Application report tobecome a member ofInternational Safe School
Network
Jionji Elementary School

Nov. 18, 2016

Chapter 1

Overview of Jionji Elementary School

1. School name, school emblem, and educational goals
In 1892, Omote Jionji School, Kashitsu School, and Ueno
School were merged to form the Jionji Elementary School. This
year we celebrate our 125th anniversary. With a long history andtradition, there are many families that have two or three
generations that attended our school.
Our students learn in a nature-rich environment. With our school
motto “Jionji Elementary School - Fostering the Spirit of Hope:
Strong, Friendly & Morally correct” we promote learning
activities that aim to foster “Jionji Kids - Shining Brightly”.

Jionji Elementary School emblem
Target school image:
School that weaves hope
 School aiming for “Zero bullying,
Zero truancy, Zero punishment,
Zero traffic accidents”.
 Safe and secure school that is
overflowing with warm hearts.
 School that walks together withparents and community.

School education targets
Jionji Elementary School –Fostering the Spirit of Hope
Morallycorrect

Stronger

Target student image:Children who weave hope

FriendlyTarget teacher image:
Teachers who weave hope

2. Number of faculty, students and classes
Fig. 1-1

As of May 2016
PositionNo.

PositionNo.

PositionNo.

Principal

1

Nutritionist

1

School social worker

1

Vice Principal

1

Community partnership
coordinator

1

Sawayaka counselor

1

Senior teacher

1School assistant

4

First-year teacher guide1

Teacher

16

ALT

1

Janitor, custodian,security staff

4

Special education teacher

1

Librarian1

ICT supporter

1

Chief of staff

1

School counselor

11

Fig. 1-2

Number of students and grades

As of May 2, 2016

Grade (age)

Boys

Girls

Total

No. of classes

1st grade (6 years old)

38

24

62

2

2nd grade (7 years old)

31

26

57

2

3rd grade (8 years old)

32

36

68

2

4th grade (9 years old)

36

29

65

2

5th grade (10 years old)

36

34

70

2

6th grade (11 years old)

24

45

69

2

Special education

5

1

6

2

Total

202

195

397

14

Fig. 1-3

Transition of school space (including gym) and school ground area per student, and number of students
一人当たりの校舎面積(㎡）Schoolbuilding area (m2) per student

m2

25

440

434

438

一人当たりの校庭面積(㎡）Schoolground area (m2) per student

413

404

405

401

11.72

11.99

11.96

12.07

20
15

11.16

11.00

11.05

児童数(人）
No.
of students

392

398

385

396

12.35

12.17

12.58

12.23

10
5
0

13.93

13.74

13.80

14.64

14.97

14.93

15.08

15.42

15.19

15.70

15.27

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

People

500
450
400
350
300
250
200
150
100
50
0

The number of students has decreased compared to ten years ago. The school building area (including gym) per
student is about 12m2, and the school ground area per student has transitioned at about 15m2. Our school groundarea is low when comparing the area per student in School Year 2016 against the average for elementary schools
in Saitama City (school building area: 11.33m2, school ground area: 15.77m2).

3. Planned school events and daily scheduleFig. 1-4

Main planned school events for School Year 2016

1st
semesterMonthMain event schedule

April

Spring vacation (April 1 to 7), Commencement ceremony (8th), 1st grader 3-class schoolday (up to 18th), Evacuation drill (14th), Handover drill (26th)May

Physical strength test (11th to 13th), Home visits (12th to 20th), Child bicycle riding
license class (24th), 5th grader outdoor field trip (May 30 to June 1), CPR training

June

1st and 2nd grader outdoor field trip (3rd), Open school day (11th), 4th to 6th grader cell
phone and Internet safety class (15th)July

1st and 3rd grader traffic safety class (5th), End of semester ceremony (20th), Summer
vacation (July 20 to Aug. 28)

22ndsemester

3rdsemesterAug.

Commencement ceremony (29th)

Sept.

Evacuation drill (1st), Sports day (24th)Oct.

6th grader school trip (6th, 7th), Dandelion autumn exchange meeting (11th), Healthexam for children starting school next year (14th), 6th grader Iwatsuki Ward Sports Day(18th), 4th grader social studies field trip (25th), Crime prevention/delinquency
prevention class (28th)Nov.

3rd grader social studies field trip (1st), Open school day (5th), 5th grader social studies
field trip (22nd)

Dec.

Long-distance running meet/record session (2nd), End of semester ceremony (22nd),
Winter vacation (Dec. 23 to Jan. 5)

Jan.

Commencement ceremony (6th), Evacuation drill (12th), 6th grader social studies field
trip (24th)

Feb.
Mar.

Meeting to express thanks to crime prevention volunteers, Graduation (22nd), End of
school year ceremony (24th), End of school year holiday (to 31st)

Fig. 1-5 Daily Schedule
School Year 2016 Daily and Weekly ScheduleTime
8:00-8:15

MondayArrive at school

Time

Tuesday

1.Talk time
2.Student Gathering
1.Helth Education
3. Activities forenvironment
2-4. Reading time
4.Gathering forsongs

8:20-8:30

Morning gathering 8:20-8:30

8:30-9:15

Class 1

8:35-8:45

Morning Gathering

9:15-9:25

10min. Recess

8:45-9:30

Class 1

9:25-10:10 Class 2

9:30-9:40

10min. Recess

10:10-10:25 15 min Recess

9:40-10:25

Class 2

10:30-11:15 Class 3

10:25-10:40

15 min Recess

11:15-11:25 10min. Recess

10:45-11:30

Class 3

11:25-12:10 Class 4

11:30-11:40

10min. Recess

12:10-12:55 Lunch

11:40-12:25

Class 4

12:55-13:15 Lunch Break

12:25-13:10

Lunch

13:20-14:05 Class 5

13:15-13:30

Clearing

14:05-14:10 5min. Recess

13:30-13:50

Lunch Break

14:10-14-55 Class 6

13:55-14:40

Class 5End-of-the-day
meeting

Jikkuri Time

WednesdayThursdayArrive at school

Class 6
Leaving for homes 14:50-15:35
1st week
2nd week
3rd week
4th week

End-of-the-day meeting

14:40-14:50 10min. Recess

Committee
activities

End-of-the-day
meeting

Staff meeting
1st week
Research meeting 2nd week
Staff meeting
3rd week
Staff meeting
4th week

Leaving for homes

3

Friday1.Friendship TimeWork Time
2.Jkkuri Timestarts
3.Frienship Time
8:20~
4.Jikkuri Time

10min. Recess
Class 6Work Timeend 16:500~

4. Environment surrounding our school
Saitama Prefecture is situated to the north of Tokyo, Japan’s capital. Saitama city is located in the southeast
section of the prefecture. We are one of 20 government‐ordinance‐designated cities. Our city is about one hourby train from Tokyo. Our school is located in the northeastern area of Saitama Prefecture. Our large school
district is adjacent to Shiraoka City, Hasuda City, and Kasukabe City. Nikko-onari-kaido Road (Iwatsuki Kaido)
runs through the eastern part of our school district, and many factories are located in the area. This is an old partof town where there are still many rice paddies and forests. Thus, there are many curves with high traffic
volumes, and roads with slopes where visibility is poor. We can say that any traffic accidents that might occur inthis environment have the risk of becoming serious accidents. To ensure that our students can commute to andfrom school safely, we have implemented safety measures such as green belt zones along the roads, and by
restricting entry of vehicles into streets around the school during commute hours. However, this is not enough.
Houses are scattered, and there are dark roads near bamboo forests, etc. We do receive information on
suspicious people in our school district.
The entire city of Saitama is comprised of plateaus and low lands. Our school district is located at the Iwatsuki
Abutment. The school district has gently undulating hills, and the lower areas flood when there are heavy rains.
This seriously influences the children’s passage when community to and from school. There are several sections
like this in our school district, and we have had to close school several times in the past three years.
Fig. 1-6

Saitama Prefecture

Saitama

From the farthest
distance, it takes
about 40 minutes tocommute to school.

Fig. 1-7

Safety Map (School District)* Reading the map“Crime prevention”“Traffic safety”“Disaster prevention

Dark areas, Beware of suspicious people
Beware of cars, Do not jump out
Water builds up, Take a detour

Jionji Elementary School4Chapter 2

Activities for International Safe School

1. Background of activities
As explained in Chapter 1 “Overview of Jionji Elementary School”, we have a large school commute area, andthere are many hazards along the roads. We are constantly concerned about possibility of traffic accidents when
students are community to and from school. Many students at the junior high to which our students advance use
bicycles to commute to school. Thus, the need for school safety education and traffic safety education in theelementary schools is high.
As Fig. 1-3 “Transition of school space (including gym) and school ground area per student, and number ofstudents” shows, the density per student using the school ground or gym is high. This creates a situation inwhich injuries occur easily. The number of injuries treated by the School Nurse is high, with most being minor
injuries such as scrapes. However, there are some injuries that required treatment at the hospital. We have seenthat this density poses problems in school life.
Increasing the students’ awareness of safety and creating a safe learning environment have been challenges thatwe’ve had for many years. Thus, we hope to fulfill our target “Fostering Jionji Elementary School students whovalue the lives of themselves and others, and who make an effort to lead a safe life - Fostering the ability instudents to predict and avoid risks on their own” through our activities to acquire International Safe School
designation.

2. Situation of past activities
Fig. 2
Year
2014

2015

Month
May

Oct.
April

May

June

July
August

Sept.
Oct.

Nov.

Saitama City

Jionji Elementary School Safe School
Applied to become school receive
designation

Jionji Elementary School selected as acommissioned model school
ISS Seminar (at: Saitama Municipal Institute of Education)
Participated in Kitamoto Municipal Nakamaru Elementary School, Miyauchi Jr. HighSchool designation ceremony
ISS Seminar (at: Jionji Elementary School)
Declared start of program (Documents
submitted)
Declared start of program (ISS started)
Preparation of ISS promotion organization(Established Promotion Committee, Survey
and Statistics Section, and Environment
Preparation Section)
Tours to leading schools (Kitamoto Municipal Nakamaru Elementary School)
ISS Seminar (at: Jionji Elementary School)
Report on tour to City Board of Education, and receive guidance regarding preparation oforganization
Study measures for injuries sustained during lunch recess
ISS Committee activities by students started
1st ISS Student Assembly (Student ISS
Committee Appointment Letters issued, ISS
Banner shown to students)
ISS Promotion Committee (at: Jionji Elementary School)
Receive guidance from JISC regarding our school’s activities up to this point

5

Dec.
Jan.

Feb.

March

2016

April
June

July

ISS General Assembly (Reviewed measures
for injuries sustained during PE)
4th graders investigated safety along schoolroute during General Studies class.
Presented the results at open school day.
Participated in Chichibu Municipal Daini Jr.
High School audit
2nd ISS Student Assembly (ISS Slogan
announced)
Participated in Urawa Gakuin Sr. HighSchool preliminary guidance
School Safety Network Volunteer Training Sessions (Our school’s programs explained toschool safety network volunteers and school faculty and staff)
3rd ISS Student Assembly (Preparation ofschool safety investigation by 3rd graders,and ISS song)
Curved mirrors installed at two places onschool grounds
ISS training (Summary of School Year
2015, and course of action for School Year2016)
ISS training (Course of action for School
Year 2016)
Worked in partnership with Board of Education to hold CRP class for 6th graders on open
school day.
Participated in Toshima Municipal Ikebukuro Honmachi Elementary School, Gyoko
Elementary School preliminary guidance
Visit JISC Osaka Headquarters
1st ISS Student AssemblyPreliminary guidance

3rd ISS Student AssemblyPreliminary guidance

6

Chapter 3

Situation of Injuries

1. Injuries on school grounds
Injuries that occur on the school ground are first treated at the Nurse’s Office, where the information is also
recorded (Nurse’s Office data). Medical expenses for serious injuries that required hospital visit are covered by
the Japan Sports Council’s Disaster Relief Fund Payment, so separate documents are prepared (Fund paymentdata).
Fig. 3-1

Injuries sustained on school grounds (School Year 2015)

All injuries including minor injuries(Nurse’s Office data)

Injuries requiring hospital visit(Disaster Relief Fund Paymentdata)

32 cases1427 cases* Disaster Relief Fund Payment refers to a policy that gives parents a payment (Disaster Relief Fund Payment)
when their child is injuries while under the school’s management.

