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Yarborough Academy, Yarrow Road, Grimsby, North East Lincolnshire, DN34 4JU Click here to email us >> Secure area login >>

About Our Academy


Yarborough Academy is committed to ensuring all children have equal opportunities regardless of their circumstances and backgrounds. Everything we do must be fair and non-discriminatory, following the Single Equality Act 2010.

Equality of opportunity is at the heart of this vision, with an insistence that all pupils will do well.


Treating a person less favourably because they have one or more of the characteristics would be unlawful.

  • Age.
  • Disability.
  • Gender reassignment.
  • Marriage and civil partnership.
  • Pregnancy and maternity.
  • Race.
  • Religion or belief.
  • Sex.
  • Sexual orientation.


The Act defines a number of types of unlawful behaviour, including:

  • Direct discrimination.
  • Indirect discrimination.
  • Failing to make reasonable adjustments for disabled pupils or staff.
  • Discrimination arising from disability.
  • Harassment related to a protected characteristic.
  • Victimisation of someone because they have made, or helped with, a complaint about discrimination.



*To ensure that everyone is treated equally.

*To reduce prejudice-related bullying and the use of derogatory language.

*To strive for community cohesion.

*That children respect one another.

*To recognise and celebrate diversity within our community.

*To support the UN Convention on the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998, to ensure that every child is healthy, safe and able to enjoy and achieve in their learning experience.



*All children have access to a broad, balanced and culturally-inclusive curriculum that provides opportunities for pupils' spiritual, moral, social and cultural (SMSC) development.

*Advance equality of opportunity by ensuring that teaching, learning and the curriculum promote equality, celebrate diversity and promote community cohesion by fostering good relations.

*There is due regard for the need to eliminate unlawful discrimination, harassment and victimisation.

* We train staff on how to respond effectively to prejudice-related bullying. (We have recently been selected to be working as part of the Anti-HBT Bullying Fund Programme 2016-19 that Barnardo’s Positive Identities Service will be delivering.)

*Our Academy will not discriminate, harass or victimise a pupil or potential pupil in relation to: Admissions; The way it provides education for pupils; How it provides pupils access to any benefit, facility or service; Excluding a pupil or subjecting them to any other detriment.

*We are committed to meeting the individual needs of each child and will take full account of their age, disability, gender, gender-identity, race, religion or belief and sexual orientation.

*Any discriminatory incidents are reported immediately to the Safeguarding Coordinator and records are kept. Incidents will be dealt with, and continually monitored with the involvement of parents. Intervention by the Learning Mentor will be used if necessary.

* Recruitment procedures ensure that everyone has equal opportunity

*All policies and practices in the Academy will take account of this policy.



The education at Yarborough promotes understanding and appreciation of difference and diversity, tackling prejudice, and the development of skills and attitudes to enable pupils to participate positively in the life of the academy and community.

We constantly strive for children to see the positives of being an individual and being different to everyone else. Regular songs that can be heard in our Academy are ‘It’s good to be me’ (It’s good to know you, It’s good to be different, but together), Just the Same (Whether black or white skin, or a frown and a grin, Well the Lord loves us all just the same).



At the heart of our Academy ethos lies our school values. There are nine values in total and five of these address equality issues:

  • I must be given every opportunity to learn because I am trying to progress as much as I can, whilst helping others to grow.
  • I can relax, play and join in a wide range of activities, and I actively encourage others to join in.
  • I am kept safe and cared for, and I play my part in the care and safety of others.
  • I respect other people’s thoughts, beliefs and individuality in the same way that they respect mine.
  • Because I am treated fairly I am able to accept the consequences of my actions.



Yarborough’s Curriculum is driven by eight areas, one of which is World Wise. This addresses areas of the Equality Act through developing their people skills, creating opportunities to explore similarities and differences, creating opportunities to learn from other cultures, celebrating culture and diversity, learning about the world around us, addressing the British value of mutual respect and tolerance of those of different faiths and beliefs.

This driver aims to create children who are considerate, part of the community, proud of their heritage, sociable, a team member, adaptable, accepting of differences, proud, culturally aware, confident, happy and ambitious.



