Application
to become a member ofInternational Safe School network(re-designation)

SEIWA ELEMENTARY SCHOOLTOSHIMA CITY, TOKYO
2022 December

１Chapter 1

Outline of Toshima City Seiwa Elementary School

Outline of Toshima City Seiwa Elementary School1(1) Established in 1950
Celebrated 70th anniversary in 2020 (72nd year from establishment in 2022)(2)

Origin of school nameWhat is “Seiwa”?
○ The image of monks gathering and cheerfully training even amid harsh conditions(Buddhist teachings)○ To be calm and peaceful. To be in a clear and warm spring season (from Daijirin).

(3)

School’s educational goals○ Students who think, apply, and challenge○ Students who learn deeply and create○ Students who recognize each other, and grow with rich hearts(4)

School scale, etc.
Number of

Boys

Girls

Total

1st grade

36

27

63

2nd grade

41

29

70

3rd grade

27

26

53

4th grade

32

32

64

5th grade

33

42

75

6th grade

33

35

68

Total

203

191

394

students

Fig.

8:10
8:20
8:25

* Our school has a class for special-needs
students.
Students who require special support

8:35
8:40
9:25
9:30
10:15
10:35
11:20
11:25
12:10
12:55
13:30
13:35
14:20
14:25
15:10

School schedule
Arrival at school
Preparation time
School-wide assembly (Monday)
Morningstudies(Tuesday,Friday)Reading time (Thursday)
Morning meeting
1st period
Preparation time
2nd period
Recess
3rd period
Preparation time
4th period
Lunch
Lunch recess
Preparation time
5th period
Preparation time
6th period
Afternoon homeroom

Fig. 2
ISS Mascot[Seiwa-kun]Protecting safety

ISS Mascot[Hato-chan]Protecting security[Changes in number of students]
The number of students has not fluctuated over the years, with approximately
400 students each year. Currently, there are 13 classes. Only the 2nd grade has
three classes, and the other grades have two classes.
２

2

Situation of district[Situation of traffic]
There are busy roads and narrow streetsaround the school. Students need to be careful
about their safety commuting to and from

Seiwa Elementary School

Map (Photo 3-(1))

Photo 3-(3)Photo 3-(2)３Photo 3-(4)Chapter 2

International Safe School Program

November 2017
Declaration of launch of ISS programFebruary 2018
July 2018

Visit by Dr. Shiraishi

Community Taskforce Committee established

November 2018

Community Taskforce Committee meeting* Held several times a year since thenJuly 2019

Preliminary review

November 2019 Onsite evaluation
January 2020

Joint designation ceremony with Gyoko Elementary

School and Ikebukuro Honcho Elementary School (Toshima Civic Center)

December 2022

December 2017

Onsite evaluation for re-designation

Student’s ISS Program Declaration

March 2018

Students’ questionnaire survey conducted

April 2018

1st Phase slogans created and released

May 2018

Student ISS Committee “Luncheon Meeting”

February 2019

Exchange with Gyoko Elementary School, an ISS DesignatedMarch 2019

ISS activities handed over

April 2019ISS 2nd Phase slogans created and released

July 2019 Presentation of initiatives at preliminary review

November 2019

Presentation of initiatives at onsite evaluation

January 2020

Presentation of initiatives at joint designation

December 2022

Presentation of initiatives at onsite evaluation for

re-designation

Fig. 4４

Chapter 3

Situation of Injuries

3-1. Physical injuries (1)The number of injuries per year and per day is decreasing

School was temporarily closed
due to Covid-19 between MarchSY2019 and May SY2020

800 incidents
700
600
500
729
400
300
200
100
0
SY2017

4

incidents

3.5
3
2.5

784

2

465

1.5

341

298

1
0.5
0

SY2018Declaration ofprogram

SY2019SY2020

Number of cases per year

First
designation

SY2021

Number of cases per day

Fig. 5 Source: Nurse’s Office visit records

Since we declared the launch of ISS program in November 2017, the number of injuries
has been on a downward trend. Although there were temporary school closures, etc., in
SY2019 and SY2020, the number of injuries per day has also been on a downward trend.

3-1. Physical injuries (2)180Many injuries occur during recess and PE classes.

incidents• Falls • Collisions• Inattentiveness • Tumbles• Falls on unicycle, etc.

153

160
140

The schoolyard could not be usedfrom May to November SY2020
due to renovations.

120
100

77

80

58

60

38

40
20

10

36

30

2931

21

2

1

0

SY2019SY2020

SY20210Classroom

45
29

10
SY2019Recess time

36
21

3

1

SY2020

SY2021

Schoolyard

PE class

Fig. 6 Source: Nurse’s Office visit records

５

1517
0

SY2019Regular class

45
29
1

0

SY2020

SY2021Gym3-1. Physical injuries (3)In all grades, many injuries have occurredbecause of falls and inattentiveness.
120
incidents

95

100
80
60
40
20

82

6
57
39

4
15
9
1

7
6
17
9

28

0

47

5
11

25

16

18
3

18

50

8
6
23

31
43

20
2
9

2
14

97

95

13

17

20

57

22

12
11
27
1
6

41

13

17

50

31

32

9
3
8
11

1
28

9
14

61
26

11
8
22

5
2
14
5

18
9

20

60
38

13
4
21

10
6
14
8

20

1st
2nd
3rd
2nd
3rd
4th
3rd
4th
5th
4th
5th
6th
5th
6th
6th
grade grade grade grade grade grade grade grade grade grade grade grade grade grade grade
2019

2020

Falls

2021

2019

Tumbles

2020

2021

Heavy loads

2019

2020

2021

InattentivenessFig. 7 Source: Nurse’s Office visit records

2019

2020

Human contact

2021

2019

Flying objects

2020

2019

OthersIn all grades, the number of injuries tends to decrease as students advance to the next
grade. The most common causes of injury are falls, inattention to one's surroundings, anda lack of attention when handling tools such as box cutters.

3-1. Physical injuries (4)There were many bone fractures due toenvironmental changes (Covid-19 pandemic, schoolyard renovation).
In SY2020, many students suffered bone fractures during PE class.
incidents

7
6
5

Cavalrybase or3

In warmups and

4

gym

3

3

1
1

1
SY2020Classroom

Schoolyard

1

0
1

4

2

1
1

0

SY2021Gym

In the vaulting exercise

20
SY20192

5Playing ball oron the jungle

friend's feet

3

1

6

3
2

7

games, kick-tripping over a4

incidents

1

Others

SY2019SY2020

SY2021

Regular class

PE class

Recess time

OthersFig. 8 Source: Nurse’s Office visit records

We suspect that the students lacked physical activity in SY2020 due to the Covid-19
pandemic and schoolyard renovations, resulting in decreased motor skills. We believe thiswas a contributing factor to the high incidence of bone fractures.
６

3-2. Experience of close calls(A “Close Call Survey” of all 392 students was conducted in June 2022.)
1. Have you ever felt unsafe during your school commute?
Close call that could have led to traffic accident or injury

42%

90

School commute route

58%

41

Hallway/stairs

10

Classroom

Yes

No[Percentage of responses]○ 24%: Almost collided with a car/motorcycle.
○ 23%: Almost collided with a bicycle.
○ 14%: Suspected suspicious person (approached,photographed, or followed).
○ 9%: Tripped and almost fell over.

6

Park, etc.
Schoolyard

2

Others4

incidents

Fig. 90

Source: “Close Call Survey”

20

40

60

80

100

There have been collisions that could have resulted in serious traffic accidents. (including
times other than school commute)
School year

Situation Grade

Outline of accident

SY2019None

SY2020Afterschool5th

On way home

4th

While riding a bicycle down a hill, the brakes failed and thebicycle collided with a car traveling on an intersecting road.
Was running on the road and almost collided head on with abicyclist.
While riding a bicycle, slipped and fell on a road storm draincover.

from schoolAfter
school

SY2021

6th

Fig. 10 Source: “Life Guidance Section Notes”

2. Have you ever felt unsafe in class?

Places where you felt unsafe during class (June 2022 survey)
19%

26Classroom

81%

24
17

Hallway/stairs
Schoolyard

7

Gym

Yes

No

2
2

Rooftop
OthersFig. 11
Source: “Close Call Survey”

0

10

７

20

30

[Percentage of responses]○ 25%: Almost fell on thestairs.
○ 18%: Almost fell or fell ona desk or chair.
○ 14%: Tripped and almost
fell over.
○ 11%: Almost collided withsomeone.
○ 9%: Almost cut a finger
with scissors or otherincidents

3. Have you ever felt unsafe during recess?

Places where you felt unsafe during recess(June 2022 survey)

43%

57%

70

Schoolyard

58

Hallway/stairs

36

Gym

Yes

No

22

Classroom

13

Rooftop3

OthersFig. 12Source: “Close Call Survey”

020[Percentage of responses]○ 42%: Almost collided with someone.
○ 20%: Tripped and almost fell over.
○ 15%: A ball came flying at me.
○ 9%: Almost fell on the stairs.

40

60

80 incidents

3-3. Emotional injuries ~ Complaints about bullying ~Number of bullying complaints received (SY2019 - SY2021)
incidents

40
35

38

37

2

30

30
25

4

21

20

5

12

16

15
10

7

15

18

10

0
SY2019SY2020
1st term

2nd term

SY2021
3rd term* Including small troubles* Number of cases does not equal thenumber of people involved.