Fig. 3-2

Injuries including minor injuries (from “Nurse’s Office data”)

cases

軽微なものを含んだ受傷数
No.
of injuries including minor injuries

2000

486

No. of injuries per 100 students
児童１００人当たりの受傷数

cases

500
401

1500

371

400
300

1000

1904

1594

1427

500

200
100

0

0

2014
２０１４年

2013
２０１３年

2015
２０１５年

The number of injuries, including monitor injuries, is declining slowly.

Fig. 3-3
cases

Injuries requiring hospital visit (from “Disaster Relief Fund Payment data”)
No.
of injuries per 100 students
児童１００人当たりの受傷数

No. of injuries requiring
通院を要する受傷数
hospital visit

40
30
20
10

cases

10.0
8.3
6.1

6.0

5.5

24

22

2013
２０１３年

2014
２０１４年

8.0

32

0

4.0
2.0
0.0

2015
２０１５年

7

Minor injuries are on the
decline, but injuries
requiring hospital visit
are increasing.
(Fig. 3-2, 3-3)

(1) Situation of injuries including minor injuries
Fig. 3-4

Transition of number of cases treated per year (School Year 2015, Nurse’s Office data)
Total by month
月別総数

cases

250

8.8

8.4

9.1

212

50

3.0

140

101

93

Apr.
４月

May
５月

5.7

5.6

4.9

100

10.0

8.3

6.3

150

cases

12.0

9.6

200

0

Per day
１日あたり

185

172

June
６月

July
７月

8.0
6.0
4.0

141
90

60

6.7

Sept.
Oct.
Nov. Dec.
Jan.
９月
１０月１１月１２月
１月

113

121

Feb.
２月

Mar.
３月

2.0
0.0

It is believed that there are more injuries in June, October and November because “there are more
events than other months”, and because “students are active in the middle of the semester”.
Fig. 3-5

Injuries by grade (School Years 2013, 2014, and 2015, Nurse’s Office data)
2013
２０１３年

cases

600

501 488

500

200

2015
２０１５年

488
427

400
300

2014
２０１４年

354

327
259

250
158

285

258

203

202

183
114

100
0

Fig. 3-6

1st
grade
１年

2013
２０１３年

7.39
7.06

8.00
7.00

5.64

6.00
4.00
3.00

3rd
grade
３年

4th
grade
４年

5th
grade
５年

Rate of injuries by grade (School Years 2013, 2014, and 2015, Nurse’s Office data)

cases

5.00

2nd
grade
２年

There are many injuries in
the lower grades (1st to
3rd grades). Injuries by
2nd and 3rd gradersparticularly stand out.
This is because there aremany students injured
while playing
energeticallyon the148 158
122
school ground between
classes and at lunch
recess. (3.8-fold of 5th
and 6th graders)
6th
grade
６年

2015
２０１５年

Injuries tend to be higher
among 2nd and 3rd
graders. The rate of
injuries in 2nd grade ishigher than when thestudents were 1st graders.

7.18
6.37
5.53
4.37

3.79
2.51

2014
２０１４年

3.08

4.01

3.65
2.89

2.73
1.93

2.63
2.14
2.06

4th grade

5th grade

6th grade

2.00
1.00
0.00

1st grade

１年

2nd grade

２年

3rd grade

３年

４年

8

５年

６年

Injuries by time zone (School Year 2015, Nurse’s Office Data)

cases

221

185
103

Injuries by place (School Year 2015, Nurse’s Office Data)

cases

298

Cleaning place

ToiletMt. Jionji

そうじ場所

Entrance

トイレ

Home

じおんじ山

Stairs

13

Off schoolgrounds

21

School route

14

Pool

20
昇降口

Gymnasium

11
家Playground34
階段

Hallway

18
学校外Specialclassroom

28
通学路

Classroom

8
プール

廊下

102
体育館

37
校庭

58
特別教室

Fig. 3-9590 injuries occurred on
the playground,accounting for approx.
47% of all injuries.

590

教室

700
600
500
400
300
200
100
0

325 injuries occurred
during lunch recess,accounting for approx.
23% of all injuries.
This is followed byinjuries during class(excluding PE), andinjuries during PE.

End-of-day
Homeroom

Home

Lunch

PE

Cleaning time

School event

During commute
to/from school

Club activities

After class

Short recess

RecessDuring class

Before class

7
帰りの会

学校行事

16
家

登下校中

33
給食

26
体育

37

そうじ

42
クラブ活動

昼休み

業間休み

休み時間

26
放課後

75

61
授業中

Fig. 3-8

247

授業前

350
300
250
200
150
100
50
0

325

Lunch recess

Fig. 3-7

Types of injuries (School Year 2015, Nurse’s Office Data)

cases

9

80

20
Problems withthe eye

OthersContusion to
the eyeContusion to
the head

Tooth injury

BlisterBurn

Insect sting

Puncture

Cut

Contusion

Pinch, stepped

Jammed finger

眼球打撲

Sprain

歯の負傷

Splinter

25 29

目の異常

1

その他

21

頭部打撲

4

まめ

ScrapeOf the 1427 injuries that
occurred, approx. 35%
were scrapes, and approx.
30% were contusions.

やけど

虫さされ

刺し傷

切り傷

打撲

はさむ・ふむ

つき指

ねんざ

とげ

すり傷

600
498
500
424
400
300
200
103
60
43 55
100
28
13 14
0

Fig. 3-10 Injuries by gender and grade
Gender/grade
1st
2nd
3rd
Girls
131
134
144
Boys
196
69
210

4th
121
81

(Unit: cases)
6th
Total
101
758
57
669

5th
127
56

Girls in 2nd, 5th and 6th grades have ahigh rate of injuries. Injuries areespecially high in the older grades.

(2) Situation of injuries requiring hospital visit
Fig. 3-11

Injuries by grade (School Years 2014 and 2015, Nurse’s Office data)
2014
２０１４年

cases

10
9
8
7
6
5
4
3
2
1
0

2015
２０１５年

9
7

7
6

6

Compared to injuries
including minor
injuries, there are many
injuries even in theolder grades.
(Fig. 3-4)

5
4
3

3
2
1
1st grade1

2nd grade

1年

3rd grade

2年

4th grade

3年

5th grade

4年

6th grade

5年

6年

Fig. 3-12 Time of injury occurrence (School Year 2015, Nurse’s Office data)
cases

9

End-of-day
Homeroom0

Home

After class

Lunch recess

Short recess

RecessDuring class

給食

体育

そうじ

学校行事

10

0

帰りの会

1

0
登下校中

クラブ活動

放課後

昼休み

業間休み

休み時間

授業中

Before class

2

家

0

1

Lunch

3

PE

4

Cleaning time3

School event

4

During commute
to/from school

3

Club activities

2
授業前

10
9
8
7
6
5
4
3
2
1
0

Injuries sustained
during class (excludingPE), during club
activities, and during
PE combined accountfor 41% of all injuries.
In particular, there aremany injuries
sustained during PE.

Fig. 3-13

Injuries by place (School Year 2015, Nurse’s Office data)

cases

12

Many injuries are
sustained on theplayground, followed
by injuries sustained in
the classroom.

10

10
8

6

Toilet1

Mt. Jionji

Entrance

Home

Stairs

Off schoolgrounds

School route

Pool

Gymnasium

Specialclassroom

Classroom

1

トイレ

0
昇降口

階段

学校外

通学路

0
家

1

0

プール

体育館

校庭

廊下

Fig. 3-14

1

特別教室

教室

0

3

じおんじ山

2

2

4

3

Playground4

Hallway

6

Injuries by symptom (School Year 2015, Nurse’s Office data)

cases

8

7

OthersProblems withthe eyeContusion to
the eyeContusion to
the head

Tooth injury

Burn

Insect sting

Puncture

Cut

Contusion

Pinch, stepped

Jammed finger

SprainSplinter

Scrape

2
目の異常

2
骨折

11

2

頭部打撲

0

歯の負傷

0

まめ

刺し傷

切り傷

打撲

はさむ・ふむ

つき指

ねんざ

とげ

0

1

眼球打撲

0

1

やけど

0

2

1

虫さされ

1

Blister

5

すり傷

9
8
7
6
5
4
3
2
1
0

There are many
contusion and fracture
injuries. These accountfor approx. half of all
injuries.

Chapter 4

Challenges based on situation of injury occurrence

1. Situation of injury occurrence at our school
In Chapter 4, we will analyze the Chapter 3 data on injury occurrence including minor injuries, and will identify
our school’s situation and challenges, and will set prevention measures.

(1) Injuries at school
1) Injuries by place (Total for Fig. 4-2 and 4-4 are the total for the leading 4 injuries)
Fig. 4-1

School Year 2015

Number of injuries by grade

Unit: cases

Actual number

1st

2nd

3rd

4th

5th

6th

Total

Playground

141

119

176

88

68

48

640

Classroom

78

26

76

44

40

34

298

Gymnasium

17

9

21

29

20

22

118

Special classroom

3

3

17

11

17

16

67

Total

239

157

290

172

145

120

1123

Fig. 4-2

School Year 2015

Rate of injury occurrence by grade (leading 4 places)

Composition rate

1st

2nd

3rd

4th

5th

6th

Total

Playground

43.1%

58.6%

49.7%

43.6%

37.2%

30.4%

44.8%

Classroom

23.9%

12.8%

21.5%

21.8%

21.9%

21.5%

20.9%

Gymnasium

5.2%

4.4%

5.9%

14.4%

10.9%

13.9%

8.3%

Special classroom

0.9%

1.5%

4.8%

5.4%

9.3%

10.1%

4.7%

Total

73.1%

77.3%

81.9%

85.1%

79.2%

75.9%

78.7%

In each grade, the rate of
injury occurrence washighest in classroom, andespecially the playground.

In older grades, the rateof injury occurrence inthe gymnasium increased.

The rate of injuries in
special classes is higher
among the older grades.

2) Injuries by time (Injuries during class exclude PE and club activities)
Fig. 4-3

School Year 2015

Number of injuries by grade (Leading 4 activities)

Unit: cases

Actual number

1st

2nd

3rd

4th

5th

6th

Total

Short recess

89

29

54

16

14

19

221

During class

40

18

69

45

41

34

247

PE

21

38

46

34

22

24

185

Lunch break

79

58

90

39

38

21

325

Total

229

143

259

134

115

98

978

12

Fig. 4-4

Rate of injury occurrence by grade (leading 4 activities)

Composition rate

1st

2nd

3rd

4th

5th

6th

Total

Short recess

27.2%

14.3%

15.3%

7.9%

7.7%

12.0%

15.5%

During class

12.2%

8.9%

19.5%

22.3%

22.4%

21.5%

17.3%

PE

6.4%

18.7%

13.0%

16.8%

12.0%

15.2%

13.0%

Lunch break

24.2%

28.6%

25.4%

19.3%

20.8%

13.3%

22.8%

Total

70.0%

70.4%

73.2%

66.3%

62.8%

62.0%

68.5%

In lower grades, the rate of injuries
during recess was high. In older
grades, injuries during class were high.

In all grades excluding 1st grade,many injuries are sustained during PE.

