Soundbox Music Academy
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From a single 30 min lesson to a whole beginners course - Drums, Guitar, Piano, Vocals. Get in touch to find out more.
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About Soundbox
From beginner to professional, from 5 years old to 105 years old, we offer tuition to suit your skill level, ambition and musical tastes. Learning is done at your speed, with your choice of music, at times to suit you. You can come to our studio to learn face to face, or learn at home with remote lessons via zoom or facetime; or a combination of the two.
If your child is in school, we can provide lessons during the school day in their school, with additional lessons or holiday clubs out of term time.
Our philosophy is to make learning fun; to teach at your speed; and to embed the basics well so you can progress quickly. If you want to take grades we teach Rockschool syllabus, or we can work to others if you choose.
All lessons are 1:1 with your tutor. We just don't do groups - you learn at your speed not someone else's.
We pride ourselves on picking tutors from differing musical backgrounds, who can teach not just play, but who also keep current by gigging alongside their teaching.
Open seven days a week, in our own modern studios with ample free parking, we will provide a teaching experience that will get you started or take you to the next level. We have flexibility on lesson times from 9am to 10pm seven days a week.
Try a free 30 minute lesson to see if we fit your aspirations.
We look forward to sharing the joy that playing an instrument can bring.
Tuition & more
Meet your tutors
Gareth Tyler
Owner / Drum Tutor
From as young as I can remember, I found myself hitting pots and pans creating rhythms wherever and whenever I could. At age 9 I finally sat down in front of my first drum kit. I was always looking for inspiration and trying to imitate my favourite drummers, from Buddy Rich to Travis Barker. By age 12, I was gigging up and down the country.
Jon Russell
Guitar Tutor
Jon first started playing guitar at the age of 10, studying both classical and electric throughout his formative years and in 1998 was a finalist in Guitarist magazine’s “Young Guitarist of the Year”.
James Cook
Drum Tutor
James started playing drums at the age of ten having been bought up on a steady diet of live music thanks to his parents.
Joseph Suddick
Piano, Guitar and Music Theory Tutor
I have been teaching Piano, Guitar and Bass over 12 years from complete beginner to grade 8 and beyond. I am also the main Music Theory Tutor helping students complete the Music Aptitude Test for school entry at age 11.
Tommy Webb
Guitar Tutor
Tommy has played in many different bands as a session guitarist, performing at Ronnie Scott’s, The Jazz Cafe, The BBC, and many more, as well as recording with chart topping, globally recognised artists and producers.
Joe Webb
Drums, Guitar and Music Production
Joe is a multi-instrumentalist and music producer. Originally starting out on Guitar, Joe soon found that he preferred the more rhythmic side of music, moving onto Bass. After a few years of gigs, Joe decided to pick up the Drums and started off getting lessons from Gareth.
George Moorhouse
Piano Tutor
My upbringing was surrounded by musical talent; my nan and aunt were Opera singers and my uncle was a professional pianist. This was the perfect situation for any young musician.
Verity Allen
Clarinet & Flute
I have over 10 years’ teaching experience in private, mainstream and special needs schools and operate my own private teaching practice. I use my primary teacher training skills to bring the best out of my students, tailoring to suit their needs and encouraging a love of music and performing.
George Styles
Guitar Tutor
George has been playing gigs with various bands since he was a young teen.
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Contact us
- Greenhill House, 26 Greenhill Crescent, Watford WD18 8JA, UK
- +44-07471756576
+44-07471756576- learn@soundboxma.org
- Monday - Sunday 08:00 - 22:00
Policies
Safeguarding Policy
Soundbox Music Academy is committed to practices which protect children from harm.
The Designated Safeguarding Lead is Rob Gill
This policy applies to all staff including the CEO, the founders and partners, paid staff, self employed teachers, freelancers, workshop leaders, volunteers, sessional workers, visiting artists, workshop leaders, students or anyone working on behalf of Soundbox Music Academy (Soundbox).
We are committed to safeguarding and promoting the welfare of children and we expect everyone
at Soundbox to share this commitment.
We all have a responsibility to promote the welfare of all children and young people and to keep them safe and are committed to practice in a way that protects them.
The purpose of this policy is:
• to protect children and young people who receive Soundbox’s services. This includes the
children of adults who use our services.
• to provide staff and volunteers with the overarching principles that guide our approach to
safeguarding.
Legal framework
This policy has been drawn up on the basis of law and guidance that seeks to protect children,
namely:
• Children Act 1989
• United Convention of the Rights of the Child 1991
• Data Protection Act 1998
• Sexual Offences Act 2003
• Children Act 2004
• Protection of Freedoms Act 2012
• Relevant government guidance on safeguarding children
This policy should be read alongside our policies and procedures including:
• Code of Conduct | Teacher Guidelines (self-employed, workers) or Employee handbook
• Equal Opportunities
• Health and Safety
• Complaints procedures
• Safer Recruitment
We recognise that:
• the welfare of the child is paramount, as enshrined in the Children Act 1989.
