The Glasgow School of Music · Accessibility
Accessibility information for students, families and visitors.
We aim to make our website, communications and lesson services clear, usable and accessible for as many students, parents, carers and visitors as reasonably possible.
This page explains how we approach accessibility, individual needs, communication preferences, physical access, third-party systems and how to report an accessibility issue.
This page is intended as a practical accessibility statement for students, parents, carers, visitors and prospective families.
Last reviewed 4 July 2026 · The Glasgow School of Music · Company No. SC627435 · VAT No. 492185959
Accessibility at GSofM is treated as a practical responsibility across website information, lesson access, communication, safeguarding and school administration.
Summary
Key accessibility information
The Glasgow School of Music aims to provide a welcoming, professional and accessible environment for students, parents, carers, tutors and visitors.
Accessibility needs vary from person to person. Where a student, parent, carer or visitor has an access need, disability, health condition, neurodivergent profile, communication preference or other relevant requirement, we will consider reasonable adjustments where we are able to do so.
If something on the website, in a school document, in a booking process or in the lesson environment creates an access barrier, please contact the school so that we can review the issue and consider a practical response.
Why Accessibility Matters
Clear access information helps students begin with confidence
Music lessons are personal and practical. Students may need different forms of support depending on age, instrument, learning profile, confidence, health, communication style or previous experience.
Families need clear information
Lesson information, policy pages and school communication should be easy to understand, especially before a student begins lessons.
Access needs are best raised early
When relevant needs are shared before a trial or first lesson, the school can better consider the tutor, lesson length, format and communication approach.
Adjustments are considered practically
Reasonable requests are reviewed case by case, taking account of student needs, safeguarding, tutor availability, room use and the lesson format.
At a Glance
The main accessibility areas families should understand
These cards summarise the practical areas covered by the full Accessibility Statement further down the page.
Readable website information
We aim to keep key website pages structured, readable and navigable across common devices.
Individual lesson needs
Parents, carers and adult students are encouraged to tell us about relevant access needs before lessons begin.
Clear communication routes
If standard emails, forms or portal steps create a barrier, please contact us and explain what support would help.
Appointment-only visits
Access needs connected to attending in person should be raised before a confirmed lesson, trial or appointment.
PDFs and school documents
If a document is difficult to access, we will consider whether the information can be provided in a clearer reasonable format.
Report access barriers
Website, document, registration or lesson-access issues should be reported so the school can review them properly.
Access Principles
How we approach accessibility in practice
Accessibility is not treated as a single web-page statement. It is part of how the school handles information, lesson access, safeguarding, communication and administration.
We focus on usable solutions
Where a barrier is identified, the school will consider what practical support or adjustment may be reasonable in the circumstances.
Requests are reviewed case by case
Support may depend on the student’s needs, tutor availability, lesson type, building arrangements and safeguarding requirements.
Families should raise needs early
Early information helps the school consider lesson length, teaching approach, communication route and whether online lessons may be suitable.
We do not overstate provision
Not every requested adjustment will be possible, but reasonable requests will be considered carefully and professionally.
Full Accessibility Statement
Accessibility policy and information
This section provides the full accessibility statement for website access, lessons, communication, physical access, third-party systems, reporting issues and review.
1. Accessibility statement
The Glasgow School of Music aims to provide a welcoming, professional and accessible environment for students, parents, carers, tutors and visitors.
We want as many people as possible to be able to use our website, understand our information, contact the school, register interest in lessons and access our services with confidence.
We recognise that accessibility needs vary from person to person. Where a student, parent, carer or visitor has an access need, disability, health condition, neurodivergent profile, communication preference or other relevant requirement, we will consider reasonable adjustments where we are able to do so.
2. Our approach
Our approach is practical and student-centred. We aim to remove unnecessary barriers wherever possible and to communicate clearly with families before lessons begin.
- We aim to provide clear written information about lessons, fees, policies and school procedures.
