
3-9. Fundraising for UNICEF
3-15. Traffic safety classes for1st graders
3-16. 1st grader group commute
home
3-17. Bicycle safety class

3-7. Storytime
3-9. Fundraising for UNICEF
3-10. Collaboration with externalorganizations(emotional support by school
nurse and counselor)(Program 12)
3-11. Bullying Prevention
Committee
3-12. Sharing of information on
bullying cases
3-13. Moral education classresearch
3-14. Teacher, staff, and PTA
greeting campaign(Program 11)

3-7. Storytime
3-8. Discussion meetings
3-9. Fundraising for UNICEF

14

Community, parents Related
agencies

1.

Improvement of environment
1-1. Creation, posting, and use of injury map
New Continued Expanded Revised
TargetTeachers and staff
Outline of All teachers and staff are assigned an inspection area, and once a month, they conduct a
programsafety inspection of the facilities and equipment for which they are responsible.
1-2. “Zero danger spots at school” campaign (Share data on
New Continued Expanded Revised
injuries at morning life guidance meeting)TargetTeachers and staff
Outline of Every Friday, the teachers and staff exchange information based on injury data and share
programideas for improving the environment and giving life guidance.
1-3. Safety inspections by children
New Continued Expanded Revised
TargetStudents
Outline of Student members of the Sports Committee conduct safety inspections to prevent injuries
programfrom playground and sports equipment.
1-4. Disinfection in school, display of lineup marks
New Continued Expanded Revised
TargetStudents
Outline of Student members of the Sports Committee conduct safety inspections to prevent injuries
programfrom playground and sports equipment.
1-5. Playground
New Continued Expanded Revised
TargetStudents
Outline of The playing areas are split up so that the students can play safely.
program2.

Regulations, rules, relationship building
2-1. Greetings campaign
New Continued Expanded Revised
Students
TargetOutline of Throughout the year, all students in all grades take turns as the Greeting supervisors. They
programstand at the school gate, entrance, and hallways in the morning, greeting the students,
teachers, and staff.
2-2. Cross-age group activities (Friendship group activities)
New Continued Expanded Revised
Students
TargetOutline of Cross-grade level “Friendship Groups” from Grade 1 to Grade 6 are formed to conduct
programactivities throughout the year, including playtime, school-wide field trips, cleaning, andschool lunch.
2-3. Human rights flower activities
New Continued Expanded Revised
Students
TargetOutline of Every year, the Environment Committee members grow “Human Rights Flowers” toprogramsymbolize our activities to respect human rights.
2-4. Neighborhood exploration
New Continued Expanded Revised
Students
TargetOutline of Every year in the Grade 3 “General” and “Social Studies” classes, the students engage inprogramactivities to enhance their ability to think about what they can do, propose, and put into
practice to learn more about the town they live in and discover its good points andchallenges. The students deepen their ties with the community through these activities.

15

2-5. Practice of “Sakura Rules” and “Sakura Actions”
New Continued Expanded Revised
TargetStudents
Outline of A booklet that defines the Sakura Rules and Sakura Actions was created based on the
programstudents’ voices. The students bring this booklet to school every day. We nurture children
who are willing to act with consideration and compassion for the feelings of others.

3.