Our Secrets of Success include ‘to understand others’ which is widely promoted every day as well as being a taught and assessed part of the curriculum.

Years 1-6

Bronze Award

Silver Award

Gold Award

To understand others

• Show an awareness of someone who is talking.

• Show an understanding that ones own behaviour affects other people.

• Listen to other people’s point of view.

• Listen to others, showing attention.

• Think of the effect of behaviour on others before acting.

• Describe the points of view of others.

• Listen first to others before trying to be understood.

• Change behaviours to suit different situations.

• Describe and understand others’ points of view.


*Play cooperatively, taking turns.

*Listen to the ideas of others.

*Show sensitivity to others.

*Form positive relationships.

*Talk about feelings.

*Talk about behaviour.

*Describe behaviour that is wrong.

*Work as part of a group or class.

*Follow rules.

*Show sensitivity to the likes and dislikes of others.

*Know the similarities and differences between themselves and others


Every year children from FS2 to Year 6 follow an ‘Expect Respect’ programme which investigates, identifies and educates against gender stereotypes. This programme is developed from Women’s Aid.


The NSPCC run assemblies for key stage 1 and 2 children aged 5 to 11, and workshops for Year 5 and 6 every year to make sure our pupils have the knowledge and understanding they need to stay safe from abuse. The programme is called ‘Speak out, stay safe’.


Year 6 children were given a talk on Hate Crime Awareness by a police officer within the Humberside Police Service.


British Values

The British Values are promoted through projects as well as during themed weeks, assemblies and special events.  All the values (democracy, the rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs and for those without faith) are an important part of equality at Yarborough Academy.


Themed weeks

Every week in school has a theme and all assemblies and collective worship centres around this theme. Equality is something that is widely covered in these themes. They raise an awareness and understanding of differences between a variety of people and that difference is a positive thing. During the year 2016-2017 themes included: The rights of the child; International Day of Peace; Yom Kippur; Paying homage to those affected by war; Anti-Bullying; Having Faith; E-Safety; Expect Respect; Friendships; Chinese New Year; Celebrating Differences; Holi; Responsibility; Comic Relief; Values; Understand Others; Eid-al-Fitr.



At Yarborough Academy, curriculum objectives are linked together to create purposeful and real life projects. There have been many projects that have centred around equality and diversity.

-How can we change perceptions? Studied how we can raise awareness that Great Britain is diverse and we should celebrate this, as well as realising that there are so many similarities between Muslim and Christian cultures- despite what is regularly reported in the media.

-How can we Celebrate? Studied different religious and cultural celebrations from all around the world.

-What makes a good friend? Studied how to treat each other and how everyone is equal.

-What makes us special? Studies individual differences and how this makes us special.

-How can fairy-tale characters live together? Studied how to overcome conflict and differences and promoted community cohesion.

-What makes a hero? Studied everyday heroes in different religions and cultures.


Curriculum Objectives

Objectives that are taught, explored and assessed which are directly linked to equality are detailed below:



Messages are often taught through reading and story-telling. Novels are studied with key morals and messages explored.

Year 5 + 6

*Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

*Identify and discuss themes in and across a wide range of writing.

*Participate in discussion about books, taking turns and listening and responding to what others say.

*Distinguish between statements of fact and opinion.

*Provide reasoned justifications for views.

Year 3 + 4

*Identify recurring themes and elements of different stories.

*Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Year 1 + 2

*Infer what characters are like from actions.

*Make inferences on the basis of what is being said and done


*Enjoy an increasing range of books.

*Demonstrate to others an understanding of reading.

*Use story characters and events to role play a character.

*Explore stories through role play and movement.


Religious Education

Through teaching Religious Education, we aim for children to have the following mastery characteristics related to Equality.

  • An outstanding level of religious understanding and knowledge.
  • The ability to ask significant and highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and value of religion.
  • A strong understanding of how the beliefs, values, practices and ways of life within any religion cohere together.
  • The ability to link the study of religion and belief to personal reflections on meaning and purpose.
  • A wide knowledge and deep understanding across a wide range of religions and beliefs. 

Year 5 + 6

*Explain how some teachings and beliefs are shared between religions.

