The Glasgow School of Music · Accessibility
Accessibility and reasonable adjustments at GSofM.
This is the public source for access needs, reasonable adjustments and communication support across lessons, administration, documents, the website and school visits.
It explains what to share before a first lesson, how requests are reviewed, how disability and health information is handled, and which route to use for accessibility, safeguarding, complaints or routine administration.
Requests are considered individually. GSofM does not assume that one adjustment, room, format or teaching method will work for every learner.
Last reviewed 1 August 2026 · The Glasgow School of Music · Company No. SC627435 · VAT No. 492185959
Summary
Key accessibility information
GSofM considers reasonable adjustments and practical alternatives for students, parents, carers and visitors who encounter an access barrier.
Access needs may relate to disability, neurodivergence, sensory processing, communication, mobility, health, recovery from injury, temporary illness or the way information and lessons are delivered. Requests are reviewed around the person and the specific service rather than by diagnosis alone.
Report the barrier, the task or lesson affected and what would help. GSofM will consider the request around the learner, subject, tutor, room, equipment, communication route, safety and safeguarding requirements.
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.
Reasonable adjustments
Explain the barrier and the practical effect it has on lessons, communication, administration or a visit. A diagnosis is not required simply to request support.
Structure, pace and communication
Relevant needs may involve predictability, processing time, sensory load, communication style, transitions, concentration or lesson structure.
Information in a workable form
Tell us where sound, lighting, written information, forms, instructions or standard communication routes create a barrier.
Confirm the proposed room before travel
GSofM will explain the current arrangements for the relevant appointment and consider another room, time, online route or practical alternative where reasonable.
Relevant information only
Health conditions, injury, recovery, fatigue or temporary barriers may affect access. Share only the information needed to understand the barrier, safety implications and practical support.
Alternative formats and presentation
Lesson notes, school documents or essential information may sometimes be provided in a clearer reasonable format where the standard version is inaccessible.
Remote access can also require adjustment
Camera position, platform use, screen information, communication, breaks, equipment and parent or carer support may form part of an online access plan.
Support may be agreed where helpful
Attendance, preparation or communication support may be discussed where the learner’s age, access, communication or welfare needs make it appropriate.
Report digital barriers
Website pages, forms, the Student Portal, payment links, PDFs and third-party systems can be reviewed where they block an essential task.
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
We aim to anticipate common barriers and consider effective practical support or adjustments rather than waiting for every issue to become a formal complaint.
Requests are reviewed case by case
A request is reviewed around the learner or visitor, subject, tutor, room, equipment, lesson format, communication route, effectiveness, practical resources, safety and safeguarding. Another effective option may be considered where the exact request cannot be provided.
Families should raise needs early
Early information helps the school consider lesson length, teaching approach, materials, communication, room use, equipment, parent or carer support and whether an online route would reduce the barrier.
We do not overstate provision
GSofM does not promise that every requested arrangement can be provided. The school will consider the barrier, the requested outcome and whether the proposed adjustment or another effective option is reasonable, safe and compatible with the lesson or service.
Before a first lesson or visit
Share the barrier, the practical effect and what may help.
You do not need to provide a diagnosis, detailed medical history or unnecessary evidence simply to request support. GSofM may ask for limited relevant information where it is genuinely needed for safety, safeguarding or to assess whether an adjustment will work.
What is difficult to access?
Identify the lesson, room, website page, form, document, communication route, equipment or process affected.
What does the barrier prevent or make harder?
Explain the practical impact, including whether it affects understanding, attendance, communication, sensory regulation, mobility, safety or completion of a time-sensitive task.
Suggest the outcome or adjustment needed.
Examples might include a different format, clearer written information, an agreed communication method, additional processing time, another available room, online teaching or parent or carer support.
Barrier or reasonable-adjustment request
Use the accessibility email or Contact page for website, document, communication, lesson, online or physical-access barriers.
Risk to welfare or unsafe conduct
Use the Safeguarding route where the issue concerns harm, abuse, unsafe conduct, exploitation or a serious professional-boundary concern.