 Injuries sustained in the gymnasium by students in older grades are often sustained during PE and club
activities. This is because the older grades participate in more activities other than PE compared to the
low and middle grades. (Fig. 4-2)
 The cause of injuries can be seen by looking at the Nurse’s Office visit records, however, the number of
injuries believed to be caused during arts and crafts in the special classroom stands out. (Fig. 4-2, 4-4)3) Injuries by time and by typeFig. 4-6 School Year 2015 Leading 3 activity places and injury types (actual numbers)<Lunch recess, Unit: cases> * Similar injury trends are seen during short recess and lunch recess.
Place of activity/
ScrapeSprainContusion
Total
Type of injury
During lunch recess,Classroom
7
1
16
24
there are many
Playground
120
10
58
188
scrapes sustained on
the playground.
Hallway
3
1
2
6
Total

130

12

76

218

<During class, Unit: cases> * Excluding PE and club activities
Place of activity/
ScrapeCuts
Contusion
Total
Type of injury
Classroom

11

3

29

43

Playground

40

1

12

53

Specialclassroom

3

15

10

28

Total

54

19

51

124

13

During class, there
are many contusions
sustained in theclassroom (including
special classroom).

<PE, Unit: cases>
Place of activity/
Type of injury

ScrapeSprainContusion

Total

Classroom

1

1

0

2

Playground

66

12

29

107

Hallway

7

16

13

36

Total

74

29

42

145

During PE, there aremany scrapes sustainedon the playground.

(2) Injuries requiring hospital visit
1) Injury by time zone
Fig. 4-6 Time of occurrence (School Year 2015, from Disaster Relief Fund Payment data)
9

cases

4

Approx. 70% of theseinjuries occur on theplayground.

4

3

3

3

2

2
1
0

Home

Lunch

PE

Cleaning time

School event

During commute
to/from school

Club activities

After class

Lunch recess

Short recess

RecessDuring class

Before class

給食

体育

そうじ

学校行事

登下校中

クラブ活動

放課後

昼休み

業間休み

休み時間

授業中

授業前

0

帰りの会

0

家

0

End-of-day
Homeroom12) Injuries by place
Fig. 4-7

Injuries by place (School Year 2015, from Disaster Relief Fund Payment data)
10

Approx. 40% of theseinjuries occur during lunch
recess or short recess.

6

1

1

Mt. Jionji

Entrance0

Home

Stairs

Off schoolgrounds

School route

Pool

Gymnasium

PlaygroundHallway

Specialclassroom

階段

学校外

通学路

プール

体育館

校庭

14

0

トイレ

1

昇降口

0

家

1
廊下

特別教室

教室

Classroom

3

じおんじ山

2

4

3

Toiletcases3) Type of injuries
Type of injuries (School Year 2015, from Disaster Relief Fund Payment data)
8

7

6th graders

1st graders

Tooth injury

BlisterBurn

Insect sting

Puncture

Cut

Contusion

Pinch, stepped

Jammed finger

SprainSplinter

2目の異常

Scrape

2
骨折

0
歯の負傷

0

まめ

刺し傷

切り傷

打撲

はさむ・ふむ

つき指

ねんざ

とげ

すり傷

0

やけど

0

2
1
虫さされ

0

1

頭部打撲

1

眼球打撲

2
1

Others5

Contusion to
the eyeContusion to
the headcases

Problems withthe eyeFig. 4-8

 Contusions mainly occurred during PE (3 cases) and cleaning time (2 cases).
 Fractures mainly occurred during PE (2 cases of basketball), and fromhorseplay during lunch and commute to/from school (2 cases).

(3) Injuries during commute to/from school, and injuries from traffic accidents
Our students do not commute to school by bicycle, and most of them travel along assigned school routes tocommute to and from school. In the past three years, there have been four accidents in our school district
involving our students. Two occurred while riding a bicycle, and four occurred from jumping out into thestreet. None of the accidents were serious, but could easily have been serious accidents.
The following Nurse’s Office data shows injuries sustained during commute to/from school.
Fig. 4-9

Injuries sustained during commute to/from school(from School Years 2014 and 2015, Nurse’s Office data)

cases

40
35
30
25
20
15
10
5
0

37
29

2014
２０１４年

16 cases were injuries
sustained from falling.

27 cases were
injuries sustained
from falling.

2015
２０１５年

In School Year 2015, there were three cases requiring
hospital visits. There was one bone fracture, and two
contusion (of which one was to the head).

15

(4) Emotional injuries caused by bullying
Our school has not had any serious cases of bullying in the past three years. We apply the basic awarenessthat “Bullying could occur at any school, in any grade, to any student”. Our teachers and staff work to createa safe and secure school so that all of our students can lead a “Strong”, “Morally correct”, and “Friendly”
school life.
At the end of School Year 2015, we conducted a “Safety Survey” for all students, and investigated thesituation of emotional injuries.
Fig. 4-10 Experience of abuse (between students) (School Year 2015, from Safety Survey)
Dandelion
たんぽぽ

14.3%

57.1%

5th &
6th 3.2% 16.1%
高学年

25.6%

0%

20%

Often
よくある
Sometimes
たまにある

57.9%
32.2%

22.0%

28.6%

47.6%

33.1%

中学年
3rd &
4th 2.3% 14.3%

1st &低学年
2nd 3.4%

0.0%

Not
often
あまりない
None
ない

42.4%

40%

60%

80%

100%

Dandelion: N = 7, 5th & 6th grades: N = 124, 3rd & 4th grades: N = 133, 1st & 2nd grades: N = 118

There were students in all grades that had experienced abuse or sometimes experienced abuse. Evenin the 3rd and 4th grades with the fewest cases, more than 15% of students had been subject to abuse.

Fig. 4-11 Experience of verbal abuse and personal belongings being hidden(School Year 2015, from Safety Survey)
42.9%

高学年
5th &
6th 2.4%8.1%

23.4%

中学年
3rd &
4th 3.0% 15.0%

1st &低学年
2nd 4.2%

0%

42.9%

14.3%

たんぽぽ0.0%
Dandelion

66.1%

Not
often
あまりない

41.5%

38.1%
20%

Sometimes
たまにある

57.9%

24.1%

16.1%

よくある
Often

40%

60%

80%

None
ない

100%

Dandelion: N = 7, 5th & 6th grades: N = 124, 3rd & 4th grades: N = 133, 1st & 2nd grades: N = 118

There were students in all grades who have been or sometimes subject to verbal abuse or have had
their personal belongings hidden. Even in the 5th and 6th grades with the fewest cases, more than
10% of students had been subject to verbal abuse or had their personal belongings hidden.

16

2. Identifying challenges and course of action
Based on the situation of injury occurrence, we will set prevention measures for injuries (including emotional
injuries) sustained on and off school grounds, and will implement prevention activities.

Physical injuries

Place

Problem points

Evidence (Fig.)On
In Older grades have a high rate ofschool school
injury sustained during class in the
grounds buildingclassroom (including specialclassroom).
 Older grades have a high rate of
injury sustained during PE in the
gymnasium.
Outside  In all grades, many injuries areschoolsustained during PE on thebuilding
playground.

Off
Schoolschool route
grounds
OthersEmotional injuries

4-2
4-4

4-2

4-2
4-4

 Injuries sustained on the playgroundare high in all grades, but particularlyhigh in lower grades.

4-2

 Lower grades have a high rate of
injuries during short recess and lunch
recess.

4-4

 There are many injuries caused byfalling during commute to/fromschool.

4-9

 There is a risk of disaster from heavy
rains or earthquakes.

1-7 There are students that have had
unpleasant experiences that could
lead to bullying.

4-10
4-11

Prevention measures
 Maintenance of
playgroundenvironment
 Maintenance ofground during PE
and class for Arts
and Crafts
 Increase students’awareness of safety Fostering a richspirit Strengthen studentscore, legs and lowerback Improvement ofwarm up exercises
and repeatedexercises during PE
 Review of safety
instruction

Prevention of intentional injuries
At this point, there have been no cases of abuse by parents. The number of students approached bysuspicious persons is not zero, but the levels in our district are low among Saitama City. There are only a
few cases each year. Thus, we have not set these two issues as our school’s priority challenges, but we have
implemented the following types of programs from before.
 For abuse, we have an organization that can provide immediate response in case abuse does occur.
 For measures against suspicious persons, we have implemented a school security email system and havemimamori-watching activities led by crime prevention volunteers. Details are described in Indicator 3.

17

Chapter 5
Indicator 1

Programs based on Eight Indicators

An infrastructure based on partnership and collaborations,that is responsible for safety promotion

1. International Safe School Partnership System
A partnership system in which parents, community, students and the City Board of Education collaborate tocreate a safe and secure school, and to promote the Safe School program has been established.

Jionji Elementary School

Program for analyzing
and preventing injuries

Teachers& staff

Students

School safety network
Parents, community,
Police Department

Committee activities
Each classes’ activities

Board of Education, City,
Police Department

Parents

Saitama City Board of Education

Community

Saitama City Hall

Police Department

2. Overview of Program(1) System for teacher cooperation
Research subject“Fostering Jionji Elementary School students who value the lives of themselves andothers, and who make an effort to lead a safe life”- Fostering the ability in students to predict and avoid risks on their own -Based on the Safety Survey, the cause of injuries is analyzed and observed to plan prevention measures. These
prevention measures are systematically and continuously carried out by using The Steering Committee,
General Assembly, specialist sections, and division of school duties. A system has been established to use thecycle of “Implement, review, evaluate, and improve” is used repeatedly so that teachers, students and parents
can work together and improve safety.

18

Organization
Review of prevention measures

ISS Steering Committee

SafetySurveyGeneral AssemblySpecialist sections

Division of school duties

SurveyEnvironment
andMaintenance
Statistics
SectionSection

Safety, student
instruction, health,physical education,
arts & crafts…

Review
Evaluation
Execution

Survey and Statistics

Environment Maintenance Section

The situation of past injuries is analyzed andobserved. The contents of “This Month’s ISS”,
which is a prevention measure, are consideredbased on this. The occurrence of injuries eachmonth is plotted in a graph and posted in the school.

Maintenance of the school’s environment is
promoted based on the injury data received from theSurvey and Statistics Section and used to create
posters to enhance the students’ awareness of safety.

Graph of month’s injury cases

Arrows indicating to travel
on right in hallways

ISS Steering

Don’t Run, Don’t Fool Around, Walk on
Right action when walking in hallway

Division of school

Reviews prevention measures, and shares thevarious programs allocated to school duties such as
specialist sections and physical education, areas,
and review the basic policy for ISS.

Also utilizes existing organizations (division ofschool duties) for actual measures applied forprevention, and conducts studies aiming forsystematic and sustainable programs.

19

(2) Student Council Organization
Organization
Student ISS Committee

Health Committee

Steering Committee

Broadcasting Committee

PE Committee

Assembly Committee

Public Relations
Committee

Library Committee

Environment and Welfare
Committee

Singing Committee

Lunch Committee

Animal Committee

Gardening Committee

Committee
HealthSteering
BroadcastingPE
Assembly
Public Relations
Library
Environment
and Welfare

The Student ISS Committee has beenorganized to increase the students’ awarenessof safety. The ISS Committee members also act
as the chair for each Committee. The Students
ISS Committee is held twice a month (start andend of month), to discuss what programs eachCommittee can carry out.

Details of Activities
 Investigate and post the number of injured persons
 Interview to find place where injury occurred, and attach sticker to map Create ISS Slogan
 Greeting exchange program and reminders to students walking on hill
 Broadcast ISS song in morning, and reminders to walk in hallway after cleaning, etc.
 Propose exercises to strength legs, lower back and core
 Patrol playground during lunch recess Conduct quizzes on ISS during Student Assemblies
 Publish ISS articles on wall newspaper Create corner for ISS library Plan a “Go to the Library on Rainy Days” campaign
 Safety inspection of school (with teachers)

Singing Create the ISS song “Let’s Go to I (Ai = Love) SS!!”