Awareness promotion and education
3-1. ISS Newsletter
New Continued Expanded Revised
TargetStudents
Outline of To raise awareness of the ISS activities, the ISS Committee conducts surveys andprogrampublishes a newsletter introducing the activities.
3-2. Food education activities
New Continued Expanded Revised
TargetStudents
Outline of The members of the School Lunch Committee conduct activities such as nutrition labeling,
programactivities to introduce topics related to menus and food offerings, and activities to promotenutrition education for preventing injuries.
3-3. Emergency life-saving training
New Continued Expanded Revised
TargetTeachers and staff
Outline of In the first semester of every school year, all teachers and staff attend a voluntary training
programsession on food allergies and an emergency life-saving class at the Fire Department to
respond to water-related accidents.
3-4. Safety instruction (once a month)
New Continued Expanded Revised
TargetStudents
Outline of Once a month, each class follows a monthly safety instruction plan to improve their safety
programawareness and crisis prevention skills in various fields. Teaching materials are designed tofocus on students’ “awareness” to encourage them to learn independently.
3-5. Creation of curriculum for safety education
New Continued Expanded Revised
TargetTeachers and staff
Outline of In addition to the curriculum for each grade level, a curriculum related to ISS activities
programhas been added to the content of safety instruction to provide systematic instruction.
3-6. Support of 1st graders by 6th graders
New Continued Expanded Revised
Target
1st graders, 6th graders
Outline of In April of the new school year, each 6th grader is assigned a 1st grader to help with
programprocedures such as organizing their belongings at the entrance and in the classroom when
they arrive at school and supporting them to have a smooth transition to school life.
3-7. Storytime
New Continued Expanded Revised
TargetStudents
Outline of Twice a year, the members of the Library Committee hold storytelling time. The teachers,
programstaff, and parents also hold story-telling sessions. We hope that the children will develop
warm and compassionate hearts, including caring spirits, through the stories.
3-8. Discussion meetings
New Continued Expanded Revised
TargetStudents
Outline of Once a year, a storytelling session and panel theater are held for the upper grades. We
programhope that the children will develop warm and compassionate hearts, including caring
spirits, through the stories.
16

3-9. Fundraising for UNICEF
New Continued Expanded Revised
TargetStudents, teachers, staff, parents
Outline of Every year, the Representative Committee members hold a fundraiser for about one week.
program
The collected money is sent to UNICEF. Through these fundraising activities, the students
learn about the situation of children around the world and improve their ability to think
about what they can do and practice.
3-10. Collaboration with external agencies (emotional support New Continued Expanded Revisedby school nurse and counselors)
TargetStudents
Outline of Counselors are available to talk to students who have problems or are dissatisfied with
programschool or classroom life. They listen to the student’s concerns and offer advice. We makean effort to create a quiet environment in which the students can easily seek help.
3-11. Bullying Prevention Committee
New Continued Expanded Revised
TargetTeachers and staff
Outline of Once a month, the teachers report on the situation of the students in each class. They work
programto understand the issues and share response measures, focusing on “bullying.” Theteachers are making an effort for “early discovery and early response” to bullying.
3-12. Sharing of information on bullying cases
New Continued Expanded Revised
TargetTeachers and staff
Outline of Once a week, the teachers report on bullying cases at the morning life guidance morning.
program
They work to understand the issues and share response measures, focusing on theperspective of “bullying.” The teachers are making an effort for “early discovery and early
response” to bullying.
3-11. Moral education class research
New Continued Expanded Revised
TargetStudents, teachers, staff
Outline of As a school, we are working on “Morals” class research. The teachers guide the students’programproactive discussions to nurture various perspectives, ways of thinking, and a rich mind.
3-14. Securing safety during school commute by teachers,
New Continued Expanded Revised
staff, crossing guards, police, and PTA
TargetStudents
Outline of We watch and protect the students from traffic accidents and suspicious persons throughprogramactivities to exchange greetings along the school route and at the school gate every
morning. The PTA members guide the students on their way to school during the “Traffic
Safety Week” in spring and fall. They also provide mimamori-watching at dangerous areas
along the school route.
3-15. Traffic safety class for 1st graders
New Continued Expanded Revised
Target
1st graders
Outline of In April, when there are many traffic accidents, the Mejiro Police teach the students how
program
to walk safely on the streets.
3-16. 1st grader group commute home
New Continued Expanded Revised
Target
1st graders
Outline of For the first month of the school year, the Grade 1 homeroom teachers and educational
programsupport staff accompany the 1st graders, split into groups by neighborhood, giving themguidance and mimamori-watching to ensure their safety.
3-17. Bicycle safety class (with the cooperation of school,
New Continued Expanded Revised
parents, and police)
Target
3rd graders
Outline of In the first semester of 3rd grade, when students are more likely to ride bicycles, a bicycle
programsafety class is held with the cooperation of their parents and the Mejiro Police Department.
Using a mock road, the students learn about traffic rules for riding a bicycle and how toinspect the safety of their bicycle.
17

3-18. Creation of community safety map
New Continued Expanded Revised
Target
3rd graders
Outline of The students take walks in the community and create a “Community Safety Map.”
program
3-19. Emergency pickup drill
New Continued Expanded Revised
TargetStudents, parents
Outline of Emergency pickup drills are conducted in preparation for disasters or criminal incidents. We also
work to raise safety awareness among students to pay attention to dangerous places along the
programschool route.