Unresolved non-emergency service concern
Use Complaints, Concerns & Feedback where a service or access concern remains unresolved and does not indicate an immediate safeguarding risk.
Timetable, invoice, portal or absence matter
Use Current Students or the Contact page for ordinary lesson administration.
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, request information about lessons and access our services with confidence.
We recognise that access needs vary from person to person and may be permanent, fluctuating or temporary. We aim to anticipate common barriers and consider reasonable adjustments where a disabled person would otherwise be placed at a substantial disadvantage when using our services.
Nothing on this page limits any right or duty that applies under the Equality Act 2010 or other applicable law.
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 aim to anticipate common barriers and remove or reduce avoidable disadvantage where reasonably possible.
- We encourage parents, carers and adult students to tell us about relevant barriers before lessons begin, while recognising that not every need will be known in advance.
- We consider reasonable adjustments case by case, taking account of effectiveness, practicality, resources, lesson format, the teaching environment, safety and safeguarding.
- Where the exact adjustment requested is not reasonable or workable, we will consider whether another effective option is available.
- 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.
WCAG 2.2 Level AA is used as a working technical benchmark for ongoing improvement. This statement does not claim that every page, file or third-party component currently conforms fully to WCAG 2.2 AA.
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 assess its impact and aim to correct it or provide a reasonable alternative, prioritising barriers affecting essential information, enquiries, payments, student administration and safeguarding routes.
4. Lesson accessibility and individual needs
Music lessons are personal and practical. Support may relate to disability, neurodivergence, sensory processing, communication, mobility, medical needs, fatigue, temporary injury, confidence, previous experience or the demands of a particular instrument.
Parents, carers and adult students are encouraged to explain the barrier and what may help when enquiring, requesting a trial lesson or joining the school. A diagnosis or detailed medical history is not normally required simply to request support.
Where more information is genuinely needed to assess safety, safeguarding or whether an adjustment will be effective, GSofM will ask only for information that is relevant and proportionate.
Examples of support we may consider
- Discussing an appropriate lesson length, pace, structure or break pattern for the student.
- Sharing only relevant adjustment information with the assigned tutor or administrator on a proportionate need-to-know basis.
- Allowing additional preparation time before a first lesson where needed.
- Using clear written follow-up notes or agreed communication routes where helpful.
- Considering an online lesson where it would reduce an in-person barrier and can support effective teaching for the subject.
- Adapting teaching pace, structure, explanation style, visual presentation or communication where appropriate.
- Discussing parent or carer attendance, preparation or communication support where this would help the learner access the lesson.
- Reviewing room, seating, lighting, equipment positioning or another practical environmental factor where possible.
In-person and online lessons
Reasonable-adjustment planning may differ between in-person and online teaching. Online arrangements may involve the platform, camera position, screen content, audio, equipment, communication, breaks and parent or carer support. In-person arrangements may involve the proposed room, seating, lighting, movement, equipment positioning, arrival and collection.
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 trial request, lesson enquiry or payment steps.
- Providing key information in a clearer written or alternative reasonable format.
- Recording an agreed communication preference where this is useful and proportionate.
- 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, contact GSofM before attending. The school will explain the current access arrangements for the proposed room and appointment rather than making a general assumption about the whole building.
Where an identified barrier affects the proposed arrangement, GSofM will consider reasonable options such as another available room, a different appointment time, an online lesson or another practical alternative. What can be provided may depend on the building, proposed room, tutor timetable, subject, equipment, lesson format, safety and safeguarding requirements.
The website does not currently make an unqualified claim that every room or facility is step-free or suitable for every access requirement. Specific arrangements should be confirmed with the school before travel.
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. This does not prevent GSofM from considering a reasonable alternative where a third-party system creates a barrier to an essential school task.
Downloadable files
We aim to keep important downloadable documents clear and readable. If a PDF or other document is inaccessible, contact us and identify the information needed. Where reasonable, GSofM will provide the essential information in an accessible alternative format rather than requiring use of the inaccessible file.