• all children, regardless of age, disability, gender, racial heritage, religious belief, sexual orientation or identity, have a right to equal protection from all types of harm or abuse.
• some children are additionally vulnerable because of the impact of previous experiences, their
level of dependency, communication needs or other issues.
• working in partnership with children, young people, their parents, carers and other agencies is
essential in promoting young people’s welfare.
We will seek to keep children and young people safe by:
• valuing them, listening to and respecting them.
• adopting child protection practices through procedures and a code of conduct for staff and
volunteers.
• developing and implementing an effective e-safety policy and related procedures.
• providing effective management for staff and volunteers through supervision, support and
training.
• recruiting staff and volunteers safely, ensuring all necessary checks are made (DBS).
• sharing information about child protection and good practice with children, parents, staff and
volunteers.
• sharing concerns with agencies who need to know, and involving parents and children
appropriately.
Please ask for a printed copy of our safeguarding policy
The Designated Safeguarding Lead is Rob Gill
This policy applies to all staff including the CEO, the founders and partners, paid staff, self employed teachers, freelancers, workshop leaders, volunteers, sessional workers, visiting artists, workshop leaders, students or anyone working on behalf of Soundbox Music Academy (Soundbox).
We are committed to safeguarding and promoting the welfare of children and we expect everyone
at Soundbox to share this commitment.
We all have a responsibility to promote the welfare of all children and young people and to keep them safe and are committed to practice in a way that protects them.
The purpose of this policy is:
• to protect children and young people who receive Soundbox’s services. This includes the
children of adults who use our services.
• to provide staff and volunteers with the overarching principles that guide our approach to
safeguarding.
Legal framework
This policy has been drawn up on the basis of law and guidance that seeks to protect children,
namely:
• Children Act 1989
• United Convention of the Rights of the Child 1991
• Data Protection Act 1998
• Sexual Offences Act 2003
• Children Act 2004
• Protection of Freedoms Act 2012
• Relevant government guidance on safeguarding children
This policy should be read alongside our policies and procedures including:
• Code of Conduct | Teacher Guidelines (self-employed, workers) or Employee handbook
• Equal Opportunities
• Health and Safety
• Complaints procedures
• Safer Recruitment
We recognise that:
• the welfare of the child is paramount, as enshrined in the Children Act 1989.
• all children, regardless of age, disability, gender, racial heritage, religious belief, sexual orientation or identity, have a right to equal protection from all types of harm or abuse.
• some children are additionally vulnerable because of the impact of previous experiences, their
level of dependency, communication needs or other issues.
• working in partnership with children, young people, their parents, carers and other agencies is
essential in promoting young people’s welfare.
We will seek to keep children and young people safe by:
• valuing them, listening to and respecting them.
• adopting child protection practices through procedures and a code of conduct for staff and
volunteers.
• developing and implementing an effective e-safety policy and related procedures.
• providing effective management for staff and volunteers through supervision, support and
training.
• recruiting staff and volunteers safely, ensuring all necessary checks are made (DBS).
• sharing information about child protection and good practice with children, parents, staff and
volunteers.
• sharing concerns with agencies who need to know, and involving parents and children
appropriately.
Please ask for a printed copy of our safeguarding policy
Equality and diversity policy
Equality and diversity policy
Introduction
We are an equal opportunities employer. We are committed to equality of opportunity and to providing a service and following practices which are free from unfair and unlawful discrimination. The aim of this policy is to ensure that no person receives less favourable treatment on the grounds of age, disability, gender reassignment, marriage and civil partnership, pregnancy or maternity, race, religion or belief, sex or sexual orientation, or is disadvantaged by conditions or requirements which cannot be shown to be relevant to performance. It seeks also to ensure that no person is victimised or subjected to any form of bullying or harassment.
The terms equality, inclusion, diversity and equity are at the heart of this policy. ‘Equality’ means ensuring everyone has the same opportunities to fulfil their potential free from discrimination. ‘Inclusion’ means ensuring everyone feels comfortable to be themselves at work and feels the worth of their contribution. ‘Diversity’ means the celebration of individual differences amongst the workforce. ‘Equity’ means recognising barriers and that some groups are more advantaged than others, and putting measures in place to eliminate these barriers, ensuring equal opportunities for all. We will actively support diversity, equity and inclusion and ensure that our workforce is valued and treated with dignity and respect. We want to encourage everyone in our business to reach their potential.