Fig. 13 Source:"Bullying Survey”
The number of bullying complaints received has remained high for the past several
years, at more than 30 cases. Each of these troubles was resolved by mutual discussion,counseling, and other early measures. However, new troubles are occurring. We arefurther strengthening our initiatives aimed at helping the students build healthy
relationships with their peers.
８4. Situation of other risks

4-1. Earthquakes
Ten years have passed since the Great

Total
PeriodSeismic

Seismic

intensity

intensity

1–3

4–7

East Japan Earthquake on March 11, 2011.
Grand

During this period, there have been 38

total

earthquakes in Tokyo measuring 4 or higher

2011

171

10

181

2012

42

4

46

2013

31

2

33

2014

21

2

23

2015

13

4

17

2016

21

2

23

2017

18

0

18

2018

21

1

22

2019

12

3

15

2020

23

4

27

2021

14

4

18

2022

11

2

13

on the Japanese seismic intensity scale.
Three to four earthquakes occur every year.
Some of the earthquakes have measured aseismic intensity of a lower 5 or greater atthe epicenter.
There have been no human casualties atour school during this time.
Since

the

Great

Hanshin-Awaji

Earthquake in January 1995, various efforts
have been made to improve emergency
stockpiles, etc. However, the development ofa cooperative system in the local community
is also a major issue.
Fig. 14: Source The Japan Meteorological

4. Situation of other risks

4-2. Covid-19

Breakdown of age groups (July 2021 - April 2022)
100％
■70s
and over80■60s

Preventing the■50s

spread of Covid-19

％

■40s

on a global scale is

40

■30s

a major challenge.

■20s

Infections have

％
60

％
20
％
0％

■10s

July

Aug.

Sept.

Oct.

Nov.

Dec.

Jan.

Feb.

Mar.

Apr.

■Under10s

Fig. 15 Source: "Changes in the number of Covid-19 cases in Toshima City"

been spreading toteenagers andyounger since thefall of 2021.

In Toshima City, many classes and grades were closed.
At our school, about 13% of the students were infected in SY2021, and about 7% in
SY202 (as of June). Preventing the spread of infection at schools is also a major issue.
９D Chapter 4

Problem points to address extensively and as a priority

Based on the analysis of Chapter 3, “Situation of Injuries,” we have established thefollowing priority issues to be addressed from the aspects of “physical aspects” and“emotional aspects,” “major earthquake directly under the Tokyo metropolitan area,” andSummary of Safety Diagnosis① Physical aspects

Place

Problem point

Physical injury(1)
Inside schoolbuilding
At

Evidentiary data

Many injuries and close calls occur in Fig. 6, Fig. 8classrooms, hallways, and stairways during

Fig. 11

recess.

Fig. 6, Fig. 8(2)Many injuries occur during PE

classes in gym.

school(3)

Many injuries occur at the schoolyard Fig. 6, Fig. 8

Outside school during recess time.
building(4)

Fig. 6, Fig. 8Many injuries occur at the schoolyard

during PE classes.
Commute routeOffschoolgrounds

Community(5) There is a high risk of traffic accidents

Fig. 3, Fig. 9

during the school commute.

Fig. 10(6) There is about one incident of collision,

Fig. 10

etc., every year.

Fig. 16

Summary of Safety Diagnosis

Problem point

Place
Emotionali j

At school② Emotional aspects, etc.

data(7) Complaints of bullying are received every
year.
(8) Preparations for a major earthquake

OthersEvidentiary

directly under Tokyo metropolitan area
(9) Prevention of Covid-19 infections

Fig. 17

１０

Fig. 13

Fig. 14
Fig. 15

Chapter 5

Programs based on Eight Indicators

Indicator 1: An operational infrastructure to work on safety improvement has
been established based on collaboration.

andViolence
Domestic
Prevention

Child Abuse Prevention

Earthquake(Studyof

Plaza

Prevention
Disaster

Downtown Safety

Community
provision)

Bicycle Safety

Safety for Disabled Persons

Elderly Safety

Children's Injury and Accident
Prevention Taskforce

School Safety

Injury Surveillance Committee

Safe Communities expert committee
member

Taskforce Committees for priority challenges
School safety is covered by ISS Community Taskforce Committee

information

Safe Community Promotion Headquarters (Governmentorganization)

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

International Safe School initiatives
ISS Community Taskforce

Fig. 18

ISS Community Taskforce Committee

Community

Government agencies
Education Department manager, Education Policy
Promotion Section manager,
Civil
Engineering
Control
Sectionmanager,
Community Plaza Section manager,
Police, Community Plaza Seiwa director,
Fire department, SC Promotion Group Section
manager

Neighborhood association chairs,
Youth development council
Toshima City Resident’s Council ofSocial Welfare
Child welfare officer

PTA

PTA chair
PTA
schooldirectors

Schools
Principal, vice-principal,
Senior curriculum teacher, school
nurse,
Senior guidance counselor
Senior teacher for special activities,
ISS chief,
ISS supervisor, Skip director

School: ISS Promotion Organization

Faculty members

Managing Committee, ISS Council,
Research promotion, Life guidance,
Special activities

Students
activities）(Committee

ISS Council
Executive, Health, Lunch, Broadcasting,Sports, Environment, Library, Assembly

Each class, Each gradeFig. 19

Student ISS Committee
Each committee, 8 committee chairs
Executive
Committee
Sports Committee

Fig. 20

Library
Committee
Environment
Committee

HealthCommittee
Assembly
Committee
Broadcasting
Committee
LunchCommittee

１１

PTA

School directors
Azami-no-Kai, Oyaji-no-Kai,
School commute patrols (All parents)

Indicator 2: There are Safe School policies that have been determined by thecommunity's Steering Committee in accordance with the Japan
Institution for Safe Schools and the Safe Communities.
All of our educational activities are guided by the policies of the Ministry of Education, theTokyo Metropolitan Board of Education, and the Toshima City Board of Education.

Toshima City Education Vision 2019
◎ Creating safe and secure schools
Utilize the know-how of certified International Safe Schools to promote and raiseawareness in eight junior high school blocks.
In addition, each junior high school block will enhance its initiatives withoriginality and ingenuity from the viewpoint of collaborative education among
elementary and junior high schools.
Fig. 21

School’s educational goals◎ Students who think, apply, and challenge◎ Students who learn deeply and create◎ Students who recognize each other, and grow with rich hearts

SY2022 Student Council’s Slogan

Safety and security formind and bodyThrough ISS activities, we support the development of Seiwa
students who are conscious, thoughtful, and action-oriented toachieve a safe and secure school.
Fig. 22
１２

Indicator 3:
There are long-term, sustainable, operational school programs
covering both genders and all ages, environments, and situations.
List of ISS activities (1) [Examples]Fig. 23 below shows some of the ISS activities organized by■ Indicator 3■ Indicator 4■ Indicator 5“environment,” “age group,” and “activity content,” respectively. Notethat the contents of Indicator 3, Indicator 4, and Indicator 5 are color-

At school

Insideschoolbuilding

2nd

3rd

4th

5th

Program 2-1

Turtle mark

Program 2-12

Neat Heels Campaign

6thFacultymembers

Families,
community

Program 1-1 Monthly safety inspections of facilities and equipment by all faculty members

Outsideschoolbuilding
Off school grounds

Physical aspects

1stSchoolcommuteroute

Emotional aspects
OthersProgram 2-13

Review of sports shoes in the rubber-chip-

Program 2-2

Sparkly White Line campaign

Program 3-4 Monthly safety instruction (improving risk prevention skills)

Program 3-14 Ensuring safety during school commute
Program 2-6 Heart-full campaign (committee activity)

Program 3-28 Drills for setting up evacuation shelters (3-26, 27, 29, 30) Drills to prepare for natural disasters, etc.

Fig. 23

１３

List of ISS activities (2)Fig. 24 and 25 below show all ISS activities arranged by the organizer.
In Fig. 24, the activities marked in red have been suspended to prevent the spread of
Covid-19. The activities marked in blue have been changed or newly implemented toprevent the spread of Covid-19. The activities are categorized in terms of “1. Environment
improvement,” “2. Restrictions, rules, and human relationship development,” and “3.
Awareness and education.”Fig. 25 gives a detailed description of the activities shown in Fig. 24.

6

1-7
3-8

2-5

2-7

3-10

3-11

3-16

3-17

3-18

3-30

3-31

3-33

2-10

2-11

3-12

3-19

3-21

Evidence-based programs by ISS

3-2

3-3 3-4

3-13

3-14 3-15

3-22

3-26

33-27

Programs for highIndicator 3

1-1

ISS

were improvedor changed with

Programs
startedwith ISS

Programs that

Programs thatcan be carriedout as before

Conventional programs

risks

1-3

3-2

3-4

3-14

1-2

1-3

1-4

1-5

1-6

1-6

1-6

1-8

1-9

2-1

2-2

2-3

3-9

2-13 2-16 3-6

2-4

2-5

2-6

2-8

2-9

3-24

3-9

2-12

2-13

2-14

2-15 2-16

3-28

3-1

3-5

3-7

3-9

3-29

3-23

3-25

3-32

3-20

1-9

1-10

3-23 3-24

Indicator 4

Indicator 5

Fig. 24A

１４

1. Environment improvement

Inside school building
School commute
route
Schoolcommuteroute

Off school grounds

Outside schoolbuilding

Physical injury

At school

Organizer

2. Restrictions, rules, and human relation development

3. Awareness and education

Students

Faculty members

1-4. Safety inspections by students
1-5. Transmission from Ai Road
2-1. Turtle mark2-2. Sparkly White Line campaign
2-3. Protection of 1st and 2nd
graders during student
assemblies
2-4. On-Line Luncheon meeting
2-7. Azami activities
2-8. Exchanges with sister classes
2-9. GOTO Schoolyard campaign
2-12. Neat Heels Campaign
2-13. Review of sports shoes inschoolyard
2-16. Meet assemblies
3-1. Student ISS Assembly
3-2. Food education
3-8. Activities for 6th graders to
support 1st graders
3-4. Replenishment of handwashing soap anddisinfectant
3-32. Tabulation of nurse’s officevisits3-33. Safety reminders by the
Broadcasting Committee