8. Reporting an accessibility issue
For an accessibility barrier or reasonable-adjustment request involving the website, a school document, communication, a trial request, an online lesson, an in-person lesson or a visit, contact GSofM through the stable school route below.
- Email: info@theglasgowschoolofmusic.co.uk
- Contact page: Contact The Glasgow School of Music
GSofM does not publish one fixed completion deadline for every accessibility matter. The school will normally acknowledge a reported barrier as soon as reasonably practicable and may ask for clarification, offer an interim alternative or explain why further review is required.
Helpful information to include
- The page, form, document, communication route, room, equipment 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.
- The outcome, adjustment, support or alternative format that may help.
- Whether the barrier prevents an urgent or time-sensitive task.
If the barrier remains unresolved
Reply to the school and explain what remains inaccessible or why the proposed alternative does not remove the barrier. A non-emergency unresolved service concern may also be raised through the Complaints, Concerns & Feedback route. Privacy and safeguarding matters should use their specialist routes.
9. Review
We will review this Accessibility page periodically and update it when our website, systems, school processes, premises information or accessibility practices materially change.
Accessibility review may include reported barriers, essential user journeys, keyboard and focus behaviour, text contrast, headings, links, forms, documents and third-party routes. This is an ongoing improvement process rather than a claim that every component has been independently certified.
This page should be read alongside our other school policies and information pages.
Accessibility FAQ
Common access and reasonable-adjustment questions.
These answers support the full statement and direct accessibility, safeguarding, complaint and administrative matters to the correct route.
What kinds of access needs can I raise?
You can raise disability, neurodivergence, sensory, communication, mobility, medical, temporary-injury or temporary-illness barriers affecting lessons, visits, administration, documents, the website, online teaching or third-party systems.
What should I share before a first lesson or visit?
Explain the barrier, the practical effect it has, the lesson, room, document or process affected, and what outcome or adjustment may help. Share any timing, safety or safeguarding information that is genuinely relevant.
Can GSofM make reasonable adjustments for lessons?
GSofM considers requests individually around the learner, subject, tutor, room, equipment, lesson format, communication, effectiveness, safety and safeguarding. The exact request may not always be possible, but another reasonable and effective option may be considered.
Do I need to provide a diagnosis or medical evidence?
Not normally. A diagnosis, detailed medical history or unnecessary evidence is not required simply to request support. GSofM may ask for limited relevant information where it is genuinely needed for safety, safeguarding or to assess whether an adjustment will work.
Can access support apply to online lessons?
Yes. Online adjustments may involve the platform, camera position, screen information, audio, communication, breaks, equipment or parent and carer support. The arrangement must still support effective teaching for the subject.
What physical-access information should I confirm before attending?
Contact GSofM before travel and describe the relevant mobility, sensory or health-related barrier. The school will explain the current arrangements for the proposed room and appointment and consider reasonable alternatives where needed.
What if a PDF, form, website page or portal step is difficult to use?
Contact the school and identify the task, the barrier, the device or assistive technology used where relevant, and the alternative format or support that may help. GSofM can consider an alternative route for an essential task.
How will disability or health information be handled?
GSofM requests only relevant information, retains it only where reasonably necessary and restricts sharing to people who need it for teaching, administration, safety, safeguarding or legal reasons, in line with the Privacy Policy.
Is my issue an accessibility request, safeguarding concern or complaint?
Use the accessibility route for barriers and reasonable-adjustment requests. Use Safeguarding where there may be harm, abuse, unsafe conduct or a serious welfare concern. Use Complaints, Concerns & Feedback for an unresolved non-emergency service concern.
How do I submit an accessibility request?
Email info@theglasgowschoolofmusic.co.uk with the subject “Accessibility Request – GSofM” or use the Contact page. Explain what you were trying to access, what happened and what adjustment or alternative may help.
What can I do if the barrier remains unresolved?
Reply to GSofM and explain what remains inaccessible or why the proposed alternative does not remove the barrier. A non-emergency unresolved service concern may then use the Complaints, Concerns & Feedback route.