We value people as individuals with diverse opinions, cultures, lifestyles and circumstances. This policy covers all employees, officers, consultants, contractors, volunteers, casual workers and agency workers and it applies to all areas of employment including recruitment, selection, training, deployment, career development, and promotion. These areas are monitored and policies and practices are amended if necessary to ensure that no unfair or unlawful discrimination, intentional, unintentional, direct or indirect, overt or latent exists.
All managers must set an appropriate standard of behaviour, lead by example and ensure that those they manage adhere to the policy and promote our aims and objectives with regard to equal opportunities. Managers will be given appropriate training on equal opportunities awareness and equal opportunities recruitment and selection best practice.
The Head of Education & Quality has particular responsibility for implementing and monitoring the Equality and diversity policy and, as part of this process, all personnel policies and procedures are administered with the objective of promoting equality of opportunity and eliminating unfair or unlawful discrimination.
All employees, workers or self-employed contractors whether part time, full time or temporary, will be treated fairly and with respect. Selection for employment, promotion, training, or any other benefit will be on the basis of aptitude and ability. All employees will be helped and encouraged to develop their full potential and the talents and resources of the workforce will be fully utilised to maximise the efficiency of the Company.
Equality of opportunity, valuing diversity and compliance with the law is to the benefit of all individuals in our Company as it seeks to develop the skills and abilities of its people. While specific responsibility for eliminating discrimination and providing equality of opportunity lies with managers and supervisors, individuals at all levels have a responsibility to treat others with dignity and respect. The personal commitment of everyone to this policy and application of its principles are essential to eliminate discrimination and provide equality and equity throughout the Company.
Staff are invited to comment on this policy and suggest ways in which it might be improved by contacting Jason Houlihan – Head of Education & Quality.
Breaches of this policy will be dealt with in accordance with our Disciplinary Procedure. Serious cases of discrimination may amount to gross misconduct resulting in dismissal without notice.
If you believe that you have suffered discrimination you can raise the matter through our Grievance Procedure.
Our commitment as an employer
The Company is committed to:
creating an environment in which individual differences and the contributions of our staff are recognised and valued
everyone is entitled to a working environment that promotes dignity and respect to all. No form of intimidation, bullying or harassment will be tolerated
providing training, development and progression opportunities to all staff
understanding equality and inclusion in the workplace is good management practice and makes sound business sense
reviewing all our employment practices and procedures to ensure fairness and inclusion for all
taking steps to ensure equity amongst our workforce such as ensuring that our vacancies are advertised to a diverse range of potential candidates and, where relevant, to particular groups that have been identified as disadvantaged or underrepresented in our Company, taking positive action to recruit disabled people and ensuring there are no unlawful barriers to accessing our employment opportunities, training, progression opportunities, benefits and facilities
diversity in our workforce will be regularly monitored to ensure equal opportunities throughout the Company. Where appropriate, measures will be taken to identify and remove unnecessary obstacles and to meet the special needs of disadvantaged or underrepresented groups
The Company is committed to:
providing services to which all clients are entitled regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy or maternity, race, religion or belief, sex or sexual orientation
making sure our services are delivered equally and meet the diverse needs of our service users and clients
monitoring and reviewing this policy annually
having clear procedures that enable our clients, candidates for jobs and employees to raise a grievance or make a complaint if they feel they have been unfairly treated.
Equal opportunity policy statements
Age
We will:
ensure that people of all ages are treated with respect and dignity
ensure that people are given equal access to our employment, training, development and promotion opportunities and
challenge discriminatory assumptions about younger and older people.
Disability
We will:
provide any reasonable adjustments to ensure disabled people have access to our services and employment opportunities. If we feel that a particular adjustment would not be reasonable, we will discuss this with you and try to find an alternative solution where possible
challenge discriminatory assumptions about disabled people and
seek to continue to improve access to information by ensuring availability of loop systems, braille facilities, alternative formatting and sign language interpretation
If you are disabled or become disabled, we encourage you to tell us about your condition so that we can support you as appropriate
We will keep the physical features of our premises under review to consider whether they might place anyone with a disability at a substantial disadvantage. Where necessary, we will take reasonable steps to improve access.
Race
We will:
challenge racism wherever it occurs
respond swiftly and sensitively to racist incidents and
actively promote race equality and inclusion in the Company
take positive action to redress the negative effects of discrimination against everyone
offer equal access for everyone to representation, services, employment, training and pay and encourage other organisations to do the same.
Gender
We will:
challenge discriminatory assumptions about gender
take positive action to redress the negative effects of discrimination against everyone
offer equal access for everyone to representation, services, employment, training and pay and encourage other organisations to do the same and
provide support to prevent discrimination against transgender people who have or who are about to undergo gender reassignment.