1-1. Safety inspections
1-2. Sharing of injury data
1-3. Identification and sharing ofsafety challenges
1-6. Restructuring of mimamoriwatching organization
1-7. Transfer of weekly goals
1-8. Opening the Library
1-9. Provision of disinfectant ineach classroom
1-10. Disinfection of classrooms
2-1. Turtle mark3-3. Lifesaving course
3-4. Safety instruction
3-5. Preparation of safety
education program
3-6. Seminar on physicaleducation instruction
methods
3-7. Guidance for Student
Luncheon Meeting
3-23. “Calcium Up” Menu
3-4. Replenishment of handwashing soap anddisinfectant
3-32. Tabulation of nurse’s officevisits3-26. Initial fire extinguishing
drills3-27. Lifesaving training
1-6. Restructuring of mimamoriwatching organization
3-4. Safety instruction
3-17. Bicycle safety class
3-30. Evacuation drill

2-9. GOTO Schoolyard campaign
3-10. UNICEF fundraising
activities
3-17. Bicycle safety class (Grade 3)
3-30. Evacuation drills (Pick-up
drills)2-2. Sparkly White Line campaign
3-16. Group dismissal for 1st
graders

2-11. Toshima Furusato Class
3-18. Community safety map
3-19. Parent-child school routeinspections

3-4. Safety instruction
3-14. Ensuring safety during
school commute
3-16. Group dismissal for 1st
graders

2-11. Toshima Furusato Class
3-4. Safety instruction
3-18. Community safety map
3-26. Initial fire extinguishing
drills１５Community / Parents
Related associations

3-17. Bicycle safety class

3-14. Ensuring safety
during school commute
3-15. Traffic safety classfor 1st graders (Twicea year)3-24. Distribution ofreflectors
2-11. Toshima FurusatoClass
3-18. Community safetymap
3-19. Parent-child schoolroute inspections

Bullying, etc.

Emotional injury

2-5. Greetings exchange program
2-6. Heart-full campaign
2-7. Azami activities
2-8. Hato One-time
2-10. Human rights flower
2-12. Neat Heels Campaign
2-14. Greetings Tree Campaign
2-15. Find Suteki-ra-rin
3-9. Read-aloud activities by
Library Committee members
3-31. i-Check
3-28. Drills for setting up
evacuation shelters

2-5. Greetings exchange program
3-11. Emotional support
3-13. Research on moral
education class
3-12. Bullying Prevention
Committee
3-20. Encounter Training
3-21. Bullying Survey
3-31. i-Check

2-5. Greetings exchange
program3-22. Lectures on Moral
Ethics3-26. Initial fire extinguishing
drills3-28. Drills for setting up
evacuation shelters

3-26. Initial fire
extinguishing drills
3-28. Drills for setting
up evacuation shelters
3-29. Drills for
installing
emergency
temporary
toilets

OthersFig. 24B

Programs in red were suspended.

Programs highlighted in blue were newly started.

List of ISS activities (3)Fig. 25

1. Environment improvement
1-1. Safety inspections (once a month)TargetOutline ofprogram

New

Outline ofprogram

New

Continue

Expand Revise

Faculty members
Every Friday, the faculty members share information based on injury data, and share information
on improving the environment and giving non-curricular educational guidance.

1-3. Identification and sharing of safety challenges (ISS Time)
TargetExpand Revise

Faculty members
All faculty members are assigned inspection places, and inspect the safety of their assigned facilities
and equipment once a month.

1-2. Sharing of injury data (Evening Meeting on Non-curricular Educational Guidance)

TargetOutline ofprogramContinue

New

Continue

Expand Revise

Faculty members
Every Tuesday, the faculty members discuss the student’s ISS activities and challenges specificallyfor 1st/2nd grades, 3rd/4th grades, and 5th/6th grades. They encourage common understanding ofadvice and support details, and work together to improve the school.

1-4. Safety inspections by students

New

Continue Expand

ReviseFinished
TargetOutline ofprogramStudents
The Sports Committee conducts safety inspections to prevent injuries sustained on the schoolyard.

1-5. Transmission of ISS activity programs (Ai Road)
TargetOutline ofprogram

New

Continue

Expand Revise

Students
Displays introducing the ISS activity programs are posted in the 1st floor hallway. The students
conduct promotional activities, and record the history of our Safe School activities.

１６

1-6. Restructuring of mimamori-watching organization
TargetOutline ofprogram

New

New

New

ReviseContinue Expand

ReviseContinue Expand

ReviseStudents
Disinfectant solution has been placed in front of each classroom as a measure to prevent the spreadof infections. Constant disinfection raises awareness of infection prevention.

1-10. Disinfection of classrooms
TargetOutline ofprogramContinue Expand

Students
By opening the library during recess, we can disperse the play areas and reduce the number ofstudents playing in the schoolyard. This prevents an increase in the number of injuries. One teacher
is always on duty to provide mimamori-watching.

1-9. Provision of disinfectant in each classroom
TargetOutline ofprogram

ReviseFaculty members
Every Thursday, the on-duty teachers meet to discuss this week and next week’s mimamoriwatching duty. The weekly goals are reviewed, the students’ issues are discussed, and the next
week’s goals are set.

1-8. Opening the Library
TargetOutline ofprogramContinue Expand

Faculty members
To prevent an increase in injuries due to the schoolyard renovations, we have increased the numberof faculty members on duty during recess. In addition, the number of grades that can use theschoolyard at the same time has been reduced to two.

1-7. Transfer of weekly goals
TargetOutline ofprogram

New

New

Continue Expand

ReviseFaculty members
After students leave school, we sanitize door handles, hallway hooks, and other areas that students
frequently touch to prevent infection.

2. Restrictions, rules, and human relation development
2-1. Turtle markTargetOutline ofprogramNew

2-2. Sparkly White Line campaign (Safety on the way to school)
TargetOutline ofprogram

New

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Students
The ISS Committee students provide protection so that the 1st and 2nd graders are safe and do not
get injured during the student assembles.

2-4. Student ISS Committee’s “Luncheon meeting”
TargetOutline ofprogram

Expand Revise

Students
The ISS Committee conducts the “Sparkly White Line campaign” to encourage students to walk on
the right side of the road. The campaign, which aims to improve traffic manners and traffic safety
awareness, has been passed on from the ISS Committee to each committee. (Revision anddevelopment of High-touch program)

2-3. Protection of 1st and 2nd graders during student
assemblies (Assemblies switched to online)
TargetOutline ofprogramContinue

Students, faculty members, parents
To increase awareness of rules for walking in the hallways and stairs, and to promote awareness ofsafety and prevent injuries, the Health Committee encourages "Right Side Travel", and puts up“Turtle Marks” along the stairs to remind students to be safe.

New Continue Expand

ReviseStudents
Once a month, the students gather to discuss the situation of ISS activities and the activity policy,
and plan methods to prevent injuries.

１７

2-5. Greetings exchange program
TargetOutline ofprogram

New

Outline ofprogram

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Outline ofprogram

ReviseStudents
In this campaign, students write down pleasant experiences and comments with their friends on acard and present them. Each card is pasted onto a large heart-shaped poster to promote warm
feelings throughout the school.

2-7. Different age-group activities (Azami activities)
TargetExpand Revise

Students
Throughout the year, students from all classes take turns calling for greetings between students,
faculty members, and for morning greetings at the school gate, entrance, and hallways, etc.

2-6. Heart-full campaign
TargetContinue

New

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Students“Azami groups”, of different aged children, are formed with students from 1st to 6th grades. They
participate in playtime, school field trips, cleaning, and lunch, etc., throughout the year. • Azami is
the flower on the school emblem.

2-8. Exchanges with sister classes (Hato One-time)New

Continue Expand

ReviseFinished
TargetOutline ofprogramStudents
To prevent children from being left all alone during long recess and to create better humanrelationships, the Executive Committee has called out and started an activity for sister classes toplay together. The name “Hato One-time” comes from the ISS activity symbol “Hato (Dove)” and“Say One”.

2-9. GOTO Schoolyard campaign
TargetNew

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ReviseStudents

Outline of

The Sports Committee proposed this program to encourage students to have fun playing outsideprogrameven during the coldest time of February. At the beginning of recess, a broadcast calls out, “Let’s
have fun playing outside.”2-10. Human rights flower
TargetOutline ofprogramNew

2-11. Toshima Furusato Class (Neighborhood exploration)
TargetOutline ofprogram

Expand Revise

New

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Students, faculty members, community residents
Every year, “Socio-environmental studies” and “General” classes for each grade conduct an activity
to learn more about the neighborhood we live in, find good points, and identify challenges. The
ability to think, propose, and implement things we can do is developed. We also deepen our
relationship with people in the community through this activity.

2-12. Neat Heels Campaign
TargetOutline ofprogramContinue

1st grade and 6th grade students
The students work together to cultivate “human rights flowers”, which is the symbol of our annual
respect for human rights activity.

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ReviseStudents
The Student Council looked at the school’s shoe boxes and thought that perhaps, “disorganizedshoes reflects disorganized emotions.” They started a campaign to encourage students to place their
shoes with the heels neatly aligned in hopes that the students would start their day calmly. The
spirit of organization has continued even after the campaign.

１８

2-13. Review of sports shoes in schoolyard
TargetOutline ofprogram

New

New

ReviseNew

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ReviseStudents
How students spend time in the classrooms and how they walk in the hallways and stairs havebecome issues due to the Covid-19 prevention measures and schoolyard renovations. The ISS
Committee members patrol the school and find “Suteki-ra-rin” (lovely students) who can act safely
and are engaged in activities to spread safe behavior. They are beginning to be able to behave
correctly on their own.