Lunch

 Carry out “Building bodies resistant to fractures” session at Lunch Assembly Plan ISS lunch meals

Animal Make posters on how to care for the small animals kept at school

Gardening Flowers for Human Rights program

20

(3) Jionji Elementary School - School Safety Network
Morning flag-waving activity
Evening patrols

Organization
Mimamori-watching
during commute home

PTA
Neighborhood
associations

Senior citizen
clubs

Response tosuspicious persons

Committee of
Parents for
Traffic Safety(Mother’sGroup)

PoliceDepartment

JionjiElementary
SchoolTraffic guides

Other
cooperatinggroups

Deliverycompanies

Ward OfficeChild Refuge#110 Shelters

Crime
prevention

Morning flag-waving
activity
Traffic guides

Mimamori-watching
during commute toschoolThe teachers and staff carry out various programs to protect the children from crimes committed by suspicious
person, and the school collaborates with PTA and various groups in the community to promote a “School
Safety Network” watched over by many people. This program enhances the sense of safety along schoolroutes throughout the community.
 Driver Meeting Campaign for Zero Accidents

1) Parent and PTA Partnership System
Organization

PTA
Headquarters

Standing Committee

School HealthCommittee

Committee of Parents
for Traffic Safety

General Affairs
Committee

Safety Committee

District Committee

Evening patrols(new)Morningflag-waving activity(continued)

Public Relations
Committee

From the past, the PTA has worked to ensure safety along the school commute route and in the school
district. When the school started the activities for acquiring ISS Certification, the PTA worked to further
strengthen their traditional programs. From this year, they have started evening patrol activities with allparents participating.

212) Cooperation with Police Department
Traffic Affairs,
Iwatsuki Police Department

Community Safety Department,
Saitama Prefecture Police
Crime Prevention
Classes,Delinquency
Prevention Classes

Classes for
BicycleRidingLicense(5) Cooperation with Saitama City Board of Education and Saitama City Hall
Traffic Crime Prevention
Section, Saitama City Hall

Every year, the school works together with the Saitama City
Hall and Police Department to hold traffic safety and crime
prevention classes. We aim to enhance the students’ ability to
predict and avoid danger through direct instruction by
specialists and experience-type activities.

Traffic safety class

Health Education Section,
Saitama City Board of Education

Open to parents during
open school day

In Saitama City, all first year junior high students learn CPR
methods, including how to use an AED. In preparation for
this, the students systematically learn skills while inelementary school. The 6th grader CPR training shown in thephoto is held in cooperation with the Board of Education.

Maintenance of school route in cooperation
with Board of Education

To ensure safety along the school routes,
we have worked with the Board of
Education and asked the Ward Office,
Police and the North Construction Office
to maintain the school route.

22Indicator 2

Safe School policies decided by the Safe School Committee andCommunity Council in a Safe Community setting

1. Plan for the Promotion of School Safety (Ministry of Education, Culture, Sports,
Science and Technology: April 27, 2012)
The Japanese government recommends the International Safe School program as indicated in its statement, “Itis essential to appropriately collect information on incidents, accidents, and disasters in the school, while
paying sufficient consideration to the burden placed on schools, and to analyze that information to implement
demonstrative programs that lead to a reduction of incidents, accidents, and disasters in the future.
Furthermore, it is important that various agencies related to the promotion of safety collaborate in promoting
the programs. Attention should also be paid to the International Safe School (ISS) programs, etc.”

2. Saitama City Increase Happiness Plan 2013 (Saitama City: 2013 to 2016)
Saitama City enacted this plan in 2013 in hopes of creating a city where each citizen “Can Experience
Happiness”. This plan is comprised of ten policy sectors, 60 items and 111 individual projects that Saitama
City needs to make a special effort in.
“Acquiring Safe Community and Safe School Designation” is listed as one of this plan’s “Safety and Security”
items. Promotion of Safe Communities to realize a regional society in which citizens can live safely andsecurity, and the promotion of Safe Schools where children’s safety at school can be ensured, are both listed
within the plan.

3. Saitama City School Education Vision (Saitama City Board of Education)
The Saitama City Board of Education has followed the “Saitama City School Education Vision”, and throughthe partnership and cooperation of schools, homes, community, and government to promote the fostering ofchildren with balanced “Knowledge”, “Morals”, “Body” and “Communication” skills. In 2016, four school
education indicators were listed to realize “Promotion of education that fosters skills and hopes to survive insociety”, one of the targets of the School Administration Policy.
The “Implementation of International Safe School Designation acquisition project” is listed in Policy 2“Promotion of education that fosters rich emotions and healthy bodies”. We are promoting the Safe School
program in hopes of enhancing the children’s awareness of safety and to further promote the creation of a safe
learning environment.

23

4. School Management Policy
Jionji Elementary School - Fostering the Spirit of Hope

School that weaves hope(1) School aiming for “Zero bullying, Zero truancy, Zeropunishment, Zero traffic accidents”(2) School filled with dreams that values each and every student(3) Safe and secure school that is orderly, and overflowing with warm
hearts(4) School that walks together with parents and community

Children who weave hope(1) “Stronger” ·············· The desire to learn
 Students who proactively work on safety and health(2) “Morally correct” ····· Strong will
 Students who implement what they have learned(3) “Friendly” ·············· The spirit of gratitude Compassionate students (Students who can use happy words)
 Students who value their own and other’s lives

Teachers who weave hope

The target school image and student image has been
listed to enhance the children’s awareness of safety andto promote the creation of a safe learning environment.

5. Connection with Safe Community
Safe Community Promotion Committee

City

Citizen groups

Task Forces
Senior Citizen Safety

Child Safety

Saitama City
Board of Education

Bicycle Safety
Communitygroups

Suicide Prevention

DV Prevention
PoliceCompanies

Data Analysis and Review Committee

24

Saitama Municipal
Jionji Elementary
SchoolIndicator 3Long-term, sustainable, operational school programs coveringboth genders and all ages, environments, and situations

School safety is implemented through safety education, safety management, and organized activities forsmoothly promoting activities for education and management. At our school, we have conventionally carried out
various safety education and safety activities. In addition to the Safe School activities, we have started newactivities. We have summarized the programs below.

<Aim>

Parents/Community

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

1-3
1-9
1-14
2-7
3-4
3-9
4-5
5-11
6-5

1-5
1-10
1-15
2-8
3-5
3-10
4-6
5-12
6-6

1-6
1-11
1-16
3-1
3-6
3-11
5-2
5-13
6-7

4-2
4-5
6-2

4-3
5-1
6-3

1-13
5-12
6-2

1-4
1-13
2-7
4-1
6-3

1-5
1-14
3-1
4-5
6-4

1-7
1-15
3-5
5-11
6-7

1-10
2-5
3-6
5-12

1-12
2-6
3-11
6-1

4-2
6-3

4-5

1-13

5-12

1-8
2-4
5-5

1-14
2-7
5-6

2-1
2-8
5-8

2-2
3-1
5-9

2-3
5-4
5-10

3-8

3-10

5-8

5-9

5-10

School route

1-1
1-7
1-12
2-5
3-2
3-7
4-1
5-3
6-2

4-4
5-13

Inside school building

Teachers

Playground

Students

Others

Outside school

Inside school(Target)1. Fostering the student’s ability to predict and avoid danger
2. Enhancing awareness of traffic safety
3. Emotional education
4. School instruction system
5. Measures for high-risks
6. Maintenance of environment

25

4-2

5-7

Legend: (1) Program name, (2) Targets, (3) Place, (4) Organizer, (5) Outline

1. Fostering the student’s ability to predict and avoid danger
1-1(1) Recording visits to Nurse’s Office(2) Students(3) Inside school building(4) Students / Teachers(5) The injured student fills in a Nurse’s Office Card indicating where, when
and why they were injured.

1-2(1) Number of injured persons <New>(2) Students(3) Inside school building(4) Students / Teachers(5) Every month, students in the Health Committee tabulate the number of
persons injured from the Nurse’s data, and compare it against the monthly
health targets. The results are presented to all students.

1-3(1) Injury Map <New>(2) Students(3) Inside school building(4) Students / Teachers(5) After receiving treatment at the Nurse’s Office, the injured student and
Health Committee member attach a sticker onto the school grounds map
to indicate where the injury occurred.

1-4(1) Playground patrols by students <New>(2) Students(3) Playground(4) Students / Teachers(5) Students in the Health Committee conduct patrols during lunch recess
every Wednesday. They remind students to observe the “Playground
Rules” and play safely.

1-5(1) ISS Promotion Broadcasting <New>(2) Students(3) Inside school(4) Students(5) Every day before lunch recess, students in the Broadcasting Committee
call out to remind each and every student to be aware of creating a safe
and secure school.

1-6(1) ISS Student Assembly <New>(2) Students(3) Inside school building(4) Students(5) Students from each Committee report on the ISS activities they are
working on, and present on measures to prevent injuries.

26

1-7

(1) Creation of School Safety Map <New>(2) Students(3) Inside school(4) Students / Teachers(5) 3rd graders use their General Studies class to inspect the school. Theyshow the hazardous places they have found on a map and post it.

1-8(1) Creation of School Route Safety Map <New>(2) Students(3) Inside and outside school(4) Students / Teachers(5) 4th graders use their General Studies class and class activity time, etc. toinspect the school route for hazardous spots. They investigate traffic
safety, crime prevention and disasters, etc., along the school route, andcreate a map with their findings.

1-9(1) School-wide Crime Prevention Class / Delinquency Prevention Class(2) Students(3) Inside school building(4) Community(5) The Saitama Prefecture Police Delinquency Prevention Instruction Group
“Aozora” visits the school to give talks and seminars. The students learn
how to protect themselves from suspicious people, and about violence,
thefts and Internet crime.

1-10 (1) Student ISS Committee Call-out Program <New>(2) Students(3) Inside school(4) Students(5) During lunch recess every Wednesday, members of the ISS Committee
call out and remind students to walk in the school building and on theslope in front of the Nurse’s Office.

1-11 (1) Cell Phone and Internet Safety Class(2) Students(3) Inside school building(4) Community(5) 4th to 6th graders learn how to use cell phones and the Internet safety.
They confirm detailed rules, such as they should not access illegal sites orshould not disclose private information, etc.

1-12 (1) Evacuation drills(2) Students(3) Inside school(4) Teachers(5) The basic actions and routes to be taken when an emergency occurs are
confirmed to foster practical behavior and skills so that students cansafely evacuate in the emergency. These drills are conducted once every
semester.

27

1-13 (1) Handover drills(2) Students / Parents(3) Inside school(4) Teachers(5) Every year in April, a drill is held to safely hand over students to theirparents (guardians) in the event of an emergency, such as when a warningfor large earthquakes has been issued.

1-14 (1) Group walking on the way home from school(2) Students(3) Inside and outside school(4) Teachers(5) To ensure that students in the same neighborhood can walk home safely, drills simulating anapproaching typhoon are held, and the students walk home in groups according to their destination.
This drill is held twice a semester.
1-15 (1) Menu to Increase Body Strength(2) Students(3) Inside school(4) Students / Teachers(5) After warm up exercises in PE, the students do strengthening exercises(lower body strengthening menu) to build up their core.

1-16 (1) CPR training(2) Students(3) Inside school building(4) Teachers(5) During Health Class, the students watch the Saitama City ASUKA Model
DVD, and learn about CPR and how to use an AED.

2. Enhancing awareness of traffic safety
2-1(1) Instruction during commute to school(2) Students(3) School route(4) Teachers(5) On the 10th of every month, teachers stand at points within the school district and guide the students
to commute to school safely.