3-20. Pedestrian simulator
New Continued Expanded Revised
TargetStudents
Outline of Every year in April, the Mejiro Police instruct the lower grade students on how to walksafely on the streets.
program3-21. Creation of school district safety map by PTA
New Continued Expanded Revised
TargetStudents
Outline of At the beginning of every school year, the PTA prepares and distributes a safety-awareness raising
map that introduces the Children’s #110 homes, traffic safety, and places to watch out for
programsuspicious persons in the district.

3-22. Neighborhood group commute home
New Continued Expanded Revised
TargetStudents
Outline of At the beginning of each school year, the students are divided into neighborhood groups for a group
commute home from school in case of a disaster or criminal incident. The students interact with
programfriends from different grades who live in the same neighborhood and check the safety along theschool route. The teachers also inspect the safety of the school route and share information.

3-23. “No talking during lunch” campaign
New Continued Expanded Revised
TargetStudents
Outline of The students do not talk from school lunch preparation to the end of clean-up. The
students sit facing forward and eat without talking.
program3-24. Patrols by health teachers, etc.
New Continued Expanded Revised
TargetStudents
Outline of The health teachers take turns in groups of 3 to patrol the school building and schoolyard
and give safety instructions.
program3-25. Survey of danger spots in the school district
New Continued Expanded Revised
TargetTeachers, staff, community
Outline of The school district is patrolled to identify dangerous areas. The information is shared, andimprovements are made to ensure safety during the students’ school commute.
program3-26. Mimamori-watching activities by PTA and community
New Continued Expanded Revised
TargetStudents
Outline of The PTA mimamori-watch the students during their school commute.
program3-27. Comprehensive disaster prevention drills
New Continued Expanded Revised
TargetStudents, teachers, staff, community, parents
Outline of We think about disaster prevention and conduct drills together with members of thecommunity.
program3-28. “Zero accidents during PE class” campaign
New Continued Expanded Revised
Students, teachers, staff
TargetOutline of Rules for PE class and safe use of equipment are thoroughly enforced. The teachers also
participate in seminars.
program18

Indicator
4 Programs
that target
high-risk
groupsand environments,
Programs
that target
high-risk
groupsand environments,
andandprograms
that promote
safetyfor vulnerable
programs
that promote
safety forvulnerable
groups groups

Indicator 4

1.

Disaster preparedness
Since the Great East Japan Earthquake on March 11, 2011, 34 earthquakes with an intensity of 4 orhigher have been recorded in Tokyo. There is an average of 3 or more earthquakes a year. If we include
earthquakes with an intensity of 3 or less, the number of earthquakes has increased in recent years.
Preparing for a major earthquake in the Tokyo metropolitan area, predicted to occur within 30 years, isvital for all students, parents, and community residents.
Fig. 5-2
Fig. 5-3 Joint disaster prevention drill withschool, parents, and community
Number of earthquakes with an intensityof 4 or more recorded in Tokyo(March 11, 2011 to February 11, 2021)
50

27
4

3

0
Intensity 4 Intensity 5 weak Intensity 5

2.

Prevention of injuries
The injury map raises awareness of safety actions at injury hotspots.
The teachers in charge of health provide mimamori-watching during recess. They remind the students
to play safely in the schoolyard, etc. The playground is modified by making playground rules so that thestudents do not get injured.
Figs. 5-4, 5, 6 Initiatives to prevent injuries

3.