2-16. Meet assemblies
TargetContinue Expand

Students
We believe that the connection between hearts and minds starts with greetings. Leaf-shaped cards
are distributed to each class, and when a child is seen pleasantly greeting others, they are asked towrite their name on the card. The cards are affixed onto a “greeting tree” drawn on a sheet of
construction paper to show how many greetings are being made.

2-15. Find Suteki-ra-rin
TargetOutline ofprogram

ReviseStudents
The school closure during the Covid-19 pandemic has reduced physical fitness and caused manybone fractures. We found that one of the causes was shoes. Students were instructed to wear sports
shoes when using the schoolyard during recess and PE.

2-14. Greetings Tree Campaign
TargetOutline ofprogramContinue Expand

New

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ReviseStudents

Outline of

By having reports, transmissions, and meetings from each committee via Google Meet, we can avoid

programthe Three 3Cs (close spaces, crowded places, close-contact settings) and prevent the spread of
infections.

3. Awareness and education
3-1. Student ISS Assembly

New Continue

ExpandReviseTargetStudents

Outline of

The Student Council and each committee report on their respective ISS activities and announce

programanti-bullying slogans for each class.

3-2. Food education
TargetOutline ofprogramNew

3-3. Lifesaving course
TargetOutline ofprogram

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New

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Faculty members
Once a year, all faculty members participate in voluntary training seminars on responding to foodallergies, and lifesaving training by the Fire Department to respond to water accidents, etc.

3-4. Safety instruction (once a month), Safety studies
TargetContinue

Students
The Lunch Committee students conduct activities to introduce topics regarding nutrition display
and meal planning, conduct food education activities to prevent injury, and the “Leave No Scraps
Lunch Campaign”, etc.

New

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ExpandReviseStudents

Outline of

Following the safety instruction plan, guidance is provided to increase knowledge, awareness, andprogramability to avoid danger in the areas of life safety, traffic safety, and disaster safety. Creative
teaching materials encourage independent learning, valuing the students’ “awareness” and“problem-solving skills.”

１９

3-5. Preparation of safety education program

New

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Outline of

The curriculum related to ISS activities has been added to the safety instruction for each grade toprogramprovide systematic instruction.

3-6. Seminar on physical education instruction methods
TargetOutline ofprogram

3-7. Guidance for Student Luncheon Meeting
TargetOutline ofprogram

New

Outline ofprogramOutline ofprogramOutline ofprogramOutline ofprogramContinue

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New Continue Expand

ReviseContinue

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New

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Students
In addition to the homeroom teacher, the school nurse, and school counselor (SC) act as listeningears for students who have worries or problems with school or classroom life, listen to concerns, andgive advice. The SC holds in-person meetings with all 5th and 6th graders, hoping to make asensitive environment where students can easily seek advice.

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Faculty members
Once a month, the faculty report on the situation of students in each class. They focus on bullying,
and try to identify challenges and share measures for responding. We endeavor for “early discovery
and early response” to bullying.

3-13. Research on moral education class
TargetOutline ofprogramNewNew

3-12. Bullying Prevention Committee
TargetExpand Revise

Students, faculty members, parents
Every year, the Executive Committee conducts fundraising activities for about a week. The collected
money is sent to UNICEF. The students learn about the situation of children around the world,
think about what they can do to help, and develop the ability to act through these fundraising
activities.

3-11. Emotional support by school nurse and counselors
TargetOutline ofprogramContinue

Students
As part of the “Student Reading Week” held twice a year, the Library Committee students readpicture books out loud at the school library or each classroom. They take part in this activity hopingthat the children will develop compassion and warm gentle hearts through the picture book stories.

3-10. UNICEF fundraising activities
TargetExpand Revise

1st graders
Every April at the start of the school year, the 6th graders each select one 1st grader to be in charge
of. They provide help at the school entrance on their way to school, help the 1st graders organize
their belongings in the classroom, and provide general help for smooth school life.

3-9. Read-aloud (online) activities by Library Committee
members
TargetContinue

Students
The person in charge of promoting ISS activities provides support and instruction for the monthly
Student ISS Committee Luncheon Meeting.

3-8. Activities for 6th graders to support 1st graders
TargetNew

Faculty members
Since there are many accidents during PE class, in addition to regular PE training, we were
designated as a “Coordination Training District Base School” by the Tokyo Metropolitan Board of
Education. Lecturers were invited to conduct training. Parents were also invited to participate. The
contents covered are applied in daily PE classes.

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Students, faculty members
We are researching the “Morals” class. The student’s voluntary discussion activities are instructed,
and we make an effort to promote diverse views and thoughts, and develop gentle emotions.

２０

3-14. Ensuring safety during school commute by faculty members, traffic guides, Police, and PTA

TargetOutline ofprogram3-15. Traffic safety class for 1st graders
TargetOutline ofprogramOutline ofprogramOutline ofprogram

Expand Revise

ExpandRevise

1st graders
As 1st graders are likely to be involved in traffic accidents, Sugamo Police officers give instruction
at the beginning of first semester and in March just before they move up to 2nd grade. The students
learn how to walk along the road. In the 3rd semester, parents walk along with the students andconfirm hazards that they overlook during daily life.

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1st graders
Every year,, for about the first month after starting school, the 1st grade homeroom teacher andeducation supporters, etc., accompany groups of 1st graders walking home. Through this, they
provide instruction and mimamori watching to ensure safety.

3-17. Bicycle safety class (Cooperative activity of school, parents, police, and youth traffic groups)

TargetContinue

New Continue

3-16. Group travel for new 1st graders
TargetNew

Students
We aim to protect the students from traffic accidents and suspicious persons with morning greeting
programs along the school commute route and in front of the school gate. During the Spring andFall “Traffic Safety Week”, members of the PTA participate in mimamori watching at hazardous
spots along the school commute route. The Sugamo Police officers also help with patrols along theschool commute route and mimamori watching at the school gate.

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3rd graders
In May, 3rd graders who now have more opportunities to ride their bicycles, participate in a
bicycle safety class held in cooperation with parents, Sugamo police, youth traffic group chair, andthe Bicycle Association. The students learn traffic rules, and how to inspect and check for safety
when riding their bicycles, etc.

3-18. Community safety map
New Continue Expand Revise
Target
3rd graders
Outline of
The students actually walk around the neighborhood and prepare a “Community safety map”.
program
3-19. Parent-child school route inspections
New Continue Expand Revise
TargetStudents, parents
Drills to hand over children to their parents in the event of a disaster or crime are conducted. The
Outline ofchildren raise their awareness of safety so they can be careful of hazardous spots along the school
programcommute route.
3-20. Encounter Training

New

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ReviseTargetFaculty members

Outline of

As part of our initiatives to prevent bullying, teachers took part in Encounter training. The methods

programare incorporated into class sessions and building relationships among students so they can build
better relationships. We can create a school where both mind and body are energetic.

3-21. Bullying Survey

NewContinue Expand

ReviseTargetStudents

Outline of

A Bullying Survey is conducted so that we can detect and respond to bullying at an early stage.

program２１

3-22. Lectures on Moral Ethics

New

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ReviseTargetParents, community

Outline of“Community Lectures on Moral Ethics” are held to bring schools, families, and the local community

program

together to nurture the richness of students’ minds and enhance moral education.

3-23. “Calcium Up” Menu

New

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ReviseTargetStudents

Outline of

The school closure due to Covid-19 has caused a decline in physical fitness and an increase in bone

programfractures. The school lunch program has been implementing a menu designed to strengthen bones.

3-24. Replenishment of hand-washing soap and disinfectant

New

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ReviseTargetStudents

Outline ofDuring recess, the Health Committee goes around the school’s hand-washing stations to replenish

programhand-washing soap and disinfectant spray solution to prevent the spread of Covid-19.

3-24. Distribution of reflectors

New

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ReviseTargetStudents

Outline of

To protect children from traffic accidents, reflectors are distributed so that children can be easily

programseen by cars and other vehicles in the dark. The risk of traffic accidents can be reduced by making
your presence known.

3-26. Initial fire extinguishing drills

New

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ReviseTargetFaculty members

Outline ofTeachers conduct repeated training so that they can conduct initial fire extinguishing activities on

programtheir own. They prepare for actual fires by learning how to handle fire extinguishers, reset the fire
alarm, etc.

3-27. Lifesaving training

New

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ReviseTargetFaculty members

Outline ofEvery year, all teachers and staff receive training in CPR and using AEDs. Participants improve

programtheir skills to respond appropriately through simulation training, simulating what would happen
in the event of an actual accident.

3-28. Drills for setting up evacuation shelters

New

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ReviseTargetCommunity, faculty members

Outline of

Together with ISS Community Taskforce members, PTA, teachers, neighborhood associations, andprogram

City Hall staff, the participants practiced setting up Seiwa Elementary School as an evacuation
shelter. The participants practiced setting up cardboard beds, temporary toilets, and emergency
water supplies, and checked the contents of the emergency supply warehouse.

3-29. Drills for installing emergency temporary toilets

New

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ReviseTargetCommunity

Outline ofCommunity disaster drills were held to simulate a large-scale disaster such as an earthquake. Local

programresidents participated in the drills and assembled temporary disaster toilets to be used at
evacuation shelters.

２２3-30. Evacuation drills for various situations

New

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ReviseTargetStudents, faculty members, community, parents

Outline of

Evacuation drills are conducted for various situations and times, such as fires and earthquakes.

programStudents learn to make decisions on how to evacuate by themselves and act accordingly. Local
residents watch over the school route as students commute in different directions, and during theFall Traffic Safety Campaign.

3-31 I -Check
TargetNew

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ReviseStudents

Outline of

A questionnaire assessment is conducted to determine students’ satisfaction with school life andprogramtheir motivation in school life. In addition, all teachers attended a training session to learn how toread and utilize I-Check and work with the children.