2‐2(1) Instruction during commute home from school(2) Students(3) School route(4) Teachers(5) Once a month, teachers stand at points within the school district and guidethe students to commute to home safely.

2-3(1) Flag-waving by PTA(2) Students(3) School route(4) Parents(5) Every month, members of the PTA executive committee and community
members conduct mimamori-watching activities at their assigned area sothat students can commute to school safely.

28

2-4

(1) Morning mimamori-watching activities by traffic guides(2) Students(3) School route(4) Community(5) Every morning, traffic guides conduct mimamori-watching activities attheir assigned area so that students can commute to school safely.

2-5(1) Traffic Safety Classes(2) Students(3) Inside school(4) Community(5) A traffic education instructor visits the school to teach 1st graders how tocross the road properly, and how to use a pedestrian bridge. 3rd graderslearn how to ride bicycles correctly.

2-6(1) Student Bicycle Riding License Policy Classes(2) Students(3) Inside school(4) Teachers / Community(5) 4th graders learn how to ride their bicycles safely. After passing a written
test, police officers from the Iwatsuki Police Department and Saitama
City traffic instructors visit the school to give a safety lesson and practicalskill test.

2-7(1) Group walking on the way home from school [Reposted](2) Students(3) Inside and outside school(4) Teachers(5) To ensure that students in the same neighborhood can walk home safely,
drills simulating an approaching typhoon are held, and the students walkhome in groups according to their destination.

2-8(1) Creation of School Route Safety Map [Reposted](2) Students(3) Inside and outside school(4) Students / Teachers(5) 4th graders use their General Studies class and class activity time, etc. to inspect the school route forhazardous spots. They investigate traffic safety, crime prevention and disasters, etc., along the schoolroute, and create a map with their findings.

3. Emotional education
3-1(1) Happy Words <New>(2) Students(3) Inside and outside school(4) Students / Teachers(5) Warm words (Happy Words) are collected from the students, and posted
for each grade. Students are reminded to use these words in their daily
life.

3-2

(1) Emotion and Life Survey / Survey for Making Fun Classes(2) Students(3) Inside school building(4) Teachers(5) Students in grades 3 to 6 take part in the Emotion and Life Survey once a semester so that we canidentify emotional injuries at an early stage. All students take part in the Survey for Making Fun
Classes that is conducted each month.

29

3-3

(1) Life Support Class(2) Students(3) Inside school building(4) Teachers(5) 5th and 6th graders learn how people support each other in daily life, and how to respond when they
have worries.

3-4(1) Class on Life
(2) Students(3) Inside school building(4) Community(5) A midwife visits the school to talk to 2nd and 4th graders about how life starts, and about the valueof life.

3-5(1) Bullying Elimination Campaign Month(2) Students(3) Inside school(4) Students / Teachers(5) During the Campaign Month in June, each class makes a slogan, theStudent Council organizes a greeting exchange program, the principal
gives talks, a survey on how to make class fun is conducted, and a
program on human relations is conducted, etc.

3-6(1) Inter-grade exchanges(2) Students(3) Inside school(4) Students / Teachers(5) With 6th graders as the leader, the students in grades 1 to 5 are verticallysplit into groups. These groups eat lunch together, hold assemblies andplay, and 6th graders hold book-reading sessions.

3-7(1) Book-reading sessions(2) Students (3) Inside school bldg. (4) Parents / Community / Teachers(5) PTA library volunteers and the librarian from Jionji Jr. High School visit
the school to read books during the morning book reading time. This
program, including book-reading by teachers, is held once a month.

3‐8(1) Human Rights Class(2) Students (3) Inside & outside school (4) Students / Teachers / Parents(5) The students write essays, slogans and drawings about human rights, andpost them in the school. A Human Rights Week is held each December.

3-9(1) Teaching to increase understanding about students in special support classes(2) Students(3) Inside school building(4) Teachers(5) Many opportunities are made for students in regular classes to haveexchanges with students in special support classes. The students increase
understanding on each other through these activities.

30

3-10 (1) Saitama City Children’s Council, Block Committee, Bullying Prevention
Symposium(2) Students (3) Inside & outside school (4) Teachers / Students(5) The Saitama City Children’s Council and the Bullying Prevention
Symposium discuss bullying prevention programs based on issues thatwere discussed at the Elementary and Jr. High Joint Block Committee.
After these discussions, bullying prevention programs are carried out at
each school.
3-11 (1) Greeting exchange program (Each class, Representative Committee)(2) Students(3) Inside school(4) Students(5) Before and after the morning assembly held each Wednesday, each class takes turns greeting all
students. The Representative Committee also conducts greeting exchange programs during shortrecess and lunch recess every Tuesday and Thursday.

4. School instruction system
4-1(1) This Month’s ISS <New>(2) Students(3) Inside school(4) Teachers(5) The monthly ISS targets for bodily and emotional injuries are posted ineach class.

4-2(1) Response manual for accidents during PE(2) Teachers(3) Inside and outside school(4) Teachers(5) The flow of proper emergency response in the event of an accident isoutlined.

4-3(1) CPR training, injury response training(2) Teachers(3) Inside school building(4) Teachers(5) Before swimming lessons start, the teachers watch the Saitama City
ASUKA Model DVD, and practice CPR using an AED, and the response
to be taken when someone is injured.

4-4(1) Education Consultation Day(2) Students / Parents(3) Inside school building(4) Teachers(5) Education consultation days are held two to three times a semester. The students and parents can talkabout their concerns with their homeroom teacher or school counselor, etc.

4-5(1) Safety Inspection(2) Students / Teachers (3) Inside school(4) Teachers(5) On the 10th every month, the teachers inspect the school safety following
the Inspection Items Sheet.

31

4-6

(1) Instruction for rainy days
(2) Students(3) Inside school building(4) Teachers(5) On rainy days, videos on traffic safety are played during recess time,
students are encouraged to use the library, and equipment is provided forthe students to play safely inside.

5. Measures for high-risks
5-1(1) Epi-Pen seminar(2) Teachers(3) Inside school building(4) Teachers(5) Every April, the teachers participate in a seminar so that they can safely
and calmly use an Epi-Pen in the event a student goes into anaphylactic
shock.

5-2(1) Teaching to increase understanding about students in special support classes [Reposted](2) Students(3) Inside school building(4) Teachers(5) Many opportunities are made for students in regular classes to have exchanges with students inspecial support classes. The students increase understanding on each other through these activities.

5-3(1) Maintenance of environment for special support classes(2) Students(3) Inside school building(4) Teachers(5) When arranging classrooms, consideration was made to health andevacuation routes in the event of disasters, etc. Multipurpose toilets were
installed near the classroom.

5-4(1) Commute to and from school for special support students(2) Students(3) School route(4) Teachers / Parents(5) Special support students commute to and from school in student groups or with their parents
depending on their situation.

5-5(1) Guidance on commute home for 1st graders(2) Students(3) School route(4) Teachers / Parents / Community(5) For the first two weeks of schools, teachers walk with the students and provide mimamori-watching
and guidance. The students are handed over to their parents midway.

5-6(1) School Route Safety Map [Reposted], Hazard Map Creation(2) Students(3) Inside and outside school(4) Students / Teachers(5) 4th graders investigate safety related to traffic safety, crime prevention, and disasters (flooding), andcreate a Safety Map.

5-7(1) Saitama City - School Safety Mail
(2) Parents / Community(3) School district(4) Teachers(5) Parents are notified by email in a timely fashion on emergency such as wind and water damage, andearthquakes, and information on suspicious persons.

32

5-8

(1) Patrols by crime prevention volunteers, mimamori-watching activities
during commute home from school(2) Students(3) Outside school (4) Community(5) Volunteers patrol around the school during the morning, and provide
mimamori-watching activities when students are commuting home fromschool.

5-9(1) Evening patrols by PTA <New>(2) Students(3) Outside school (4) Parents(5) For about 30 minutes after school to the evening, PTA members patrol the school route in eachneighborhood. All parents participate when they have time.

5-10 (1) Distribution of security buzzer and security whistle to students(2) Students (3) Inside & outside school (4) Parents / Community(5) The Truck Association donates security buzzers, and McDonald’s donates
security whistles. These are distributed to the students when they enter
first grade.

5-11 (1) Evaluation drills [Reposted](2) Students(3) Inside school(4) Teachers(5) Every year in April, a drill is held to safely hand over students to their parents (guardians) in theevent of an emergency, such as when a warning for large earthquakes has been issued.
5-12 (1) Handover drills [Reposted](2) Students / Parents(3) Inside school(4) Teachers(5) Every year in April, a drill is held to safely hand over students to their parents (guardians) in theevent of an emergency, such as when a warning for large earthquakes has been issued.
5-13 (1) Allergy Meeting(2) Students / Parents(3) Inside school building(4) Teachers(5) School personnel (principal, vice-principal, class homeroom teacher (grade supervisor), school
nurse, nutritionist) meet with parents to discuss the “School Life Management Instruction Table (forAllergies)”. This meeting is held in early April.

33

6. Maintenance of environment
6-1(1) Playground rope repairs(2) Students(3) Playground(4) Teachers(5) Once a month, the Environment Maintenance Section replaces
deteriorated ropes, and removes unnecessary ropes and stakes.

6-2(1) Installation of curved mirrors <New>(2) Students / Teachers /(3) Inside school building(4) Teachers
Community / Parents(5) With the cooperation of Komy, Co., Ltd., curved mirrors have been
installed where visibility is poor.

6-3(1) Installation of temperature/humidity meters <New>(2) Students / Teachers (3) Inside school(4) Teachers(5) Digital temperature/humidity meters have been installed at the enhances
and in the gymnasium, etc., to prevent heat stroke.

6-4(1) Maintenance of playground equipment foundations <New>(2) Students(3) Playground(4) Teachers(5) Exposed concrete around the base of playground equipment, such as
climbing poles and jungle gyms, has been covered by laying down dirt.

6-5(1) Displays for walking in hallway <New>(2) Students(3) Inside school building(4) Teachers(5) Arrows in the hallway instruct the students to walk along the right side.

6-6(1) Don’t Run, Don’t Fool Around, Walk on Right Posters <New>(2) Students(3) Inside school building(4) Teachers(5) Posters with the keywords “Don’t Run, Don’t Fool Around, Walk on
Right” have been put up at the two entrances to remind the students towalk in the hallway.

6-7(1) ISS Mark <New>(2) Students(3) Inside school(4) Students / Teachers(5) Students think about hazardous places in the school, and put up ISS marks
to identify them.

34

Indicator 4

Programs that target high-risk groups and environments

Of the safety measures indicated in Indicator 3, the groups that require special consideration to ensure
safety, in addition to regular safety measures, from a physical or performance aspect are defined as
High-risk Groups. Environments that cannot be avoided with regular safety actions, and which could result
in serious accidents are defined as High-risk Environments.

[High-risk Groups]
1. 1st and 2nd grades
At our school, traffic accidents occurring while the 1st and 2nd graders are commuting home havereached record numbers. This shows that the risk these grades face while commuting home is higher
than other grades. In particular, 1st graders, fresh out of preschool, are not used to walking home alone
yet, so special measures are required.
Organization of groups for walking home (Indicator 3 5-5)
During the school explanation meeting, parents are asked to confirm thelocation of their homes. The students are then organized into groups ofsame grade and same destination. For two years from the day after the
Entrance Ceremony, the students commute home in these groups. The
students call out to each other to look out for cars, and to walk in asingle file, etc., so that they can get home safely.
Guidance for new 1st graders on commute home (Indicator 3 5-5)
For two weeks after school starts, the teachers, PTA and crime
prevention volunteers split up into school commute courses andwalk together with the students so that they can get home safely.
The parents come halfway, where the students are safely handed
over to each parent.
2. Students in special support classes
A special support class was opened at our school in School Year2015. This year, we have six students. The following programs arein place to respond to panic attacks during daily life, and so that thestudents can safely commute to and from school.
Classroom arrangement and environment maintenance (Indicator 3 5-3)
When setting up the special support classes, we considered the students’
health and the evacuation route for disasters, etc. The first floor of the No.2
School Building was selected as it is in the same row as the Nurse’s Office,and it is easy to get out to the playground. A multipurpose toilet for the
students to use was installed in front of the classroom.