Infection prevention measures
The ISS Committee reminds the students of the “No talking during lunch” campaign. Lineup positions
are indicated with feet mark to maintain distancing.
Partitions made by the teachers are used so classes can be conducted while allowing for the exchangeof opinions.
Figs. 5-7, 8, 9 Initiatives to prevent infection

19

IndicatorPrograms
5 Programs
are fromthe Evidence
Base/
Scientific
Knowledge
Base
are fromthe Evidence
Base/
Scientific
Knowledge
Base

Indicator
5 have proven efficacy)(e.g.,(e.g., have proven efficacy)

At school

Outsidethe schoolbuilding

Problem (2)Many injuries are sustained in
the schoolyard during recess

Schoolroute

Problem (3)Many injuries are sustained in
the schoolyard during PE
class.
Problem (4)Injuries are sustained during
the school commute
Problem (5)There is high possibility ofepicentral earthquakes

Other

Emotional
aspects

Outside school

Physical aspects(1) Results of safety diagnosis
Location
Problems
Inside the
Problem (1)schoolMany injuries are sustained inbuilding
the classroom during recess

Problem (6)Some children have troubles
with friends.

Programs○Patrols by health teachers○Creation, posting, and use of injury
map○Practice of “Sakura Rules”○ Patrols by health teachers, etc.
○“Zero accidents during PE class”
campaign○ Creation, posting, and use of injury
map○ Practice of “Sakura Rules”○ Teacher, staff, and PTA greeting
campaign○Neighborhood group commute home
○ Survey of danger spots in theschool district○ Comprehensive disaster prevention
drills○ Human rights flower activities○ Practice of “Sakura Actions”○ Moral education class research○ Individual Counseling’s

Problem (7)Some students have warinessregarding to Covid19(2) 取組事例
Problem (1) and (2) “Prevention of injuries during recess”(1) See, Indicator 4 “2. Prevention of injuries” (p.19)(2) Creation of injury map
The Health Committee asks School Clinic visitors where they were injured and creates an “Injury
Map. The number of persons injured is tabulated. The monthly compilation results are posted in frontof the School Clinic.
Injury Map

Injuries occurred today
Injuries occurred in this year
Injuries occurred in this month Comparison of injury by year

20

Injury occurrence by month

Injury occurrence by Place

Injury occurrence by activities

The Student Health Committee
prepares an “Injury Summary”
newspaper every month anddistributes it to each class.

Problem (3) “Prevention of injuries during PE class”※運動・体力調査の取組や「体づくり運動」の取組み※運動委員会児童による運動具点検※教員の体育授業安全指導研修

21

Problem (4) “Injuries during the school commute”※Mimamori-watching activities by teachers, staff, and PTA Greeting Campaign.
※Safety guidance through neighborhood group commute home
Problem (5) “Preparing for disasters”※Comprehensive disaster prevention drills
Photo from comprehensive disaster prevention drills.
The school participates in a comprehensive disaster drill as part of our evacuation drills to raiseawareness of disaster prevention in cooperation with the community. Students and teachers work
together to raise awareness of safety and security.

Problem (6) “Prevention of Bullying, etc.”※ With initiatives by the taskforce of bullying prevention,
working on early identification, intervention and solution.
※ Guiding students to become persons with enriched spirit byprogram “flower of human right” and reading books.
※With “Sakura Shigussa (Sakura Behavior)”, improving students‘ability to solve problems by themselves.
Sakura Shigusa(safe behavior) Booklet

Problem (7) “Prevention of Covid-19
infection”※ Health check and disinfection of fingers
every day morning※ Establish of “New Life Style”※ Keep up-dated with new knowledge
Sigh on the floor to call forkeeping distance from others

22

Posters to call for wearing masks

Indicator
6 Programs
that document
the frequency
and causes
of injuries– bothPrograms
that document
the frequency
and causes
of injuries– bothun-intentional(accidents)
and intentional(violence(violenceand self-directed)
un-intentional(accidents)
and intentionaland self-directed)

Indicator 6

1.