3-32. Tabulation of nurse’s office visits by Health Committee

New

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ReviseTargetStudents

Outline ofColor-coded stickers for each grade level are placed on the school building map to help students

programeasily identify where injuries have occurred. All students learn the location and number of injuries
with the stickers to identify dangerous areas and act calmly to avoid injury.

3-33. Safety reminders by the Broadcasting Committee

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ReviseTargetStudents

Outline of

Daily broadcasts remind students about school life and safety on the way home. These broadcasts

program

help raise safety awareness among all students.

Examples of Indicator 3 programs

The “Issue” number in the program activity examples corresponds tothe issue number in Chapter 4, Fig. 13.
The number in brackets corresponds to the program No. in Fig. 25.

Issue (5) [3-11] Traffic safety class for 1st graders[3-18] Community safety map

Fig. 26

Fig. 27２３[3-11] Traffic safety class for 1st graders
The number of traffic accidents among elementary school students by grade level is thehighest in the 1st grade. With the cooperation of the Sugamo Police Department, we holda “Traffic Safety Class” every year. Students practice crossing the street and walking on
the sidewalks on the roads around the school. As a result, we have seen more students
raise their hands when crossing the street and walk carefully to and from school.
[3-18] Community safety map
The 3rd graders walked around the school to investigate and find “safe and secure
places in the community.” They found that there are “easy-to-enter but hard-to-see” places
around the school where crimes are likely to occur and “hard-to-enter but easy-to-see”
places that are safe. By actually walking around the community, they became more awarethat from now on, they should choose safe places to play.

２４

Indicator 4: There are programs that target high-risk groups and environments.
High risk (1)Many injuries occur during
recess and PE classes. Bonefractures sustained in theschool are also on the rise.

Evidence

PeopleAll students

Fig. 4
Fig. 6

Place

Situation

ProgramEnvironment[Program 1-6]
Restructuring ofmimamori-watchingorganization

Schoolyard,
gymnasium

Education,awareness[Program 3-6] Thoroughwarm-up exercises[Program 3-6] Careful
instruction of motor skills

Bone fractures during
recess and PE classes
are on the rise.

Restrictions,
rules[Program 2-13] Review ofsports shoes in schoolyard[Program 1-6] Designationof play area and timeHigh risk (2)There is a high risk of a major
earthquake directly under the
Tokyo metropolitan area.

Evidence

PeopleAll teachers, allstudents, parents,
community residents

Fig. 12Place

Situation

ProgramEnvironment[Program 3-28] Drills forsetting up evacuation
shelters[Program 3-29] Drills for
installing emergency
temporary toilets

School, homes, public
facilities, etc.

Education,awareness[Program 3-26] Initial fire
extinguishing drills[Program 3-27] Lifesaving
training(3) The probability ofa major earthquake
directly under the
Tokyo metropolitan
area within 30 years
is as high as 70%.

Restrictions,
rules[Program 2-13]• Evacuation drills forvarious situations• Voluntary firefighting
drills• Comprehensive
community disaster drills

High risk (3)The spread of Covid-19 has not
subsided.

Evidence

PeopleFig. 13

All teachers, allstudents, parents,
community residents

２５

ProgramEnvironment[Program 1-9] Disinfection
activities in the school[Program 1-10] Thoroughdisinfection of hands

Place

School, homes, public
facilities, etc.

Education,awareness[Program 1-3] Sharing ofsafety challenges[Program 1-5]
Promotional activities

Situation

The number of Covid19 cases is increasing
・SY2021
Approx. 15% of ourstudents were
infected• April to June
SY2022
Approx. 7% of ourstudents were
infected

Restrictions,
rules[Program 2-16]• ISS meetings in theclassroom• MEET assemblies for
the Assembly Committee• Replenishment of
disinfecting alcohol andhand-washing soap

Fig. 28

Examples of Indicator 4 programsHigh risk (1) (Issue (3)) Preventing injuries during recess and PE class[Program 1-6] Restructuring mimamori-watching organization
SY2021 On-duty mimamori-watching schedule<Division of schoolyard>
FridayMondayTuesday

WednesdayThursdayRecess

1st & 2ndgrade

4th & 6thgrade

1st & 3rdgrade

4th & 5thgrade

1st & 3rd
grade

Lunch recess

4th & 6thgrade
3rd & 5thgrade

2nd & 3rdgrade

1st & 2ndgrade

5th & 6thgrade

3rd & 6thgrade

2nd & 4th
gradeClassroom◎

1st & 5thgrade

2nd grade

Students wash their hands before and after playing.

UeharaYoda

KimuraKishimotoKawashima

UetakeYokoyaR. Fujii

Mochizuki

Takase

Kishi

Seki

T. Fujii

Komori

Sato

Miki<<Division of gym>>
MondayTuesday

WednesdayThursdayFridayRecess

5th grade

3rd grade

5th grade

1st grade

4th gradeLunch

3rd grade

4th grade

6th grade

2nd gradeFig. 29

Fig. 30

The schedule for using the schoolyard and gym during recess was changed.
Contact and collisions between students were prevented by reducing thenumber of grades playing in the schoolyard and gym.

２６

We

restructured

themimamori-watchingorganization for teachers on duty to watch over the
Assignment ofmimamoriwatching teacher

schoolyard during recess. The teacher on duty formimamori-watching and the homeroom teachers forthe grades using the schoolyard position stand at
ii

h

h

h

h

i

Fig. 31High risk (2) (Issue (8)) Risk of natural disasters such as a major
earthquake directly under the Tokyo metropolitan area
[Program 2-13] Evacuation drills for various situations
Each month drills are held to prepare for various situations such as fires and earthquakes.
During the evacuation drills held during recess, each student thought about how toevacuate from the schoolyard, gym, and classrooms where they are.
They realized it is essential to think and act to protect their own lives.

[3-30] Evacuation drills during recess

Fig. 32[3-30] Evacuation drills to secondary
evacuation site

Fig. 33

During the evacuation drill using fire doors, the students
learned how to use the fire doors by actually closing them. They

[3-30] Evacuation drills using

Fig. 34

fire doors

learned that when the fire door is closed, it must be opened by each
person to evacuate.
Furthermore, an evacuation drill was also conducted to prepare for the occurrence of asecondary disaster. Assuming that a fire broke out in the school's neighborhood, the students
evacuated to the Otsuka School for the Deaf. The students confirmed that they should notalways evacuate to the schoolyard. Instead, they should act according to the situation, suchas evacuating to a different location depending on where the fire broke out.
２７

High risk (3) (Issue (9)) Risk of increased Covid-19 infection
Concerning Covid-19, we have taken
measuressuchasthoroughhealthobservations and the use of disinfectants
to prevent the spread of the virus, basedon our belief that “We will not transmit
the virus at school.”[1-9] Installation of disinfectant
solution

The students wash

and then disinfect their hands.
To disinfect classrooms, teachers spray

Fig. 35[1-10] Disinfection of classrooms

a disinfectant solution on non-wovenrags and wipe down the doors andFig. 36

switches that students often touch.
These efforts have raised awareness of
prevention among students and faculty
members, and have helped ensure thatmeasures to prevent the spread of
infection are thoroughly implemented.

The school was temporarily closed from March to May 2020 to prevent the spread of Covid19. Staggered school attendance started in June, and regular school attendance did not begin
until July.
In particular, the 1st graders were held back in various aspects of their transition frompreschool to elementary school due to the significant delay in adjusting to their new
environment at elementary school. The 3rd and 5th graders, who were starting to make newclasses, also needed more time than usual to build new relationships. Furthermore, there wasa trend toward a decrease in motor skills and physical strength. This may have been due tothe loss of opportunities for group play and PE classes. As a result, changes were seen in
injury incidents and complaints of bullying, etc., which are “emotional injuries" (Fig. 6, Fig.
7, Fig. 13), and this has become a new issue.

２８Indicator 5: All programs are from the Evidence Base.
The issues identified in Chapter 4, “Summary of Safety Diagnosis,” were set as priority
issues, and the following programs were promoted.

Inside school building

Issue

Program(1)
Many injuries
occur in the classroom
during recess.
・ Many injuries occur inclassrooms during recess.
・ Many near-misses occur
in the hallways and stairs.

Program 1“Go To Schoolyard”
Campaign [2-9]Program 2
Raise awareness ofreading [1-8, 3-9]
Program 3“Find Suteki-ra-rin” [2-15]
Program 4“Turtle mark” [2-1](2)Many injuries
occur during PE classes ingym.

Program 4
Improvement of
instruction methods [3-6]• Injury prevention training andprogressive skills instruction(3)
Many injuries
occur at the schoolyard
during recess time.
(4)
Many injuries
occur in the schoolyard
during PE class.
・ Many students are
injured during track andfield events.

Program 5
Restructuring ofmimamori-watching organization [1-6]Program 4
Improvement of
instruction methods [3-6]• Injury prevention training andprogressive skills instruction(5)
There is a highrisk of traffic accidents
occurring during the schoolcommute.

Program 6
Safety instruction [3-4]• Provision of information for the“Disaster Preparedness Map” prepared by
the neighborhood associations [3-18](6) There is about one
collision incident every
year.
・There is a large amountof traffic, including
bicycles, passing throughnarrow school routes.
・Toshima City has thehighest number of bicycle
accidents among 5- to 14year-olds.