35

Teaching to increase understanding between special support classes and regular classes (Indicator 3 5-2)

The students in the special support classes put their shoes in the same shoeboxes as students in theirregular grade, and participate in morning assemblies, events, and classes as much as possible. We also
have students who are enrolled in regular classes, but go to the special class only when they need extra
support. The homeroom teachers for both grades stay in close contact. They give talks at the beginningof the school year, and give explanations that respond to the development stage so that the students canunderstand each other and build better personal relations. During subsequent exchange learning sessions,the teachers give instruction on how to respond, and increase living experiences for all students. The
students are beginning to develop rich emotions that surpass the boundaries of classes, and help eachother in their daily lives.
Mimamori-watching during school commute (Indicator 3 5-4)
For students that may be subject to danger during school commute in groups, parents are asked to pickup the student at school. The student is properly handed from the teacher to the parent at the end of theschool day.
3. Students requiring consideration of health reasonsSome students require individual attention because of their type of illness or allergies, etc. The school
believes that it is important that the teachers and staff have a common understanding on prevention
measures for each student, and actions to be taken should the student go into shock.
Common understanding of students with illness
In April at the beginning of the new school, all teachers meet to exchange information on students’
illnesses and medical history based on the information received from parents.
Allergy Meeting (Indicator 3 5-13)
In early April, the student needing special consideration for school lunches
because of allergies, the parents, homeroom teacher, school nurse,
nutritionist, and school management meet. Based on the results of hospitalinspections, the parents and school come to a common understanding
regarding the allergens, actions to be taken if a reaction occurs, andhandling of lunches with substitutes or removal of allergens, etc. The
student’s name, response in event of accident, medicine storage place, etc.,
are recorded in the Foodstuff Allergy Response Manual (prepared by
Saitama City). This manual is stored in a specified place in the classroom
desk. This way, if a different teacher should be in charge of the class forindependent studies, etc., they can take proper actions.

36

Epi-Pen seminar (Indicator 3 5-1)
An Epi-Pen can temporarily ease the progress of anaphylactic shock. Once a year,
all teachers watch a DVD and practice using the injector so that they can provide
accurate treatment if needed.

[High-risk Environment]
1. Natural disasters
In addition to Japan’s feature of having many earthquakes, disasters caused by irregular weather
conditions such as typhoons and heavy rains have been increasing in recent years, and pose a risk to thestudents’ safety.
Group walking on the way home from school (Indicator 3 2-7)
Six times a year, the students practice walking home in groups toensure that they can get home safely in the event of a disaster. Eachtime, the students talk with the teacher in charge of the area to resolve
problem points in each area, and to ensure that the students cancommute safely with friends in their neighborhood. During three ofthe sessions, the teacher in charge walks to near the student’s home,and checks for safety along the school route. During the group walkon open school days, the parents walk behind the groups and checkfor safely along the route.
Evacuation drills (Indicator 3 5-11)
Three times a year, evacuation drills are systematically conducted sothat the students can evacuate safely in an emergency. The evacuation
drills simulate earthquakes, as well as fires in various parts of the school.
During each session, basic actions and paths for evacuation are
confirmed to foster demonstrative attitudes and abilities that match thesituation.
Hand-over drill (Indicator 3 5-12)
A hand-over drill is conducted once a year after an evacuation drill. The
procedures are practiced for safely handing students over to their parents
and getting them home to ensure that the students are safely handed overto their parents in the event of an emergency, such as when large
earthquake warning has been issued.

37

2. Hazardous spots on school grounds
Many student injuries occur on Mt. Jionji on the playground and the slope in front of the Nurse’s Room.
There have even been serious cases that required transportation by an ambulance.
Call-outs by students (Indicator 5)
On Tuesdays and Thursdays, Committee and Representative members
from the 4th, 5th and 6th grades, conduct a greeting exchange program.
The students stand at Mt. Jionji and at the slope in front of the Nurse’s
Office, and remind other students to walk and play safely. During lunch
recess on Wednesdays, the Student ISS Committee members stand atinjury hot spots in and around the school, and remind students to walkand play safely.
3. Dangers off school grounds
Along the student’s school route, there are roads with narrow sidewalks even though traffic levels are
high, and places that flood during heavy rains because of their geographical features. In the past, there
have been cases when the students could not get home because their school route was flooded, so they
had to take a detour, or did not know how to get home. There have also been incidents of students
approached by a suspicious person, or nearly tugged into a car after school both in and out of the school
district.
Creation and posting of Safety Map (Indicator 3 5-6)
4th graders use their General Studies class to inspect for hazardous
places outside the school, and report their findings in a Safety Map andHazard Map. The maps are posted in the school so students and parents
can check where traffic accidents or flooding might occur. (Refer to Fig.
1-7 for details on flooding.)
Cooperation with parents and community (Indicator 3 5-7, 5-8)
The PTA and community members conduct mimamori-watchingactivities so that the students can commute to and from school safely.
(Also shown in Indicator 1.) If school is going to be let out early becauseof bad weather, or if there is information on suspicious persons, etc., theschool notifies the parents with the Saitama City School Safety Mail.
This system allows the entire community to look out after the students.

38

Indicator 5

Programs are from the Evidence Base

Based on the situation of injury occurrence shown in the analysis table in Chapter 4, we have set prevention
measures for injuries (including emotional injuries) sustained on and off school grounds, and have implemented
prevention activities.
[Analysis]

Physical injuries

Place

Problem points

Evidence (Fig.)

On school In school  Older grades have a high rate of injury sustained during
grounds
buildingclass in the classroom (including special classroom).

4-2, 4-4

 Older grades have a high rate of injury sustained during PE
in the gymnasium.

4-2 In all grades, many injuries are sustained during PE on theplayground.

4-2, 4-4

 Injuries sustained on the playground are high in all grades,but particularly high in lower grades.

4-2

 Lower grades have a high rate of injuries during short recess
and lunch recess.

4-4

Off school School
groundsroute There are many injuries caused by falling during commute
to/from school.

4-9

Others There is a risk of disaster from heavy rains or earthquakes.

1-7

Emotional injuries

 There are students that have had unpleasant experiences that
could lead to bullying.

4-10, 4-11

Outsideschoolbuilding[Prevention measures]
Prevention measures

Challenges addressed

Environment improvement(1) Maintenance of playground environment(2) Modification of PE class areas(3) Modification of Arts and Crafts class areas

, , , , Students’ awareness(4) Increase students’ awareness of safety(5) Fostering a rich spirit

, , , , , , Increase students’ body strength(6) Strengthen students core, legs and lower back , , , 

Increase teacher’s ability to instruct (7) Review of safety instruction39

, , 

1. Actual measures for priority challenges(1) Maintenance of playground environment<Program 1> Periodic inspection and repair of playground equipment and facilities by Environment
Maintenance Section (Challenges addressed: , , )Previously, the monthly safety inspection was conducted by the one teacher in charge. When a problem wasfound, such as when the line rope was broken or the stake for fixing the rope was exposed, the teacher who
found it or the PE teacher fixed it. These solo inspections meant that problems were missed. Now, on the firstMonday of the month after classes, the Environment Maintenance Section conducts a safety inspection of theplayground, and makes any necessary repairs.
Maintenance of basketball court
Repairing line ropes
BeforeAfter

Covering playground foundations with dirt
BeforeRepairing the climbing
poles and jungle gym
in the same manner

After<Program 2> New dodge ball court (Challenges addressed: , )
Most of the playground is taken up by the soccer court and twobasketball courts. There was no space for ball games other thansoccer or basketball, so the students always played those games.
Many injuries sustained during lunch recess and short recess werecaused by collisions or falling. We created a new dodge ball court todisperse the games played throughout the playground.

40

<Program 3> Painting of playground equipment during summer vacation (Challenges addressed: , , )The students get caught on the playground equipment if the paint is peeling. To prevent injuries from suchsituations, the equipment must be painted periodically. This is too much work for the janitors to handle alone,so all teachers help paint the equipment during summer vacation.

(2) Modification of PE class areas (Challenges addressed: , , )
During PE, we must be careful of injuries from collision or falling that are sustained when students are so
engaged in the activity that they fail to see other students or equipment. In School Year 2015, approx. 30% of
injuries during PE were caused by collision or falling. To prevent this, it is important to teach the students how
to exercise properly, and “Do not go near other students while they doing an activity”, “Follow your turn”, etc.
The Physical Education Section reviewed ways to carry out activities in the gymnasium or playground so theyflow in one direction. They created our school’s standards for PE. These standards are extensively taught to thestudents and applied in all classes.
Mat and vaulting horse exercise

Horizontal bar exercise

Modifications to keepa same line of travel

Students leave mat andwait their turn

Hurdle race41

(3) Modification of Arts and Crafts class areas (Challenges addressed: )In terms of managing safety, it is important to secure a safe activity area while keeping the area neat and orderly,
and to store materials and tools safely. Most Arts and Crafts classes are held in the Arts and Crafts room.
However, when they are carried out in the regular classroom, there is not as much space, and it is difficult toensure a safe activity place. Standards for activities such as “Create a place for each activity”, and “Gather all
dangerous tools in one place”, were created.
Woodblock activity (Example for classroom)
Ensure space tomake woodblocks(half of theclassroom space)

Place to mix ink

Place to print(4) Increase students’ awareness of safety<Program 1> ISS Student Assembly (Challenges addressed: , , , , , , )
About twice a semester, the Student ISS Committee leads a Student
Assembly before classes start in the morning. The ISS Committee
members report on the number and cause of injuries that occurred atschool, etc. Each Committee presents on their ISS programs, and hold ISS
quizzes, etc.
Presentation of ISS slogan<Program 2> Programs in the classes [General study classes] (Challenges addressed: , , , )
4th Grade Jionji Elementary School
Safety Survey Team

Details of activities (total 20 hours)

Setting ofchallenges

 Learn about dangers along the school route and possible safety measures.
 Use an image map to discuss dangers along the school route and possible safety measures.
 Decide where and what to check along the school route.

Collection of
information

 Conduct safety investigation. (Field work)* Ask parents to help.

Organization
and analysis

 Sort information from perspective of “traffic safety” and “crime prevention”.
 Sort information from perspective of “hazard spot” and “safety measures”.
 Organize information on cards.

Summarize
and present

 Conduct a presentation session. (Present to parents on open school day.) Create a Safety Map.
 Present to all students through “Presentation at ISS Student Assembly”, or by putting up
posters in school, etc.

42

From last year, General Study Class has been used by 3rd graders to investigate on hazard spots at the school,and by 4th graders to investigate hazard spots along the school route. The top photos show an example of the
4th graders learning. The students create a Safety Map based on the safety survey they have conducted.

4th Grade: Jionji Elementary
School Safety Survey Team

3rd Grade: Aim for ISS!
Jionji Elementary School Expedition Team

Presentation at ISS
Student Assembly

School route safety
Red shows hazard spots,
Blue shows safety measures

School route safety map<Program 3> Student call-out campaign and patrol program (Challenges addressed: , )
During lunch recess every Wednesday, members of the ISS Committee
call out and remind students to walk on the slope in front of the Nurse’s
Office and in the hallway. When this program was started, many students
especially in 1st and 2nd grades, ran down the slope. As the call-out
campaign proceeded, more students remembered to walk in the school.
Furthermore, the PE Committee conducts patrols to make sure thatplayground rules are observed.
ISS Committee call-out program

43

<Program 4> This Month’s ISS (Challenges addressed: , , , , , )
SchoolYear 2015
Total number of injuries at school by month
2015年
学校ぜんたいの月べつのけがのけん数
300
200
100
0

212
101 93

185 172

140
0

60

141

121
90 113The Survey and Statistics Section sets a monthly target for safety based on their analysis and observation of
injury occurrence. Monthly targets for preventing emotional injuries are also set.
Monthly targets for mind and bodyTargets for the body are based on previous data. Targets for the mind
are set by semester so that we can increase awareness over a long span.