*Explain how religious beliefs shape the lives of individuals and communities. 

*Explain the practices and lifestyles involved in belonging to a faith community.

*Compare and contrast the lifestyles of different faith groups and give reasons why some within the same faith may adopt different lifestyles.

*Explain some of the different ways that individuals show their beliefs.

*To understand how beliefs are conveyed

*Recognise and express feelings about their own identities. Relate these to religious beliefs or teachings.

*Explain their own ideas about the answers to ultimate questions. 

*Explain why their own answers to ultimate questions may differ from those of others.

*Explain why different religious communities or individuals may have a different view of what is right and wrong.

*Show an awareness of morals and right and wrong beyond rules (i.e. wanting to act in a certain way despite rules).

*Express their own values and remain respectful of those with different values.

Year 3 + 4

*Show an understanding that personal experiences and feelings influence attitudes and actions. 

*Ask questions that have no universally agreed answers.

*Explain how beliefs about right and wrong affect people’s behaviour. 

*Describe how some of the values held by communities or individuals affect behaviour and actions. 

*Discuss and give opinions on stories involving moral dilemmas.

Year 1 + 2

*Identify the things that are important in their own lives and compare these to religious beliefs.

*Relate emotions to some of the experiences of religious figures studied.

*Ask questions about puzzling aspects of life.

*Identify how they have to make their own choices in life.

*Explain how actions affect others.

*Show an understanding of the term ‘morals’.


*Show sensitivity to the likes and dislikes of others.

*Know the similarities and differences between themselves and others.



We aim for all children to have the ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.

Year 5 + 6

*Collaborate with others online on sites approved and moderated by teachers.

Give examples of the risks of online communities and demonstrate knowledge of how to minimise risk and report problems.

*Understand and demonstrate knowledge that it is illegal to download copyrighted material, including music or games, without express written permission, from the copyright holder.

*Understand the effect of online comments and show responsibility and sensitivity when online.

Year 3 + 4

*Give examples of the risks posed by online communications.

*Understand that comments made online that are hurtful or offensive are the same as bullying.

Year 1 + 2

*Understand online risks and the age rules for sites.


*Know that information can be retrieved from computers.



We aim for all children to have an exceptional talent for listening attentively so as to understand what is being said, and to have respect for others when communicating, even when views differ.

Year 5 + 6

*Negotiate and compromise by offering alternatives.

*Debate, using relevant details to support points.

*Offer alternative explanations when others don’t understand.

Year 3 + 4

*Make relevant comments or ask questions in a discussion or a debate.

*Seek clarification by actively seeking to understand others’ points of view.

*Respectfully challenge opinions or points, offering an alternative.

Year 1 + 2

*Take turns to talk, listening carefully to the contributions of others. 


*Listen attentively.

*Give attention to others.



We aim for all children to have a very good awareness and appreciation of different musical traditions and genres as well as an excellent understanding of how musical provenance - the historical, social and cultural origins of music - contributes to the diversity of musical styles.

Year 5 + 6

*Describe how lyrics often reflect the cultural context of music and have social meaning.

Year 3 + 4

*Appreciate and understand a wide range of high-quality live and recorded music from different traditions and from great musicians and composers.



We aim for all children to have an excellent knowledge and understanding of people, events, and contexts from a range of historical periods and of historical concepts and processes as well as an ability to consistently support, evaluate and challenge their own and others’ views.

Year 5 + 6

*Describe the social, ethnic, cultural or religious diversity of past society.

*Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

Year 3 + 4

*Describe the social, ethnic, cultural or religious diversity of past society.

*Describe the characteristic features of the past, including ideas, beliefs, attitudes and experiences of men, women and children.

*Describe changes that have happened in the locality of the school throughout history.

Year 1 + 2

*Show an understanding of the concept of nation and a nation’s history.

*Show an understanding of concepts such as civilisation, monarchy, parliament, democracy, and war and peace.


*Imitate everyday actions and events from own family and cultural background, in pretend play.



We aim for all children to have the ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.

Year 5 + 6

*Describe geographical diversity across the world.

*Identify and describe how the physical features affect the human activity within a location.

Year 3 + 4

*Use a range of resources to identify the key physical and human features of a location.