Program 7
Bicycle safety class for 3rd
and 4th graders in cooperation with PTA
and Sugamo Police Department [3-13, 317]
Program 8
Distribution of safety
goods (reflectors) [3-25]

Other districts

Off school grounds

SchoolcommuttPhysical aspects

Outside schoolbuilding

At school

Place

Fig. 37２９IssueProgram

At school(7)
Complaints ofbullying are received every
year.
・Building good humanrelations・Improving communication
skills・Fostering a compassionate
heart

Program 9
Periodic surveys [3-21]
Program 10
Regular anti-bullying
meetings [3-12]
Program 11
Use of i-check [3-31]
Program 12“Greetings Tree” [2-14]
Program 13
Encounter Training [3-20]
Program 14“Emotional security, Zero
Bullying and Teasing Slogan” [3-1](8)
Risk a major
earthquake directly underTokyo metropolitan area

Program 15
Evacuation drills,
Comprehensive community drills, etc.
[3-3, 3-26, 3-27, 3-28, 3-29. 3-30]
Program 16
Disinfection activities [19, 1-10, 3-24]

Emotional aspects

Place

Others(9)
Risk of Covid-19
infections
Fig. 38

Indicator 5 programs
Issue (1) There are many injuries and close calls in classrooms,
hallways, and stairways during recess.
Student-led activities ①, ② [Health Committee, Broadcasting Committee][2-1] Turtle mark[3-33] Safety reminders
The Health Committee
replaced the “turtle
marks” to encourage
students to walk calmly
in the hallways and on
the stairs to prevent
injury. At the end of

Fig. 39(Target: Entire school,
throughout the year)

Fig. 40(Target: Entire school,

recess, the Broadcasting

daily)

Committee remindedstudents to enter theschool building calmly.

３０Student-led activities ③[Sports Committee]
Injuries due to minor[2-9] Go to Schoolyard campaign

incidents increased due tothe following reasons: thelarge-scale school building
renovation work
continued for four years,
resulting in many
restrictions on activities

Fig. 41in the schoolyard; theStudents are encouraged to play in the schoolyard
during recess to increase opportunities for exercise andimprove physical fitness.

spread of Covid-19
reduced opportunities forexercise, resulting in adecrease in athletic
ability and physicalstrength; and the change
in the schoolyard
specifications from grass

We reduced the number of students in

Number of injuries by place and scene

the schoolyard during recess by assigningschedules for each grade. (Fig. 26). As aresult, the number of injuries in theschoolyard was reduced. On the otherFig. 6 Reprint

fun

in

the

schoolyard”

onassignedschoolyard days.

３１

SY2021Othersclassrooms, saying, “Let’s go out and have

SY2020Regularclass

reduce the number of children in the

SY2019PE class

SY2021

Recess time

injuries, the Sports Committee worked to

SY2020

Others

SY2019Gym

SY2021

Schoolyard

SY2020Class room

SY2019

6)
To reduce the number of classroom

SY2021

resulting in more classroom injuries. (Fig.

SY2019unwilling to go to the schoolyard to play,

SY2020

hand, more students were unable orStudent-led activities ④[Library Committee][1-8] Opening the Library and reading stickers

The library was opened as an
initiative to prevent injuries inclassrooms during recess. Students
were reminded how to use the librarysafely, and a “reading sticker”
initiative was implemented in which
students who came to read received aFig. 42

Fig. 43(Target: Entire school, 3
weeks/year)

Student-led activities ⑤

sticker, making it a fun and safe place
to spend time.

[ISS Council][2-15] “Find Suteki-ra-rin” (a person who is behaving safely)
After discussing the school’s issues at the
ISS Committee meeting, many students
expressed concern about Covid-19• Walking in the
hallways and stairs• Spending time inthe classroom

prevention measures, how to spend time inthe classroom, and how to walk in the
hallways and on the stairs. Activities were
held to praise students for behaving
correctly.
The ISS Committee introduced the activity

Fig. 44over the PA system, thereby reminding all(Target: Entire school,
3 weeks/year)

Student-led activities ⑥

students to behave correctly.

[Lunch Committee][3-2] Nutrition education activities: Story menu, “Calcium• Spaghetti with salmon
and mushroom cream sauce• Broccoli and corn salad• Mishokan tangerine• MilkThe students came up
with various ideas forhealthy, safe, andsecure lives throughnutrition education
activities. We asked anutritionist to come up
with a “Calcium Up”(Target: Entire school “Teeth and Oral
Health Time)

Fig. 45(Target: Entire school 5 times
in 1st term, 4 times in 2nd term)menu in the hope that
it would help preventbone fractures.

３２

Issues (2), (4) Preventing injuries sustained in gym and schoolyard during PE class
PE instructions methods training for teachers[3-6] Coordination training(Conducted when student injuries increased)

Experts were invited[3-6] Core training

to teach the teachers
how to teach children
to use their bodies in a
way that prevents
injuries. They learned
how to stand to prevent
falling, how the body isconnected, and how

Fig. 46(Target: All students andteachers during PE class)Fig. 47(Target: Teachers)

and where to startmoving to prevent

injury.
Parents were invited to try the methods with their children at the Saturday Open School.

Issue (3) Preventing injuries in the schoolyard during recess
Assigning schoolyard and gym use during recess and restructuring the morganization by teachers
The assignment of schoolyard[1-6] Assignment of recess play areas by grade

and gym areas during recess was<Division of schoolyard>changed to prevent student
injuries. (Fig. 29) Reducing the

MondayTuesday

WednesdayThursdayRecess

1st & 2ndgrade

4th & 6thgrade

1st & 3rdgrade

4th & 5th
grade

number of grades playing in the

Lunch recess

4th & 6thgrade
3rd & 5thgrade

2nd & 3rdgrade

schoolyard and gym has prevented
contact and collisions between

Classroom◎mimamori-watching organizationon duty in the schoolyard during
recess. The mimamori-watching

2nd grade

1st & 3rdgrade

1st & 2ndgrade

5th & 6thgrade

3rd & 6thgrade

2nd & 4th
grade

Students wash their hands before and after playing.

<<Division of gym>>

students.
In addition, we restructured the

1st & 5th
grade

FridayMondayTuesday

WednesdayThursdayFridayRecess

5th grade

3rd grade

5th grade

1st grade

4th gradeLunch

3rd grade

4th grade

6th grade

2nd gradeFig. 29

teacher on duty and homeroom
teachers the grades playing standat designated places to watch overthe entire schoolyard.
３３(Target: Entire school, throughout the year)[1-3] Sharing information during faculty ISS time (Identification and sharing of safety challenges)[Period] From 7 June to 10 Junei

The results of the nurse’s officedata compilation and analysis are

5
4
3
2
1
0

reported at the weekly life guidance
meeting as shown in Fig. 49.

OthersSchool event

During school…

Club

During cleaning

Lunch recessLunch

5‐minute recess

RecessPE

During class

In addition, the policy for the next
week’s safety instruction isdetermined based on the students’situations and issues, and confirmed
by all faculty when the teacher on
mimamori-watching duty changes.
(Fig. 50)

• Last week, there were 11 injuries• This week, there were 15 injuries (+4)
• Last week, there were 6 school days (due to Sports
Day)• This week, the number of injuries increased because
there were 4 school days
• Most injuries occurred during recess, with the mostoccurring in the schoolyard and classrooms.
• Many boys came to the nurse’s office again this week,
especially 2nd grade boys.
• Bruises were the most common injury.
(Injuries from the neck up occurred every day: 2 nose
injuries, 1 head injury, and 1 eye injury.)• Many of the causes were due to carelessness on thepart of the students themselves.
• The “setting of recess areas” is an injury prevention
that the teacher can lead.

Fig. 48[1-7] Review of safety instruction

Fig. 49[1-3] ISS Time
Fig. 50

３４During “ISS Time,” safetyconcerns and issues for each gradelevel are discussed and posted on theschool’s computer so that allteachers can share information for
the next week’s instruction. (Fig. 43)

Issue (5) Prevention of traffic accidents during school commute
Student-led activities [ISS Council]

Collaborative activity of school and parents [PTA][2-2] Sparkly White Line Campaign[3-14] Mimamori-watching activities by PTA board
members during the commute to school(Target: Entire school, throughout(Target: Entire school, during Spring andFall Traffic Safety Weeks)

Fig. 51 the year)

Fig. 52[2-2] Sparkly White Line Campaign[3-14] Mimamori-watching activities by
PTA board members during the commute

The Student ISS Committee has been

to school

conducting the Sparkly White Line

In addition to the teachers’ patrols every

Campaign to raise traffic safety awarenessand improve traffic manners bymorning, PTA board members, theencouraging students to “walk on the rightneighborhood associations, and theside.”

Community ISS Taskforce monitor
dangerous areas along the school route at

When our school first received ISS
designation, the campaign was called thethe start of the new school term and“High Touch Campaign.” The campaign

during Spring and Fall “Traffic Safety

has since been revised to include

Weeks.” The Sugamo Police also regularly

measures against Covid-19.

patrol the school routes and watch at theschool gates.

３５Issue (6) There is about one collision incident every year.
Safety instruction: Student-led play ~ Notice, Think, Implement ~[3-4] “Studies to prevent collision accidents”
One of the studies included in the monthly safety
instruction is preventing traffic accidents.
Illustrations and photos of accidents duringcollisions allowed the children to identify issues andcome up with solutions.

Fig. 53

Close call experiences
Places where you felt unsafe during schoolcommute (A “Close Call Survey” conducted in June 2022)

90

School commute route41

Hallway/stairs

10

Classroom

6

Park, etc.
Schoolyard

2

Others

4
0

20

40

60

80

incident

100

Fig. 54

Fig. 9The roads around the school are narrow and only bicycles can pass by when three people
are lined up in a row. Cars cannot pass unless the students are in a single line. Students
are often startled when a car passes by them when they are preoccupied with chatting.

３６[3-4] “Creative presentation of teaching materials”

Fig. 55
Oncemonth, safety instructions are given in each classroom. The students think about
Fig.a55
We put a sign in the hallway so students
and discuss dangerous areas and things to watch out for to raise their awareness of safetyissues.

could review the issues at any time.