Targets for safety and security are set based on previous data and the students’ state. These are posted
in each class to unify general instruction and to further increase the students’ awareness of ISS. At the
beginning of the month, time is always set aside to confirm “This Month’s ISS”. Using the “Activity
Review Card” each month helps the students to review the actions, and leads to increased safety andsecurity.

44

<Program 5> Creation of Safety Map (Challenges addressed: , , , , )
Safety Map made byHealth Committee

Safety Map made by
Survey and Statistics Section

The Health Committee interviews the students that have come to the Nurse’s Room for injury treatment, andcreate the map each month. The next school year, the Survey and Statistics Section summarizes the monthly
Safety Maps created by the Health Committee into a larger map. This Safety Map is introduced to all students
at the ISS Student Assembly, and students are reminded to watch out for injuries. (Also shown in Indicator 6.)(5) Fostering a rich spirit<Program 1> Use of Happy Words (Challenge addressed: )
An Emotion Survey is conducted in April to collect “Things your friends said
that made you happy”. The principal introduces these as Happy Words to allstudents during his morning address. Children are reminded to actively use
Happy Words during their daily life.

<Program 2> Strengthening Bullying Elimination Campaign Month (Challenge addressed: )Campaign period: June

Example of class slogan

Creation of classslogans toeliminate bullying

Campaign toeliminate bullying
developed byStudent Council

Instruction by class
homeroom teacher using“Examples of bullying
prevention instruction”

Talks by principal,
etc.

Promotion to homes andcommunity throughSchool Newsletter and
PTA Newsletter(Example)

Jionji Kids Exchange Session for
exchange between different grades45

(6) Strengthen students core, legs and lower back<Program 1> Training menu to strengthen core, legs and lower back (Challenges addressed: , , , )
Fig. 3-7-2 and 3-9 in Chapter 3 shows that there are many scrape injuries sustained when falling. Thus, thePhysical Education Section considered a training menu to strengthen the students’ core, legs and lower back.
This training menu was incorporated as part of the warm-up exercises conducted before Friendship Time andPE class.
Balance squat
Stand on one leg to strengthen
legs and lower back<Program 2> ISS lunch (Challenges addressed: , , , )
The Survey and Statistics Section analyzed the injuries that occurred in
the previous school year, and found that “many students are injured
from falling”. It is important to build a strong body that resists serious
injuries, such as fractures, even if the student falls. The nutritionist andLunch Committee planned a lunch meal that uses many calcium-richingredients in hopes of making bones stronger.
Last year, the ISS Lunch was served in January.

(7) Review of safety instruction<Program 1> Creation of safety instruction standards for PE class (Challenges addressed: , )
Safety instruction at the start of class is very important for preventing injuries. By creating safety instruction
standards, all classes can be instructed in the same manner. An enlarged version is posted on the bulletin board
and used for instruction.
Example forhurdle race

We plan to create safety instruction
standards for all sports events that could
result in serious injuries (apparatus
gymnastics, track and field).

46

Long mats are folded in half andcarried by four students

Students sit away from the mat
and wait their turn

<Program 2> Using desktop tool collection “Look when in trouble!” (Challenge addressed: )
Example for woodblock printing

Tools used for safety
instruction, including how
to handle and use tools
safely, are clearly indicated.

How to safely handle and use tools that are usedin each grade are summarized in each area of theArts and Crafts section.
This panel illustrates the actual handling and usage
methods to the students to reinforce the instructions
given by the teacher.

Panel on how to use tools

47

Instruction on how to use scissors

When giving scissors tosomeone, always face thehandle toward them.

<Program 3> Seminar on safety instruction for Arts and Crafts class (Challenge addressed: )Photo of seminar
During summer vacation, the teachers
participated in a seminar on safety
instruction for Arts and Crafts class.

<Program 4> Modification of PE and Arts and Crafts class areas * (2) and (3) reposted
For thorough safety instruction, it is important that the students have rules regarding safety, and it is importantto create safe activity areas such as by increasing activity area. Modifications to the activity area were added tothe standards for safety instruction.

48

Indicator 6

Programs that document the frequency and causes of injuries

At our school, we use an information collection program to understand records related to student injuries, etc.
Category

Type of injury

Emotional
injuries

Frequency(1) Injuries that do
not require
hospital visit(school record on
injuries)

Information on injuries is collected andtabulated using the Nurse’s Office Visit
Records.

Data is input each day,and analyzed each month.

(2) Injuries
requiring
hospital visit(Sports Council
records)

Disaster medical fees can be requested for
injuries that are sustained while under thecare of the school. An accident report is
submitted to the City Board of Education,
and a request is made to the Japan Sports
Council.

Submitted to City Boardof Education after
treatment is completed.

(3) Number of claims orincidents that lead tobullying

All students are surveyed on how to makeclasses fun and on safety. Students in grade
3 and higher are surveyed on emotions anddaily life.

Monthly (Survey formaking classes fun)Once/twice a year
(Survey on safety)
Each semester (Survey on
emotions and daily life)

Injuries including minor injuries

Physicalinjuries

Recording method

Our school’s original programs (1) and (3) above are explained below.

1. Records on physical injuries [(1) Nurse’s Office Visit Record]
The injured student, with the School Nurse, records the situation of the injury in the “Nurse’s Office Visit
Records”. After recording the information, a Health Committee member attaches a sticker on the Injury Map.
The Injury Map shows the places where injuries occur and the type and cause of injury to urge the students totake caution.
Flow of Nurse’s Office use
Student is injured and visits Nurse’s OfficeStudent records situation of injury

Health Committee member attaches a sticker
on the Injury Map (Prepared each month)* Also shown in Indicator 5
Next school year
Survey and Statistics Section preparesan annual injury map.

49

Improvement of Nurse’s Office Visit Records
School Year 2015 Jionji Elementary School Nurse’s Office Visit Record (injury)

Since starting the Safe School program,the time and cause are written in detailso correct data can be compiled.

Flow of data analysis to observation
School nurse enters records on injuries into the
Nurse’s Office terminal
Teacher transfers the Nurse’s Office terminal toa terminal in the Faculty Room
The data is graphed, and then analyzed andobserved by the Survey and Statistics Section
The data is graphed to show when, where andwhat type of injury have a high frequency.

The graphed data is posted in the school50

Tools for creating materials
We have created our own original software to manage and analyze the Nurse’s Office record data. The Nurse’s
Office record data can be easily transferred to a terminal in the Faculty Room. “Creating data up to the cause of
injury”, and “Automatically graphing the input data” are main features of this software, which is very helpful for
analysis and observation.

2. Records of emotional injuries [(3) Number of claims or incidents that lead to bullying]
Survey on making fun classes
The following survey is distributed to each student each month to investigate the situation of bullying.
Each homeroom teacher
tabulates the responses, conducts
interviews of students whocircled “Yes, I have concerns”,
and works to prevent bullying.

Survey on safety
The following survey is distributed toall students once or twice a year, toinvestigate the situation of emotionalsafety and safety during school life.
Each homeroom teacher
tabulates the responses, andthen the Survey andStatistics Section summaries
the results and observations.

51

Indicator 7

Evaluation measures to assess school policies, programs,
processes and the effects of change

1. Performance indicators and validation of effect[: Indicator of performance, : Confirmation method, : Confirmation target]

Inside school

MeasureTarget: Environment improvement(1) Maintenance of playgroundenvironment (Indicators 3, 5)(2) Modification of PE and Arts andCrafts class areas (Indicator 5)(3) Safety inspections (Indicator 3)

Outside school

Target: Increase students’ awareness(1) Increasing student’s awarenessof safety (Indicators 3, 5)
 Safe learning Creation of School Hazard
Map(2) Fostering a rich spirit(Indicators 3, 5)

Short and mid-term
performance indicatorLong-term
performance indicator

Changes in recognition of hazard spots Number and rate of
injuries at school Survey (once a semester) Nurse’s Office data Teachersand Disaster Mutual
Fund data (eachyear)
 All students
Understanding cause of injuries

 Survey (once or twice a year) All students
Changes in awareness and actions forprevention
 Safety Awareness Survey (Daily
Life Review Card) All students
Number of bullying incidents
 Emotion and life survey (once asemester) Students in grades 3 and higher

Target: Increasing students’ bodystrength(1) Strengthen students core, legs
and lower back (Indicators 3, 5)Increase of body strength Results of physical tests (once ayear) All students

Target: Increase teacher’s ability to
instruct(1) Review of safety instruction(Indicator 5)

Awareness and implementation ofsafety Measurement of instruction effect(before and after class) Teachers, all students

Target: Prevent traffic accidents(1) Traffic safety classes(Indicator 3)(2) Student bicycle riding licenseclasses (Indicator 3)(3) Instruction during commute
to/from school (Indicator 3)(4) Crime prevention patrols(Indicators 3, 4)

Implementation of traffic rules
 Safety survey (once or twice ayear) All students
Traffic safety in community andschool route Survey (once a year) Parents

52

Number and rate oftraffic accidents
 Tabulation of traffic
reports (once a year) All students

2. Evaluation methods and improvements
Short and mid-term
performance indicator nameEvaluation method

Use of results, improvements

 The playground and school environment
are improved, and the details of
Changes in the students’ recognition
instruction are reviewed based on the
Changes in recognition ofof hazard spots is investigated andevaluation.
hazard spots
evaluated with the results of a
 The priority points of the school facility
survey conducted each semester.
safety inspection are reviewed based on
the evaluation.
The students’ awareness of thecause of injuries is investigated with  We aim to increase the students’
Understanding the cause of
the results of an annual survey, andawareness of injury prevention by
injury occurrence
used to evaluate their degree ofreviewing the details of safety classes inunderstanding.
relation to the evaluation, and modifying
Changes in the students’ recognition them to match the current state.
Changes in awareness and and actions for injury prevention are  The School Hazard Map is corrected(added/deleted) based on the evaluation.
actions toward prevention
investigated and evaluated with themonthly “Daily Life Review Card”.
 Homeroom teachers, grade teachers,
management, teacher instruction, andThe student’s awareness ofteaching consultation sections, etc.,bullying, and the number and details cooperate and provide organized
Number of bullyingof incidents, are investigated withresponses to eliminate bullying. These
incidents
the “Emotion and Life Survey”
groups work together to analyze theconducted each semester for allcause of bullying, and provide
students in grade 3 and higher.
continuous instruction.
 We aim to foster a rich spirit throughmorals classes and class management.
 Exercises are modified according to theactual state of the students so that we
The actual state of the students’can help build strength in their core,
physical strength is evaluated with
Increased physical strength
legs, and lower back. Exercises are
the results of the annual physicalimplemented during warm-up exercises,
test.
and details of class instructions are
improved.
 The details of safety instructions arereviewed in relation to the evaluations,
By measuring the effect ofand measures increase students’
instruction before and after dailyawareness with instruction that matches
Awareness andclasses, we confirm and evaluate the the state.
implementation of safety
students’ awareness and We aim to improve the teachers’ ability
implementation of safety.
to instruct by providing complete warmup exercises and practice exercise duringPE.
 Traffic safety classes are held toimprove the student’s knowledge,
implementation and awareness of traffic
rules.
The students’ implementation of Child bicycle riding license classes are
Implementation of traffic
traffic rules is investigated andheld to teach skills to prevent trafficrules
evaluated with an annual safety
accidents involving bicycles, and tosurvey.
increase knowledge.
 Guidance during commute to/fromschool is increased especially at the startof semesters to increase awareness.
53

The situation of safety in the
Traffic safety in community community and along the schooland school route
route is assessed with an annual
survey of parents.