Records of injuries sustained at school
Various information about injuries is collected, compiled, and analyzed by the School Clinic.
The “Injury Record” sheet is used at
the School Clinic to collectinformation on injuries and accidents.
The information is statistically
Records ofprocessed.
injuries
sustained at
Records to be submitted to the Japan
Injuries requiring aschoolSports Council to request medical
hospital visit
costs for injuries sustained by(Injury and Accident
students while under school
Mutual Aid Benefit data)
supervision are submitted to the City.
FactualAll students are surveyed toinvestigation of
Number of bullying
determine what they perceive asbullying
incidents
bullying and whether their friends(questionnaire)
have been victims of bullying.
Injuries including minor
injuries(School Clinic data)

12Monthly
analysisAnalyzed
once ayear
Analyzed
once asemester○ “Time,” “Type of injury,” “Injured body member,” and “Location” are recorded.
▪ Records on injuries sustained at school are shared by all teachers and staff with the school
management system.
▪ The School Clinic records and saves information regarding injuries, etc., sustained by students
visiting the clinic.
Date

Weather

Time ofarrivalTime ofdeparture

Grade

Class No.

Name

Type

2021/
04/09

Sunny

10:30

10:35

Grade
5

Class
1

14

〇〇 □□

SurgicalScrapeLeft knee

2021/
04/09

Sunny

11:10

11:13

Grade
3

Class
1

13

□□ △△

SurgicalOthers(Blow tothe eye)

Eye

2021/
04/09

Sunny

12:10

12:13

Grade
6

Class
2

24

△△ 〇
〇

Surgical

Pain

Lower
limb

2021/
04/10

Rainy

8:50

8:53

Grade
1

Class
2

2

〇〇 □□

SurgicalBruise

Face

2021/
04/10

Rainy

10:15

10:20

Grade
6

Class
2

10

□□ △△

SurgicalBruise

Lower
limb

Temp.

Pulse
Symptoms
rateApplication
for benefits

Transferredto daily log

Treatment

Place

TimingCause

Remarks

Treatment(Cleaned, protectedwith bandage)

Schoolyard

RecessFall

Tripped and fell.

○

Treatment (Iced)

Classroom

Regularclass

FlyingobjectHit by a piece of thickdrawing paper.

○

Treatment

Gym

Regularclass

Carelessness

Twisted while playing
dodgeball.

○

Treatment (Iced)

Classroom

Regularclass

Carelessness

Wobbled when walking andbumped into a desk.

○

Treatment (compress)

StairsRecessFall

Fell on stairs and hit right
knee.

○

23

Body
memberEvaluation
measuresto assessschoolpolicies,
processes,
Indicator
7
Evaluation
measuresto assessschoolpolicies,programs,
programs, processes,
the ofeffectsof change
and theandeffectschangeIndicator 7

1.

Progress management of programs
The principal, vice-principal, research supervisor, and persons in charge of research sections drafted
a program, which was reviewed by the research (ISS) plenary session. The program was further studied
by the research sections (Research Promotion Section, PR Section, Environment Resource Section) andinitiated. The ISS Community Task Force evaluates the program.

Principal, vice-principal, research supervisor, and persons incharge of research sections-> Research (ISS) plenary session

Compilation of ISS Committee’s
Survey of safety and security→ Program (4)Improvements based onreflection→ Programs (8), (9), (10), (11)

See

Act

Plan

Check

The Student Council discusses
and sets priority challenges

Reflection by teachers→ Programs (8), (11), (12)Students’ reflections(Student Council, each class)→ Programs (1), (4), (5)The school nurse compiles thehealth room data so that theclassroom teachers can see theactual situation of the grades andclasses.
The teachers supervising eachcommittee organize the activities
to be promoted by eachcommittee.

Do

Activities by students → Programs (1), (3),Activities by teachers→ Programs (2), (5), (6), (7)ISS Community Task Force(community, parents, related agencies, school)

24

2.