Before the monthly safety instruction, all teachers review and confirm the teachingmaterials. For example, we use illustrations instead of actual pictures for the younger
students to make it easier to focus on areas to be careful. We also try instruction thatmatches each grade’s stage of development. After the study session, the information isposted in the hallway so that students can review it at any time, increasing theirawareness of safety issues.

Prevention of traffic accidents in collaboration with PTA and police[3-17] Bicycle safety class[3-15] Traffic safety class

Bicycle traffic safety classes are heldwith the cooperation of the PTA, theTraffic Youth Association, and bicycle
stores.
In addition, at the beginning of the
new term for 1st graders, who are
more at risk of traffic accidents, andin March, when students are about tomove up to 2nd grade, a police officer
from the Sugamo Police Department
teaches the students how to walk on
the road. In the third term, parents
also walk along the roads with theirFig. 56

children, reminding them of theFig. 57

dangers they may have overlooked intheir daily lives.

３７

Ensuring safety with the community (Sharing
information and disaster prevention goods)

Every year, theneighborhood associations
provide information on thedisaster prevention map
they have prepared. Itshows the locations of
AEDs and security
cameras, which can beused effectively in acollision or other accident.
We also distribute[3-25] Distributionof reflectors

Fig. 59

reflectors to all new
students and have themattach them to their school
backpacks. In Tokyo, there
are many traffic accidents

The students know thelocation of AEDs andsecurity cameras that canbe useful if a collision
accident occurs.

[3-18] Disaster preparedness map prepared byinvolving 1st graders, so
we can prevent accidents
by making the students
more visible to cars andbicycles.

neighborhood association(Map showing security cameras and AED units)

Fig. 58

Issue (7) Preventing emotional injuries
Student-led activities [ISS Council, Executive Committee, All students]
The Student Council[2-14] Greetings Tree Campaign

surveyed all students on “Whatkind of school do you want tomake?”

Greetings

Many students expressed their
desire for a “school where

Developing
friendships

students can greet each otherwarmly” and a “school wherestudents are healthy in bothFig. 60

mind and body.”
３８Therefore, the students thought greetings werethe “start of good friendship” and organized the“Seiwa Elementary School Greetings Tree

[2-6]
“Zero Bullying and Teasing” slogan

Campaign.” The names of students who were able
to give a nice greeting were posted on the tree. As
the circle of greetings expanded, the students

Posted in classes

developed relationships in which they could talk toeach other comfortably as fellow schoolmates
attending Seiwa Elementary School.
To remind students

Along with the “Greetings Tree Campaign,”

at all times

students created a slogan, “Zero Bullying andTeasing.” Each class learned about bullying andthought together to create a class slogan. It wasFig. 61

posted in the classroom so students would be
reminded of their thoughts and feelings that went
into the slogans.
[2-12] Neat Heels Campaign

The students’ idea came from the ISS Committee:“We feel good about ourselves when our shoe boxes areclean, and we feel more relaxed when we do the rightthing.” The ISS Committee’s “Shining Heels
Campaign” was taken over by the Student Council,
and for the second year in a row, they conducted acampaign to organize shoe heels in the shoe boxes.
This program has become an activity to lead apeaceful school life.

Fig. 62

Programs for teachers and parents

Through training in the
Encounter method and[3-20] Encounter Training[3-22] Lectures on Moral Ethics

experiencing practicalexamples, the teachers wereable to incorporate themethods into class sessions
and build relationships
among the students.
We also informed thecommunity about the value

Fig. 63

Fig. 64of family education andmoral ethics education.
３９

The faculty takes part in

Issue (8) Risk of major earthquake directly

voluntary firefighting drills.

under Tokyo metropolitan area

They repeatedly train so that
Voluntary training by faculty in preparation forthey can conduct initial fire

natural disasters, etc.

extinguishing activities on
their own.

[3-26] Initial fire

[3-28] Lifesaving training

extinguishing drills

They prepare for actual
fires by learning how tohandle fire extinguishers,
reset the fire alarm, etc.
They also take lifesaving
training each year. The
faculty learned how to handsomeone over to the rescue

Fig. 65

team.

Fig. 66

Community Disaster Prevention Drill, a collaborative activityof teachers, PTA, local residents, and local government[Program 3-28] Drills for setting[3-29] Drills for installingup evacuation shelters

emergency temporary toilets

Together with ISS
Community Taskforce
members, PTA, teachers,
neighborhood associations,and City Hall staff, theparticipants practiced setting
up the school as anevacuation shelter.
The participants practiced
setting up cardboard beds,

Fig. 67

Fig. 68

temporary toilets, andemergency water supplies,
and checked the contents ofthe emergency supply
warehouse.

４０Issue (9) Risk of Covid-19
Student-led activities [ISS Council][3-4] Replenishment of hand-washing soap anddisinfecting alcohol[2-4] Online ISS Committee meeting
The committee chairs exchanged opinions andplanned activities.

Fig. 69

Fig. 70

The Health Committee replenishes hand-washing soap and disinfectant daily tomaintain a safe and healthy environment.
Student-led activities[Assembly Committee, Lunch Committee, Library Committee, ISS Committee][2-3] To avoid the 3Cs, each class held assemblies with MEET instead of gathering in the gym.

Fig. 71

Assembly

Fig. 72

Lunch Committee

Fig. 73

Library Committee

Committee

Each committee suggested assemblies with MEET to prevent the spread of Covid-19. The
students enjoyed their assemblies while maintaining social distancing.

４１

Indicator 6: There are programs that document the frequency and causes of injuries.
Our school collects and records the frequency and causes of “physical injuries” and“emotional injuries,” as shown in Fig. 76 below. We use this information to formulate
countermeasures and problem-solving efforts.

Physical injury

Information and data used for safety diagnosis and confirmation of results

Injuries
sustained atschoolInjuries
outside ofschool (home,community)

Collected data and information

Contents

1. Nurse’s office injury records(Tabulated monthly)
2. Japan Sports Council records(Tabulated once every 3 months)◎ Injury information
・ Place of occurrence・ Time (activity) of
occurrence
・ Type and severity of injury
・ Injured student(grade/gender)

3. School and Home
Communication Notebook◎ Injury information
・ Place of occurrence・ Time (activity) of
occurrence
・ Type and severity of injury
・ Injured student(grade/gender)

4. School Life Surveys○ Bullying Survey(Once/three years)○ Body and Mind Survey(Once/end of semester)○ Psychological examination(Target: Grade 3 and higher)(Twice/year)○ In-person meeting with SC(Target: 5th & 6th graders;
once/year)

Emotional injury

Fig. 74

４２

PDCA cycle for improvements based on reflection

Improvements based on reflectionEx.) Example of improvements Program 3-6

Health Committee members tabulate nurse’s officedata→ Program 3-36
Teachers tabulated data indicated in Indicator 5→ Program 1-2

Discussion and setting ofpriority issues by the ISS
Committee

Reflection by teachers→ Achievements 2-13

Reflection by students
・ Committees
・ Each class→ Achievements 1-8

Activities by students→ Program 2-9
Activities by teachers→ Program 1-6

Fig. 75

４３

Indicator 7: There are evaluation measures to assess school policies, programs,
processes and the effects of change.
Many items were improved both in the short and long term through various programs.
The effectiveness of the program was evaluated through a thorough analysis of the nurse’s
office data, reflections after meetings, and the sharing of ISS Time data.
Confirmation of performance (evaluation)
Programs

Goals

Program 1
Go to
Schoolyard
campaign
Program 2
Raiseawareness ofreading
Program 3
Find Sutekira-rin(1) Reduce
thenumber ofclassroom
injuries
duringrecess.

Short-term(Changes inawarenessandknowledge)

Activity
evaluation• Reminders
by Sports
Committee
andBroadcasting
Committee(continuously)• Patrols by
SportsCommittee(continuously)

Mid-term(Changesin actions
andbehavior)• Reflections are held on
monthly committee activityday.
• Nurse’s office injury datais shared with faculty
every Friday, andresponse policy is
confirmed.
• Information is shared at
ISS Time.
★ The number of students
who remain in theclassroom and the numberof students who use thelibrary are checked. (Thenumber of students istabulated each semesterand guidance is reviewed.)

Long-term(Changes insituation)• The numberof injuries inclassrooms isquantified
andconfirmed.
• Reductionin the numberof injuries
requiring
hospital visits
is quantified(data from thenurse’s office).

[Number of injuries, bone fractures, etc.,
sustained in classrooms]
SY2019: 10 incidents
SY2020: 30 incidents* There were zero classroom(+200%)
injuries such as fractures that
SY2021: 24 incidents
required hospitalization.
(-20%)

Fig. 76４４

Confirmation of performance (evaluation)
Programs

Goals

Program 4
Improvementof instruction
methods• Injury
prevention
training andprogressive
skillsinstruction(2)
Preventing
injuries
sustained
in gym andschoolyard
during PE
class• Reduce
injuries,
such asbone
fractures,that
require ahospitalvisit.

Fig. 77

Activity
evaluation• PE
instructions
methods
training

Short-term(Changes inawarenessandknowledge)

Mid-term(Changes inactions andbehavior)• Nurse’s office injury datais shared with faculty every
Friday, and response policy
is confirmed.
• Information is shared at
ISS Time.
• Data is tabulated eachsemester, and instruction isreviewed.

Long-term(Changes insituation)
Reductionin thenumber of
injuries
requiring
hospitalvisits isquantified(Nurse’s
office data)[Schoolyard][Gym]
SY2019: 77 incidents: 24 incidents
SY2020: 31 incidents: 47 incidents(-60%)(+96%)
SY2021: 54 incidents: 23 incidents(+74%)(-31%)[Compared to SY2019: -30%]* Number of bone fractures during PE class
SY2019: 1 incident
SY2019: 4 incidents
SY2019: 1 incident

Confirmation of performance (evaluation)
Programs

Goals

Program 5
Restructuringof mimamoriwatchingorganization(3) Reduce
injuries
sustained
in theschoolyard
duringrecess.
• Reduce
injuries,
such asbone
fractures,that
require ahospitalvisit.

