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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


      Equality Policy


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 following 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.

*To encourage children to 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.


Our Celebrating Difference Promises:

*Our school will be a safe place for everyone, where people are proud to be who they are and are not bullied because of this.

*Our school will celebrate how different we all are in our assemblies, lessons, books and displays.

*The staff in our school will be able to support children who need help around their identity.

*The staff in our school will know about services that can support children with issues around their identity.

*Our school will always challenge people who are bullying others because of their identity. We will also make sure that children feel ok to tell someone if this happens to them, or anyone else.



*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 all staff on how to respond effectively to prejudice-related bullying. (We have worked as part of the Anti-HBT Bullying Fund Programme 2016-19 that Barnardo’s Positive Identities Service.)

*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 via CPOMS. Dedicated categories include: Well Being – Identity issues, Behaviour – HBT Derogatory language, Bullying – LGBTQ Bullying. 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 of Growth, Love and Over and Above. Within these there are three characteristics that address equality issues:

  • We are kind – we show respect to others so they feel valued, we show empathy, we care for each other, we consider other people’s feelings.
  • We are trustworthy – we show respect, we keep each other safe, we are fair.
  • We stick together - we include everyone, we understand others, we help and support each other, we are welcoming, we encourage each other, we show interest in other people’s ideas and points of view, we respect other people’s beliefs and individuality.




Yarborough’s Curriculum is driven by eight areas, one of which is World Wise. This addresses areas of the Equality Act through developing 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


Within Relationship and Health Education there are specific objectives that we teach that directly relate to equality:


Pupils should know

Families and

people who

care for me

• that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.




• the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties.

• that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded.




• the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs.

• practical steps they can take in a range of different contexts to improve or support respectful relationships.

• the conventions of courtesy and manners.

• the importance of self-respect and how this links to their own happiness.

• that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority.

• about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.

• what a stereotype is, and how stereotypes can be unfair, negative or destructive.

• the importance of permission-seeking and giving in relationships with friends, peers and adults.




• that people sometimes behave differently online, including by pretending to be someone they are not.

• that the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous.




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’.


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 awareness and understanding of differences between a variety of people and that difference is a positive thing.



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.

2015 – Y2 -How can we Celebrate? Studied different religious and cultural celebrations from all around the world.

2015 – Y5 -What makes a hero? Studied everyday heroes in different religions and cultures.

2016 – Y2 -How can fairy-tale characters live together? Studied how to overcome conflict and differences and promoted community cohesion.

2017 – Y5 - 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.

2017 – Y1 -What makes a good friend? Studied how to treat each other and how everyone is equal.

2017 - FS -What makes us special? Studies individual differences and how this makes us special.

2017 – FS -What’s Beegus’ story? Studied similarities and differences between us all and answering the question ‘Who are we?’

2018 – Y5 - How Viking are we? Studied where we all come from and if we are all the same. Live DNA tested the children to locate where their family may have originated from and the likelihood of them having Viking DNA.

2018 – Y6 - Who makes Britain Great? Studied how Britons have influenced the world in so many ways and how the children can also be great – no matter who they are as long as they try their best.

2018 – Y4 - What makes me me? – Studied children’s individuality, their talents, their equality and their human rights through the film The Greatest Showman and the book The Boy in the Dress.

2018 – Y6 -Did the Sixties really Swing? – Studied how attitudes have changed to include everyone and how much the 60s have influenced us today, through studying Martin Luther King and Rosa Parks.

2019 – Y1 – Can we reach for the stars? – Studied how we can all grow and achieve, no matter what our backgrounds and differences.

2019 – Y3 – How can we bake a difference? – Studied Fair Trade and equal opportunities for everyone around the world.

2019 – Y5- How can empathy break down walls? – Studied how we can build empathy within the school and the community and be a healthy, positive and welcoming place for all.

2019 – EYFS – How can we make memories? – Studied all about different families, how we are all different and how we all like different things.

2019 – Y2 – How can we bring Amy Johnson’s legacy to life? – Studied Britain’s most famous female pilot and all her achievements.


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,  war & 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 + how environments 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.