Year 1 + 2

*Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?).


*Talk about features of their own immediate environment and how environments might differ from one another.



We aim for all children to have a strong awareness of the culture of the countries that we study.

Year 5 + 6

*Give detailed accounts of the customs, history and culture of countries and communities.

*Describe, with interesting detail, some similarities and differences between different countries and communities with this country.

Year 3 + 4

*To understand the culture of different countries.

*Describe with some interesting details some aspects of countries or communities.

*Make comparisons between life in countries or communities with this country.


Staff Data (collected September 2017)

Gender -              Males – 14.75%  /  Females – 85.25%

Race -                 White British – 100%

Age -                   18-35 – 36.07%  /  35-50 – 39.34%  /  50+ - 24.59%

Disabilities -        0%

Governors -        Males – 8.33%  / Females – 91.67%


Pupil Data (collected September 2017)

Gender -              Males – 50.47%   /  Females – 49.53%

Race -                  White British – 88.6%  / Any other white background – 5.58%  /  Chinese – 0.47%  /  Asian – 0.23%  /  White + Black African – 1.4%  /  Black African – 0.23%  /  Any other black background – 0.23%  /  Any other mixed background – 1.86%  /  Any other ethnic group – 1.16%

Religion -             Christian – 31.86%  /  Muslim – 3.26%  /  Buddhist – 0.23%  /   No religion – 60%  /  Other religion – 3.26%  / Refused or left blank – 1.39%

EAL –                  8.14% of school population

SEN –                 11.79%                    EHCP – 0.93%

Pupil Premium -  FSM – 3.49%          E6 – 9.78%


Progress so far

Every effort is made to identify whether there are areas of inequality which may need to be addressed. For the year 2016-2017 priorities included Pupil Premium and EAL (English as an Additional Language).

Attainment figures now show that the gap between Pupil Premium and Non Pupil Premium has narrowed significantly with only a 4% deficit in writing, 3% deficit and reading and a 1% positive in Mathematics.

Attainment figures for EAL now indicate that the gap has narrowed in writing to 4% deficit. In Mathematics, EAL achieve 1% better. However, the gap in reading still needs to be addressed with a 12% deficit. (Data taken from internal tracking on the Depth of Learning Indicator)


The number of males on the staff team within the Academy has increased over the last 5 years:


3 males


4 males


5 males


7 males


8 males


Pupil Perceptions Survey

This is a survey that is completed by all of the Key Stage Two children. Results for 2016-2017 indicate that Males are not as ready to learn as Females. Those children of the Islamic Faith do not feel that they try to be healthy and those who are ‘White Other’ feel less safe online.



To raise attainment in boys writing.


59.3% of boys achieved the expected standard in Year 6 compared with 100% of girls.

67% of boys across the whole school achieved the expected standard in internal data using Depth of Learning, compared to 73% of girls.

To raise attainment of EAL children in reading.


63% of EAL children across the whole school, achieved the expected standard in internal data compared to 75% non EAL.

To further increase the cultural awareness of our pupils.


Lack of cultural diversity within the staff community.

Lack of local diversity in the Grimsby Area.

To raise staff awareness in LGBTQ as an equality group and work as part of the Anti-HBT Bullying Fund Programme 2016-19 through Barnardo’s Positive Identities Service.

Training needed in response to an audit of confidence in dealing with specific forms of bullying.

To increase the number of males on the Governing Body.


91.67% of Governors are female.

To be aware of cultural diversity when recruiting for new staff.


100% of staff are White British.

To actively include EAL parents to feel included in the Academy.

No alternative communication systems in place (except paying for a local authority interpretor).


Related Policies






Teaching and Learning

All Curriculum policies include an Equality / Inclusion section

School Improvement Plan



This policy and whole academy procedures on equality will be constantly monitored by the Senior Leadership Team and Safeguarding Governors.


Policy adopted September 2017 by the Safeguarding Governors.


Signed: A Nicholson                                                    Signed: C A Bantock                                    Signed: L Kelly


Name:  Mr Alan Nicholson                                           Name:  Mrs Carol Bantock                           Name: Miss Lianne Kelly


To be reviewed – September 2018