Fig. 78

Activity
evaluation• Setting ofschoolyard
usage
schedule•
Restructuringof mimamoriwatching
duty
organization

Short-term(Changes inawarenessandknowledge)

Mid-term(Changes inactions andbehavior)

Long-term(Changesinsituation)• Nurse’s office injury datais shared with faculty every
Friday, and response policy
is confirmed.
• Information is shared at
ISS Time.
• Data is tabulated eachsemester and guidance isreviewed.

Reductionin thenumber of
injuries
requiring
hospitalvisits isquantified(Nurse’s
office data)[Number of injuries in schoolyard] [Number ofbone fractures, etc.]
SY2019: 269 incidents
SY2019: 3 incidents
SY2020: 67 incidents
SY2020: 3 incidents(-75%)
SY2021: 0 incidents
SY2021: 93 incidents (+93%)[Compared to SY2019: -65%]

４５

Confirmation of performance (evaluation)
Programs

Programs 6
and 7
Safetyinstruction
Program 8
Distributionof reflectors

Fig. 79

Goals

Activity
evaluation(4) Zerotraffic
accidents
Students
makedecisionsabout safe
behavior bythemselves.
Students
act
following
the traffic
rules bythemselves.

• PTA
board
members
and local
residents
watch overchildren.
• Traffic
safety classfor 1st and2nd graders• Bicycle
safety classfor 3rd and4th graders

Short-term(Changes inawarenessandknowledge)

Mid-term(Changes inactions andbehavior)

Long-term(Changes insituation)• Review of Traffic Safety Week
• Review of traffic safety class• Review of bicycle safety class★ Zero traffic accidents★ “Experience of close calls”: See Fig. 7.
・ An investigation in June 2022 foundthat there were 90 cases of “experience of
close calls” along the school route.

Confirmation of performance (evaluation)
Programs

Goals

Program 9
Bullying
SurveyProgram 10
Bullying
prevention
meetings
Program 11
i-Check(5) Reduce
cases ofbullying
andtruancyFig. 80

Short-term(Changes inawarenessandknowledge)

Activity
evaluation• Bullying
Survey (3times/year)• i-Check(once/year)• SC
meetings(throughout
the year)• Greetings
tree (3times/year)• Emotional
securityslogan(once/year)• Moralethicsencountertraining• Schoolevaluation

Mid-term(Changes inactions andbehavior)

Long-term(Changesinsituation)

・ISS Time• Information from bullying and truancy
prevention meeting is shared.
• i-Check is conducted, results are analyzed,
and information is shared.
• Student ISS Committee complies andpresents on the “Greetings Tree”• “Emotional security slogan” works are
introduced.
* After the “Greetings Tree” and“Emotional security slogan” activities, thestudents’ words and actions showed anincrease in awareness and improved
behavior.

４６★ See Fig. 10[Number of bullying
complaints]
SY2019: 38 incidents
SY2020: 30 incidents
SY2021: 37 incidents

[Introduction of Indicator 7 achievements][Goal (1)] Prevent injuries in classroom during recess
30 cases in SY2020 → 24 cases in SY2021 [Down 20% from previous year][Goal (2)] Prevent accidents in gym and schoolyard during PE class[Injuries in schoolyard]
31 cases in SY2020 → 54 cases in SY2021 [Up 74% from previous year][Injuries in gym]
47 cases in SY2020 → 23 cases in SY2021 [Down 31% from previous year][Number of bone fractures during PE class]4 cases in SY2020 → 1 case in SY2021 [Downward trend][Goal (3)] Prevent accidents in schoolyard during recess[Injuries in schoolyard]
67 cases in SY2020 → 93 cases in SY2021 [Up 39% from previous year][Number of bone fractures, etc.]
3 cases in SY2020 → 0 case in SY2021 [Downward trend][Goal (4)] Zero traffic accidents
0 cases in SY2020 → 0 cases in SY2021 [Zero accidents][Goal (5)] Reduce number of bullying and truancy incidents
SY2020: 67 incidents

SY2020: 37 incidents

Fig. 81○ Through various initiatives such as opening the library, awareness-raising activities by
each committee, and creative ideas for recess, classroom injuries during recess decreased
by 20% compared to the previous year [Goal (1)].
○ Through learning how to use the body, reassignment of mimamori-watching duties,
assigning grade-level activity areas during recess, and student-led activities to prevent
injuries, injuries in the gym and schoolyard during PE classes were reduced [Goal (2)].
○ Through monthly safety education, mimamori-watching of students during their schoolcommute, and grade-specific traffic safety classes, etc., there were zero traffic accidents
again this year [Goal (5)].

４７

Indicator 8: There is ongoing participation in national and international networks.
Toshima CityJapan

SY2018〇 Participation in Toshima City Konan
Elementary School pre-onsite evaluation〇 Participation in Toshima City Hoyu
Elementary School, Toshima City Fujimidai
Elementary School and Toshima City Konan
Elementary School onsite evaluations anddesignation ceremonies〇 Participation in Toshima City Safe
Community Promotion Council〇 Participation in Atsugi
Municipal Tsumada
Elementary School onsite
evaluation〇 Participation in
Chichibu Municipal
Hananoki Elementary
School and Chichibu
Municipal Daini JuniorHigh School onsite
evaluations

SY2019〇 Participation in Toshima City Gyoko
Elementary School and Toshima City
Ikebukurohoncho Elementary School onsite
evaluations〇 Participation in Toshima City Gyoko
Elementary School, Toshima City
Ikebukurohoncho Elementary School andToshima City Seiwa Elementary School joint
designation ceremony

SY2020〇 Joint exchange meeting with Gyoko
Elementary School ISS Committee* Activities were canceled to prevent the spreadof Covid-19.

SY2021〇 Participation in Toshima City Sakura
Elementary School and Toshima City Ikebukuro
Daiichi Elementary School onsite evaluations〇 Remote participation in Sakura Elementary
School, Ikebukuro Daiichi Elementary School,
Senkawa Junior High School, and Ikebukuro
Junior High School joint designation
ceremony

Fig. 82〇 Remote participation in
Matsubara Municipal
Elementary School onsite
evaluation

ISS Committee exchange meeting with Gyoko Elementary School
An ISS exchange
meeting was held with
Gyoko Elementary School.
In FY2022, the exchange
was held over MEET.
Each Committee sharedFig. 83

information by introducing

Fig. 84

their activities and asking
questions about specificactivities.
４８

November 2019,
onsite evaluation

January 2020,
Designation ceremony

Fig. 85

On November 7, 2019, we welcomed Dr. Graeme Barber and Dr. Yoko Shiraishi to Seiwa
Elementary School for an onsite evaluation. On January 23, 2020, we held our first
designation ceremony. The photo shows the Student ISS Committee members of that year.

４９Chapter 6

Future programs and prospects for creating a safe school

9. Achievements and issues to date
9-1 Achievements and findings
Achievement◎ Safety instruction and ISS time are ongoing.
A school culture that encourages students, teachers, parents, and community
members to “improve the school” as leaders in “creating a safe, secure, andbeautiful school” has been created.

◎ In FY2020, many bone fracture injuries occurred in January andFebruary.
In FY2021, the number of bone fracture injuries was reduced to 2 cases forthe entire year.

(7 cases in FY2020 → 2 cases in FY2021)
Findings〇 When the schoolyard was renovated (FY2020), students were required towear indoor shoes when playing outdoors.

Many bone fractures occurred (3 cases in FY2019 → 7 cases in FY
2020)
After analyzing the causes, it was decided in FY2021 that the students
should wear their outdoor shoes when playing outside.
We believe this was one of the factors that reduced the number of bone
fractures sustained in the schoolyard (2 cases in FY2021).
Each class held a lesson on injury prevention and set its own objectives.
During PE class, the students prevented injuries by doing sufficient warm-up exercises,
focusing on the parts of the body that would be used in that session’s activities.

５０9-2. Current issues and future directions
At present, there are two issues as we look forward.
First, to address the “increase in the number of children reporting emotional injuries,”
we will continue to conduct student surveys. The results will be shared with the faculty,
and we will strive to prevent truancy and bullying.
In addition, we will expand the student-led activities and promote committee activities
and cross-age group activities with an awareness of “connecting hearts and minds.”[Issue (1)] Students complaining of emotional injury are increasing[Future direction (1)][Future direction (2)]Continue conducting student surveys

Expand student-led activities↓• Special activities

Share the results• Committee activities↓• Vertical division group activities

Prevent truancy and bullying↓“Connecting hearts and minds”

As for the second issue, to ensure that past activities are continued and transferred
when the faculty changes, we will prepare transition materials at the end of the school
year and hold a Seiwa Elementary School ISS briefing at the start of the new school year.
At the end of the school year, students will hold an ISS Baton Passing Assembly to shareand pass on the thoughts and feelings of the 6th graders who have played a central role in
the activities of the ISS, especially to the 5th graders. At the beginning of the new school
year, an ISS New Year Start Assembly will be held to review the ISS slogan and otherobjectives for the year, and to promote the succession, transmission, and development of
past activities.
[Issue (2)] Continuing and transferring past activities when faculty changes[Future direction (1)][Future direction (2)]◎ Faculty members◎ Student ISS Committee• End of school year

• End of school year↓↓

Prepare transition materials

ISS Baton Passing Assembly• Start of school year

• Start of school year↓↓

ISS briefing

ISS New Year Start Assembly
５１