Measures and performance indicators
Performance confirmation (evaluation)

Program

Goal

Activity indicator

Short-term(changes inawareness andknowledge)

Mid-term(changes in actions
and attitude)

Long-term(changes in situation)

Program (1)Creation, posting,and use of injury
map

Zero danger spots in Safety inspections
the school building by teachers

Identification ofdanger spots byteachers

Repairs andimprovements after
the inspection

Reduction of injuriescaused by theenvironment

Program (2)“Zero injuries
during PE class”
campaign

Reduce injuries
sustained during PE
class

Reminders by PEteachers, enhanced
warm-up exercises

Raise awareness andlead to safe actions

Injuries are reduced
through continuous
reminders

Injuries caused byhorseplay andcarelessness are
reduced

Program (3)“No talking during
lunch” campaign

Students do not talk Instruction in classwhile eating and stay and reminders overcalm during
broadcasts
lunchtime

Lead to theprevention of Covid19

Stay calm during
lunchtime andprevent injuries

Students stay healthyboth physically andmentally by leading acalm school life.

Program (4)The child who takes
Practice of “Sakura care of themself andActions” andothers“Sakura Rules”

Use in class, etc.

Revision of content
by students

Students lead school
life following“Sakura Actions” and“Sakura Rules”

Students spend calmand peaceful school
life, and injuries andfights are eliminated

Program (5)Patrols by healthteachers, etc.

Reduce injuries
during recess

Reminders byteachers in charge ofhealth and enhanced
awareness

Students and teachers
have heightenedawareness that leads
to safe actions

The number of
injuries is reduced
through continuous
reminders

Injuries from
accidents such as
collisions are reduced

Program (6)“Zero danger spots
at school”
campaign

Early detection ofdanger spots in theschool to ensure asafe school life

Safety inspections
and awarenessraising by teachers

Early detection ofdanger spots andrepairs to prevent
accidents

Safe school life

Safe and calm schoollife

Program (7)Disinfection inschool, display ofline up marks

Recognize social
distancing andprotect safe schoollife

Confirmation byeach class

Dissemination of
rules

Increase in students
who follow rules

Reduction of injuries
and illness

Program (8)Survey of danger
spots in the school
district

Identify danger spots Identify danger spots Investigate danger
in the school district
spots

Reduce incidents and Incidents andaccidents throughaccidents in the school
continuous
district are reduced
confirmation andreminders

Program (9)Mimamoriwatching activities
by PTA andcommunity

Raise awareness toprotect children by
the community
during schoolcommute and after
school, etc.

Increase in danger
production andreminders

Program (10)Understand safety
Creation andand dangers in the
distribution ofschool district
safety maps by PTA

Strengthenawareness of safety
and security

Promote the activity

Identify danger spots Understanding of
danger spots andprovision of
information by PTA

Injuries sustained
during schoolcommute are reduced

Danger spots and safe Incidents andspots are recognized, accidents in the schooland students act
district are reduced
cautiously

Program (11)Teacher, staff, and
PTA greeting
campaign

Raise awareness ofExperience the joy
securityof greeting people
and spend school life
with a calm heart

Awareness is raised,leading to calmschool life

Fights andInjuries and fights areproblematic behavior reduced, and students
are reduced throughspend calm school life
continuous reminders

Program (12)Collaboration withexternalorganizations

Use of I-check,collaboration withSC, etc.

Collection of
information

Early discovery ofproblems

Continuous support

Students can spend
calm school life.

Program (13)Comprehensive
disaster prevention
drillsCollaborate with thecommunity to raise
disaster prevention
awareness.

Raise disasterprevention
awareness

Under review

Under review

Under review

Program (14)Designation of
playground

Reduce injuries
during recess

Raise awareness toprevent injuries

Thoroughly
understand rules

Ensure that rules arefollowed

Reduce injuries

25

3. Achievements to the challenges
Problem (1) and (2)“Prevention of injuries during recess”

Problem (3)“Prevention of injuries during PE Class”
Number of injuries during PE class(SY2017 to SY2020)

Number of injuries during recess(SY2017 to SY2020)
800

400

600

300

400

200

200

100
0

0
SY2017

SY2018SY2019SY2017

SY2020SY2018SY2019SY2020Although the number of injuries at PE classes and recess are slightly decreasing, it is not significant.
Therefore, continuous effort is going to be made in the collaboration at school.
Problem (4) “Prevention of injuries during theschool commute” (Repost Fig. 3-9)
Problem (6) “Prevention of bullying, etc.”