Long-term performanceindicator nameEvaluation method

 Based on the evaluation, community
volunteers and the PTA improve priority
points in the daily guidance during
school commute hours and in the crime
prevention patrols.
 The School Safety Map is corrected(added/deleted) based on the evaluation.
Utilization of evaluation results

 The safety instruction is reviewed basedon the evaluation. We aim to increase anawareness of prevention, improve theactivities by each student-led committee
such as the ISS Committee andRepresentative Committee, and to
decrease the number and rate of injuries.
 Improvement points are reviewed based
One year’s worth of accident reportson the evaluations. This information is
is tabulated to evaluate theshared with the PTA and community
increase/decrease in number andvolunteers and used to reduce theratio of traffic accidents.
number and rate of traffic accidents.
One year’s worth of Nurse’s Office
Use data and Disaster Mutual
Payment data is tabulated andanalyzed to evaluate theincrease/decrease in number of andratio of injuries sustained at school.

Number and ratio of
injuries in schools

Number and ratio of traffic
accidents

3. Management of program progress
The ISS Steering Committee takes the data collected and analyzed by the Survey and Statistics Section, andconfirms the general effect based on the performance indicators. Leaders from the Safe School Designation
Center give us advice on each program and management of the progress, which we then use to make
improvements. (Also shown in Indicator 1.)(1) Image of program progress management
1. Safety survey

2. Setting of challenges, and study of measures

3. Execution
Environment
Maintenance Section

Each homeroom teacher,teacher and staff

Students

Division ofschool duties

Parents and Community
5. Improvement

4. Review and evaluation
Survey andStatistics Section

ISS Steering
Committee

54

GeneralAssembly4. Verification of effect(1) Short and mid-term performance
Awareness and implementation of safety[Physical injuries]
Fig. 5-7-1 “Were you able to take care not to get injured and exercise properly during PE class?”(Safety Survey, School Years 2015 and 2016)

Did you 体育：安全に運動
exercise safely during PE?
とてもそう思う
Think so very much

14.5%
9.3%

7.4%
7.8%

11.8%

まあまあそう思う
Think so somewhat

17.6%13.8%

24.6%

82.3%
66.7%

92.6%
75.0%

1st grade
1年
1年
２０１５
2015 ２０１６
2016

2nd grade
2年
2年
２０１５
2015 ２０１６
2016

10.3%

14.3%

49.3%

63.8%
50.9%

83.3%
57.1%

5th grade
5年
5年
２０１５
2015 ２０１６2016

6th grade
6年
6年
２０１５
2015 ２０１６
2016

Dandelion
たた
２０１５
2015 ２０１６
2016

22.4%

86.8%

80.9%84.6%

55.4%

3rd grade
3年
3年
２０１５
2015 ２０１６
2016

4th grade
4年
4年
２０１５
2015 ２０１６
2016

16.7%

34.8%
33.3%

89.7%

We can see that most students took care not to get injured and exercised safely during PE class. The
student’s awareness of safety has increased, and the Safe School program has spread among the students.
[Emotional injuries]
Fig. 5-7-2 “Are your classes fun and secure, with no bullying?”(Safety Survey, School Years 2015 and 2016)
いじめのないクラス
Is yourclass free of bullying?
とてもそう思う
Think so very much

まあまあそう思う
Think so somewhat

0.0%

3.1%
27.8%12.9%

68.5%77.4%

1st grade
1年
1年
２０１５
2015 ２０１６
2016

24.1%

23.5%
47.7%

44.6%47.1%

72.1%
44.6%

70.6%
56.7%

3rd grade
3年
3年
２０１５
2015 ２０１６
2016

4th grade
4年
4年
２０１５
2015 ２０１６2016

5th grade
5年
5年
２０１５
2015 ２０１６
2016

95.3%
72.2%

2nd grade
2年
2年
２０１５
2015 ２０１６
2016

25.0%
34.3%

45.6%
38.5%

42.9%
49.3%
50.9%
42.0%
15.8%
6th grade
6年
6年
２０１５
2015 ２０１６
2016

100.0%
57.1%

Dandelion
たた
２０１５
2015 ２０１６
2016

Compared to the last year, there has not been a big change in the affirmative rate. However, most of thestudents feel that their class is safe, secure, and free of bullying.

55

(2) Long-term performance
Number and rate of injuries at school
Fig. 5-7-3 Rate of injury occurrence in past three years by grade
２０１３年
2013

cases

8.00

7.39

5.00
4.00

6.37

5.64

6.00

5.53
4.37

3.79

4.01

3.65

3.08

2.51

3.00

２０１５年
2015

7.18

7.06

7.00

２０１４年
2014

2.89

2.73
1.93

2.00

2.63

2.14
2.06

1.00
0.00

1st１年
grade

Fig. 5-7-4

2nd２年
grade

3rd３年
grade

4th４年
grade

5th５年
grade

6th６年
grade

Transition of injury occurrence rate in one group
Transition of injury occurrence rate in one group
同一集団におけるけがの発生率の推移(Annual rate per student for past three years)（過去３カ年、年間１人あたり）(cases/student)

7.39

7.18

8
7
6
5

7.06

6.37

3.79

3.65

4
3
2

5.53
2.89
2.73

1
0
2013

2014
School Year 2016
２０１６年度
4th grade
４年生

School Year 2016
２０１６年度
5th grade
５年生2015 (school year)
School Year 2016
２０１６年度
6th grade
６年生

When looking at the rate of injury occurrence per student by grade for the past three years, we see atrend that the rate of injury occurrence decreases as the grade increases. (Fig. 5-7-3)
When looking at the injury occurrence rate in one group for the current 4th, 5th and 6th graders, we seethat the occurrence rate has dropped in each group between School Years 2014 and 2015. The rate of
injury occurrence has particularly dropped among the current 6th graders. (Fig. 5-7-4)
Injuries among students in older graders may have dropped because their bodies have grown,
increasing muscle strength and dexterity, and making them less susceptible to injury. Furthermore,through these International Safe School activities, the older students’ understanding of leading a safe
life has increased. Their awareness to be safe all day has also been influential. (Fig. 5-7-1)

56

Indicator 8

Ongoing participation in Safe Schools networks at national
and international levels

We actively visit ISS designated schools and schools taking part in the ISS program, and actively participate
in the ISS network.
2015

2016

April 10
July 22
Nov. 16Jan. 6
June 10
Oct. 7

Participated in Kitamoto Municipal Nakamaru Elementary School, Miyauchi Jr.
High School designation ceremony
Visited Kitamoto Municipal Nakamaru Elementary School
Participated in Chichibu Municipal Daini Jr. High School audit
Participated in Urawa Gakuin Sr. High School preliminary guidanceParticipated in Toshima Municipal Ikebukuro Honmachi Elementary School,
Gyoko Elementary School preliminary guidanceParticipated in Atsugi Municipal Shimizu Elementary School audit

 Kitamoto Municipal Nakamaru Elementary School (ISS designated school)

Designation ceremony

Observation

Participating andobserving the
Designation
ceremony was
helpful reference for
us when we started
the ISS program.

 Toshima Municipal Ikebukuro Honmachi Elementary School, Gyoko Elementary School

Ikebukuro Honmachi Elementary
School preliminary guidance

Gyoko Elementary School
preliminary guidance

We learned manythings such as thestudents’ greatinterest in ISS at theStudent’s Assembly,
and thereinforcement ofenvironment
maintenance within
the school.

 Atsugi Municipal Shimizu Elementary School (ISS Designated school)
This is a valuable
opportunity for us tounderstand thesituation ofprograms and audits
at ISS designatedschools.
Scenes from school visit

Bicycle club activities

57

Chapter 6

Future Programs and Prospects for Creating a Safe School

1. Challenges(1) Reducing the number of injuries that occur
1) Student’s ability to avoid danger
The number of injuries that occur has dropped each year since we started the ISS program. However,
we cannot say that the students’ awareness of safety and their ability to avoid danger is sufficient.
2) Collection of records and information on students’ injuries, etc., and analysis and use of information
By improving the Nurse’s Office visit records and the material creation tools, we can get a moreaccurate understanding of the situation of injuries that occur at our school. However, we are not able tosufficiently utilize the results of our analysis.
3) Accurate implementation of safety inspections inside school and maintenance of environment
Since starting the ISS program, the teachers and staff have conducted careful safety inspections.
However, there are hazard spots that are missed during these safety inspections. Our safety measuresfor playground equipment are also not sufficient.
4) Measures for preventing traffic accidents, and improvement of model awareness
There are not many traffic accidents. However, the students’ understanding of traffic rules is not
sufficient, and their awareness to observe traffic rules is still low.
5) Fostering a spirit of mutual respect, and preventing Internet trouble
There are few known cases of bullying. However, there are many incidents of trouble with friends
within daily school life. We are also seeing problems between students over SNS and email.
6) Programs for disasters and improvement of environment surrounding school
We have a manual regarding making shelters against tornadoes, and drills are conducted. However, ittakes longer than expected to make the actual shelter. From last experience, the students’ awarenessregarding water damage, such as flooded roads, is high. However, repairing roads takes time and costs
money.

(2) Continuing and reinforcing ISS program
1) Sharing the principles of ISS, and responding to changing environments and situations
Through our continued activities with the ISS program, we have shared the principles of ISS with many
people who are involved with our school. It is important for us to carry on the principles of ISS as partof our school’s traditions, even as the environment and situation around our school changes.
2) Building and continuing a promotion organization in the school
We have been able to build an ISS promotion organization (between teachers, between teachers andstudents) in our school. However, we require more modifications so we can continue with the program.
3) Collaboration with community and parents
We have built the foundation of a system to cooperate with parents and people in the community.
Parents and people in the community cooperated to ensure the students’ safety. However, we must still
make modifications and improvements for sharing information, conveying thoughts, and reinforcing
opportunities.

582. Future Programs and Prospects(1) We will reduce the number of injuries
1) We will promote programs for teaching knowledge and skills for acting safely, and will enhance thestudents’ awareness of safety and ability to avoid danger.
2) We will improve the Nurse’s Office visit records and the material creation tools, and will increase theaccuracy of creating data on causes of injuries. We will continue to analyze injuries, and use it to plan
prevention measures that match the challenge.
3) We will study and improve the safety inspection items and methods so that we can quickly discover
hazard spots on the school grounds that are easy to overlook. For playground equipment, we will
systematically provide maintenance for hazard spots we have found, and will maintain theenvironment.
4) We will cooperate with parents and people in the community to work on traffic safety education, andwill increase the students’ awareness of traffic safety.
5) We will strengthen the “Happy Word” program to foster a spirit of mutual respect. We will also
implement the “Human Relations Program” and special activities to increase the students’ ability tocommunicate. We will systematically conduct information literacy education, and educate the students
with valid knowledge and practical skills to prevent trouble from the Internet.
6) We will review our disaster response manual, and will revise it with information that is useful in actual
disasters. We will work closely with related agencies, homes and the community to maintain theenvironment around the school, and along the school routes.

(2) We will continue the ISS program, and will work to strengthen our program
1) We have listed the succession of the ISS principles as one of the pillars of our next school year’s
School Management Policy.
2) We will review the teacher’s promotion organization and the member composition of the Student ISS
Committee, and make modifications to create a system so the program will continue even if themembers or conditions change.
3) We will use opportunity such as the School Health Committee and increase cooperation with the PTA.
Information will be positively sent out to parents and the community using the School Newsletter andthe school’s website, etc.

59