- We aim to keep website content readable, structured and navigable across common devices.
- We encourage parents, carers and adult students to tell us about relevant access needs before lessons begin.
- We consider reasonable adjustments on a case-by-case basis, taking account of the student’s needs, the lesson format, tutor availability, the teaching environment and safeguarding considerations.
- We aim to respond constructively when an accessibility issue is raised.
3. Website accessibility
We aim to make our website as accessible and usable as reasonably possible.
As a working benchmark, we seek to align future website improvements with recognised accessibility principles where reasonably practicable.
We aim to support
- Clear page headings and logical content structure.
- Readable text with appropriate contrast.
- Navigation that works across desktop, tablet and mobile devices.
- Descriptive link text where possible.
- Content that can be understood without relying only on colour, image or layout.
- Reduced unnecessary visual clutter on key information pages.
Known limitations
The website is developed and maintained over time. Some older content, embedded forms, third-party systems, downloadable files or media items may not yet meet the same accessibility standard as newer pages.
Where we identify an issue, we will aim to correct it as part of our ongoing website improvement process.
4. Lesson accessibility and individual needs
Music lessons are personal and practical. Students may need different types of support depending on their age, instrument, confidence, learning style, communication needs, health needs or previous experience.
Parents, carers and adult students are encouraged to tell us about relevant needs when enquiring, registering for a trial lesson or joining the school. This helps us consider the most suitable tutor, lesson length, format and communication approach.
Examples of support we may consider
- Discussing the most suitable lesson length for the student.
- Sharing relevant information with the assigned tutor where appropriate and proportionate.
- Allowing additional preparation time before a first lesson where needed.
- Using clear written follow-up notes or agreed communication routes where helpful.
- Considering online lessons where in-person attendance is difficult and the lesson type is suitable.
- Adapting teaching pace, structure or explanation style where appropriate.
5. Communication and individual needs
We aim to communicate clearly and professionally with students, parents and carers. Most school communication is handled by email, online forms and the student portal.
If you need information in a different format, or if written communication, online forms or portal access create a barrier, please contact us and explain what you need.
We may be able to help with
- Clarifying school information by email.
- Explaining registration, trial lesson or payment steps.
- Providing key information in a clearer written format.
- Discussing communication needs before a student starts lessons.
6. Physical access and appointment-only visits
The Glasgow School of Music operates on an appointment-only basis. Visitors should not attend without a confirmed lesson, meeting, trial lesson or appointment.
If a student, parent, carer or visitor has a physical access need, mobility consideration, sensory need or health-related requirement, please contact us before attending so that we can discuss what is possible and appropriate.
Some access considerations may depend on the room being used, the tutor’s timetable, lesson timing, building arrangements and safeguarding requirements.
7. Third-party systems and documents
Some parts of the school journey may use third-party systems, including online forms, the student portal, payment links, embedded tools or downloadable PDF documents.
We do not fully control the design, accessibility or technical behaviour of all third-party systems. However, where a third-party system creates a genuine access barrier, we encourage you to contact us so that we can consider a practical alternative where possible.
Downloadable files
We aim to keep important downloadable documents clear and readable. If you have difficulty accessing a PDF or other document, contact us and we will consider whether the information can be provided in another reasonable format.
8. Reporting an accessibility issue
If you experience an accessibility issue on our website, with a school document, during registration, or when accessing lessons, please contact us.
- Email: info@theglasgowschoolofmusic.co.uk
- Contact page: Contact The Glasgow School of Music
Helpful information to include
- The page, form, document or lesson process affected.
- What you were trying to do.
- What went wrong or what barrier you experienced.
- The device, browser or assistive technology used, if relevant.
- Any adjustment or alternative format that would help.
9. Review
We will review this Accessibility page periodically and update it when our website, systems, school processes or accessibility practices change.
This page should be read alongside our other school policies and information pages.
