The Glasgow School of Music · Accessibility
Accessibility & Reasonable Adjustments
Access support for lessons, visits, communication, documents, the website and essential school systems.
Tell us about a barrier and what may help. GSofM aims to anticipate common access needs and considers reasonable adjustments and practical alternatives where a disabled person would otherwise face a substantial disadvantage in using our services.
Access support
Accessibility can affect more than the lesson itself.
Needs may be permanent, fluctuating or temporary. A diagnosis or specialist terminology is not required simply to start a conversation about an access barrier.
Teaching pace, structure and communication
Support may involve lesson length, processing time, breaks, explanation style, materials, sensory load, equipment positioning or parent/carer support.
Information in a workable form
Tell us where email, forms, written instructions, documents or usual communication routes create a barrier.
Confirm the proposed room before travel
GSofM will explain the current arrangements for the specific appointment and consider another available room, time, online route or practical alternative where reasonable.
Report digital or document barriers
Website pages, PDFs and school documents can be reviewed where their format prevents access to essential information or an important task.
Alternative routes may be possible
If an essential form, Student Portal step, payment route or external platform creates a barrier, contact GSofM so an appropriate alternative can be considered.
Share only what is relevant
Disability, health, injury, recovery, fatigue or temporary illness may affect access. We only need information relevant to understanding the barrier, safety and practical support.
Request accessibility support
Describe the barrier, its effect and what may help.
The request can be made before a first lesson, during ongoing tuition or whenever an access barrier becomes apparent.
Email info@theglasgowschoolofmusic.co.uk
Use the subject line “Accessibility Request – GSofM”. Written contact helps us understand the barrier and consider the most practical next step.
You do not need to send a full medical history.
- What lesson, room, document, page, form or process is affected.
- What you were trying to do.
- What the barrier prevents or makes harder.
- What adjustment, format or practical alternative may help.
- Whether the issue affects safety or a time-sensitive task.
- Device or assistive technology details only where relevant to a digital problem.
Identify the lesson, communication route, room, document, website page, form, equipment or process.
Explain the practical impact on understanding, attendance, communication, mobility, sensory regulation, safety or completion of the task.
This might be another format, clearer written information, an agreed communication method, processing time, another available room or online teaching.
Accessibility Statement
How GSofM approaches accessibility.
This statement covers the main access principles for GSofM services. Nothing on this page limits any right or duty that applies under the Equality Act 2010 or other applicable law.
1. Anticipating and responding to barriers
GSofM aims to think ahead about common barriers affecting disabled students, parents, carers and visitors as well as responding to individual requests when a specific need becomes known.
We aim to remove or reduce avoidable disadvantage where reasonably possible and keep access arrangements under review as our website, teaching, systems and premises use change.
2. Lesson and communication adjustments
Reasonable-adjustment planning may involve lesson pace, structure, breaks, communication, visual presentation, materials, equipment position, sensory environment, parent/carer involvement or an online option where suitable.
A detailed medical history is not normally required simply to request support. Where additional information is genuinely necessary to assess safety, safeguarding or whether an adjustment will be effective, GSofM will ask only for relevant and proportionate information.
3. Website and digital accessibility
GSofM aims to keep website content readable, structured, keyboard-accessible and usable across common devices. WCAG 2.2 Level AA is used as a working technical benchmark for ongoing improvement.
This is not a claim that every page, legacy file, embedded component or third-party system currently conforms fully to WCAG 2.2 AA. Where a digital barrier affects an essential task, GSofM will assess the problem and consider a correction or reasonable alternative.
- Clear headings and logical structure.
- Readable text and appropriate contrast.
- Visible keyboard focus and usable navigation.
- Descriptive links where practical.
- Content that does not rely only on colour, image or layout.
4. Physical access and appointment-specific arrangements
GSofM operates on an appointment-only basis. Where a student, parent, carer or visitor has a mobility, sensory or health-related access need, contact the school before attending so the current arrangements for the proposed room and appointment can be explained.
The website does not make an unqualified claim that every room or facility is step-free or suitable for every access requirement. Where a barrier affects the proposed arrangement, GSofM will consider reasonable alternatives such as another available room, another time, an online lesson or another practical option.
5. Third-party systems and accessible alternatives
Some parts of the school journey use third-party systems, including online forms, the Student Portal, payment links, embedded tools and downloadable documents. GSofM does not fully control the accessibility or technical behaviour of every external system.
Where a third-party system or PDF creates a barrier to an essential school task, contact GSofM. Where reasonable, we will consider an alternative route or provide the essential information in another workable format.
6. Disability and health information
Information about disability, health or adjustment needs may reveal health information and can require additional data-protection safeguards. GSofM aims to request only information that is relevant, retain it only where reasonably necessary and restrict access to people who need it for teaching, administration, safety, safeguarding or legal reasons.
The Privacy Policy is the authoritative source for GSofM personal-data handling.
7. Reporting, unresolved barriers and review
Report an accessibility barrier using the accessibility route above. GSofM does not publish one fixed completion deadline for every accessibility matter because the work required depends on the barrier and service involved, but we aim to acknowledge and assess reported barriers as soon as reasonably practicable.
If the barrier remains unresolved, reply and explain what remains inaccessible or why the proposed alternative is ineffective. A non-emergency unresolved service concern may then use Complaints, Concerns & Feedback.
This page will be reviewed when website, systems, premises information or accessibility practices materially change.
Use the correct school route
Accessibility is separate from safeguarding, complaints and routine administration.
Choose the route based on the issue rather than using one page for every concern.
Barrier or adjustment request
Use this page for lesson, document, website, communication, digital-system or physical-access barriers.
Accessibility RequestWelfare risk or unsafe conduct
Use Safeguarding where the issue concerns harm, abuse, unsafe conduct, exploitation or a serious professional-boundary concern.
SafeguardingUnresolved non-emergency service concern
Use Complaints, Concerns & Feedback if an access or service concern remains unresolved and requires formal review.
Complaints & FeedbackTimetable, invoice, Portal or absence matter
Use Current Students or Contact for ordinary lesson administration that does not involve an accessibility barrier.
Current StudentsAccessibility Questions
Frequently asked questions
Six answers covering requests, evidence, lesson support, physical access, digital barriers and unresolved issues.
What kinds of accessibility needs can I raise?
Do I need a diagnosis or medical evidence to request support?
Can GSofM make reasonable adjustments for lessons?
What physical-access information should I confirm before attending?
What if a PDF, website page, form or Student Portal step is difficult to use?
What can I do if an accessibility barrier remains unresolved?
Accessibility Support
Tell us what is difficult to access and what may help.
You do not need specialist terminology to raise an accessibility barrier. Describe the task, practical effect and adjustment or alternative that may help.