Number of bullying complaints(SY2017 to 2020)(Repost Fig. 3-13)
80

Number of injuries sustained
during school commute(SY2017 to 2020)

60
44

42

60

40

68

40

51
37

34

20
0

17

20

29

SY2017

SY2018SY2019SY20200
SY2017

SY2018SY2019SY2020The number of injuries has dropped in 2019 but increased

again in 2020.There seems to be some relation to sudden changes caused by Covid 19 in school life. With
support by parents and communities, we would like to work on injury prevention.
There is the similar trend in occurrence of bullying and troubles with friends. For those, we will continuallywork for prevention by providing individual counseling and other countermeasures
Problem (5) “Preparing for disasters”
Problem (7) “Prevention of Covid-19 infection”

Regarding to challenge (5) and (7), we will keep careful attention. With ideas and opinions from students, wewill work together to improve our capacity to cope with challenges.

26

Indicator 8

Ongoing participation in Safe Schools networks – at community, national andOngoing participation in Safe Schools networks – at community, national
international levels.
and international levels.
Indicator 8

In Toshima City
SY2019・Participated in ISS onsite
evaluations of Gyoko
Elementary School and
Ikebukuro Honmachi
Elementary School

SY2020・Participated in ISS
Designation Ceremony for
Gyoko Elementary Schooland Ikebukuro Honmachi
Elementary School・Exchanged information withmembers of Ikebukuromachi School Block(Ikebukuro Honmachi
Elementary School,
Ikebukuro Junior HighSchool, Ikebukuro Daiichi
Elementary School) in apaper exchange session.

SY2021

・Plan to participate in online
onsite evaluation for
Senkawa Elementary
School, Ikebukuro Daiichi
Elementary School, andIkebukuro Junior HighSchool・Plan a student exchangewith Fujimidai Elementary
School, etc.

Japan・Plan to participate in
Chichibu City, Saitama
Prefecture Designation
ceremony in July
・Plan to participate in
Matsubara City, Osaka
Designation ceremony inNovember・Plan to participate in preonsite guidance for Atsugi
City, Kanagawa
Prefecture27

OverseasChapter 6 Future activities and prospects for creating a safe and secure school
Chapter 6 Future activities and prospects for creating a safe and secure school
1. Past performance〇 The Student ISS Council discussed the “Sakura Actions” and “Sakura Rules” programs and reviewed andrevised the content based on a questionnaire of all students.
Because the students could proactively think about their committee activities from a perspective of “safety
and security,” we anticipate that they will lead their effort to various programs.
〇 The situation of injuries could be clearly understood with the injury map and injury newspaper (HealthCommittee). We can use this for early reminders and problem resolution.
〇 With the “No Talking during Lunch” campaign (for Covid-19), the students could spend lunchtime frompreparation to cleanup calmly. The students were able to lead efforts for Covid-19 prevention.
〇 Injuries sustained during the school commute were reduced with the 1st and 2nd grader pedestrian simulator
and school commute instruction.

2. Future directions〇 Many injuries are sustained during PE class. We must enhance our seminars on PE instruction, etc., andreduce the injuries sustained during class.
〇 Many activities could not be held because of Covid-19 and had to be modified, such as holding sessions
online.
〇 We will utilize the injury map and injury newspaper (Health Committee), etc., to reinforce programs
conducted by each class, grade, and committee〇 We will strengthen our initiatives to prevent emotional injuries.
〇 We will continue strengthening programs held in collaboration with the community and parents, focusing oncomprehensive disaster prevention drills.

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SDGs 未 来 都 市 と し ま

豊島区は持続可能な開発⽬標（SDGs）を⽀援しています。

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