Yarborough Academy Equality Information


Staff Data - collected March 2021 (numbers in brackets from December 2019)

Gender -              Males – 12.5% (14.7%)  /  Females – 87.5% (85.3%)

Race -                    White British – 100% (98.5%)         /  Any other Asian background – 0% (1.5%)

Age -                     18-34 – 28.1% (33.8%) /  35-49 – 46.9% (41.2%)  /  50+ - 25% (25%)

Disabilities -      0% (0%)

Governors -        Males – 12.5% (11%)   / Females – 87.55 (89%)


Pupil Data - collected March 2021 (numbers in brackets from December 2019)

Gender -              Males – 50.8% (47.1%)  /  Females – 49.2% (52.9%)

Race -                    White British – 89.6% (89.5%)   /  Any other white background – 4.6% (4.5%) /  Chinese – 0% (0.2%)   /  Asian – 0.22% (0%)  /  White + Black African – 1.14% (1.3%)  /  Black African – 0% (0%)  /  Any other black background – 0% (0%)  /  Indian – 0.2% (0%)  / Any other mixed background – 2.1% (2.7%)  /  Any other ethnic group – 2.1% (1.8%)

Religion -            Christian – 21.2% (26.5%)  /  Muslim – 3.6% (4.7%)  /  Buddhist – 0% (0%)  /   No religion – 53.5% (64.3%)  /  Other religion – 3.2% (3.8%)  / Refused or left blank – 18.5% (0.7%)

EAL – 8.2% (8.7%) of school population

SEN –  11.8% (10.3%)                          EHCP – 1.6% (1.1%)            Total – 13.4% (11.4%)

Pupil Premium -    FSM – 14.8% (9.8%)        E6 – 2.1% (4%)      LAC + Forces – 0.9% (1.4%)           Total PP – 17.8% (15.2%)



Progress so far


The number of males on the staff team within the Academy has increased over the last 7 years:


3 males


4 males


5 males


7 males


8 males


9 males


9 males


8 males



Three year Equality objectives (2019-2022) and their progress



Progress end of academic year 2020

To narrow the gap between the achievement of boys and girls in writing.

End of year internal writing data shows that the gap between girls and boys is 9.6%. Girls achieving ARE is now 81.6% with boys at 72%.

Y6 SATs results show that the gap between boys and girls is 23.5%.  Girls are achieving 96.6% compared to boys at 73.1%.

It is worth noting that 6 boys in this cohort had significant SEN compared to 2 girls.

No data was collected at the end of year due to the Coronavirus Pandemic. No SATs tests were taken.


Some interim data was collected in Autumn 2020 which showed that the gap between girls and boys is 9.4%.


Phonics screening did take place for Year 2 in Autumn 2020, being delayed from end of Year 1. 56% of those that failed the test were boys.

49% of those that passed the test were boys.

To increase the amount of pupil premium children reaching the higher standard in reading, writing and maths.

Depth of learning internal data shows that less pupil premium children are reaching the higher standard compared to non-pupil premium children.

Reading – 30% compared to 39% (increased gap of 2%)

Writing – 11% compared to 20% (increased gap of 1%)

Maths – 14% compared to 27% (increased gap of 1%)

Y6 SATs results show a similar trend reading (14.3% compared to 34.1%), in writing (0% compared to 24.4%) and maths (14.3% compared to 34.1%)

No data was collected at the end of year due to the Coronavirus Pandemic.


Some interim data was collected in Autumn 2020 which showed that the comparisons of pupil premium reaching the higher standard compared to non-pupil premium are:

Reading – gap of 8.8%

Writing – gap of 2.5%

Maths – gap of 7.7%

To narrow the gap between Summer born children for Maths.

Depth of Learning internal data shows that Summer born children achieve less well in Maths:

Maths – 73% (summer born) compared to 78% (autumn and spring born)

Year 6 SATs results show:

Maths – 76% (summer born) compared to 82% (autumn and spring born)

No data was collected at the end of year due to the Coronavirus Pandemic.


Some interim data was collected in Autumn 2020 which showed that the gap is increasing. 57.4% of summer born compared to 71.7% of autumn and spring born. (gap of 14.3%)

To actively include EAL parents further.

Electronic letters and communication to home may be inaccessible to some parents. We would like to investigate ways to improve this so that they can be fully involved in the life of the school.

We have used google translate to help EAL parents during the school lockdown.




Related Policies






Teaching and Learning

All Curriculum policies include an Equality / Inclusion section

School Improvement Plan

Relationship and Health Education



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


Policy written: Spring 2021

Policy review:  Spring 2022

Policy written by: Safeguarding Lead



 David's signature

Date: 30/03/2021