Sexual orientation
We will:
ensure that we take account of the needs of everyone, including the LGBTQ+ communities
promote positive images of the LGBTQ+ communities
challenge discriminatory assumptions about the LGBTQ+ communities
take positive action to redress the negative effects of discrimination against everyone and
offer equal access for everyone to representation, services, employment, training and pay and encourage other organisations to do the same.
Religion or belief
We will:
ensure that employees’ religion or beliefs and related observances are respected and accommodated wherever possible and
respect people’s beliefs where the expression of those beliefs does not impinge on the legitimate rights of others.
Pregnancy or maternity
We will:
ensure that people are treated with respect and dignity during pregnancy or maternity leave
challenge discriminatory assumptions about pregnancy or maternity and
ensure that no individual is disadvantaged during pregnancy or maternity leave and that we take account of the needs of our employees’ during pregnancy or maternity leave.
Marriage or civil partnership
We will:
ensure that people are treated with respect and dignity regardless of marriage or civil partnership status
challenge discriminatory assumptions about the marriage or civil partnership of our employees and
ensure that no individual is disadvantaged as a result of their marriage or civil partnership status.
Part time and fixed term work
Part time and fixed term staff should be treated the same as comparable full time or permanent staff and enjoy no less favourable terms and conditions (on a pro-rata basis where appropriate), unless different treatment is justified.
Equal pay
We will ensure that all employees have the right to the same contractual pay and benefits for carrying out the same work, work rated as equivalent work or work of equal value.
Introduction
We are an equal opportunities employer. We are committed to equality of opportunity and to providing a service and following practices which are free from unfair and unlawful discrimination. The aim of this policy is to ensure that no person receives less favourable treatment on the grounds of age, disability, gender reassignment, marriage and civil partnership, pregnancy or maternity, race, religion or belief, sex or sexual orientation, or is disadvantaged by conditions or requirements which cannot be shown to be relevant to performance. It seeks also to ensure that no person is victimised or subjected to any form of bullying or harassment.
The terms equality, inclusion, diversity and equity are at the heart of this policy. ‘Equality’ means ensuring everyone has the same opportunities to fulfil their potential free from discrimination. ‘Inclusion’ means ensuring everyone feels comfortable to be themselves at work and feels the worth of their contribution. ‘Diversity’ means the celebration of individual differences amongst the workforce. ‘Equity’ means recognising barriers and that some groups are more advantaged than others, and putting measures in place to eliminate these barriers, ensuring equal opportunities for all. We will actively support diversity, equity and inclusion and ensure that our workforce is valued and treated with dignity and respect. We want to encourage everyone in our business to reach their potential.
We value people as individuals with diverse opinions, cultures, lifestyles and circumstances. This policy covers all employees, officers, consultants, contractors, volunteers, casual workers and agency workers and it applies to all areas of employment including recruitment, selection, training, deployment, career development, and promotion. These areas are monitored and policies and practices are amended if necessary to ensure that no unfair or unlawful discrimination, intentional, unintentional, direct or indirect, overt or latent exists.
All managers must set an appropriate standard of behaviour, lead by example and ensure that those they manage adhere to the policy and promote our aims and objectives with regard to equal opportunities. Managers will be given appropriate training on equal opportunities awareness and equal opportunities recruitment and selection best practice.
The Head of Education & Quality has particular responsibility for implementing and monitoring the Equality and diversity policy and, as part of this process, all personnel policies and procedures are administered with the objective of promoting equality of opportunity and eliminating unfair or unlawful discrimination.
All employees, workers or self-employed contractors whether part time, full time or temporary, will be treated fairly and with respect. Selection for employment, promotion, training, or any other benefit will be on the basis of aptitude and ability. All employees will be helped and encouraged to develop their full potential and the talents and resources of the workforce will be fully utilised to maximise the efficiency of the Company.
Equality of opportunity, valuing diversity and compliance with the law is to the benefit of all individuals in our Company as it seeks to develop the skills and abilities of its people. While specific responsibility for eliminating discrimination and providing equality of opportunity lies with managers and supervisors, individuals at all levels have a responsibility to treat others with dignity and respect. The personal commitment of everyone to this policy and application of its principles are essential to eliminate discrimination and provide equality and equity throughout the Company.
Staff are invited to comment on this policy and suggest ways in which it might be improved by contacting Jason Houlihan – Head of Education & Quality.
Breaches of this policy will be dealt with in accordance with our Disciplinary Procedure. Serious cases of discrimination may amount to gross misconduct resulting in dismissal without notice.
If you believe that you have suffered discrimination you can raise the matter through our Grievance Procedure.
Our commitment as an employer
The Company is committed to:
creating an environment in which individual differences and the contributions of our staff are recognised and valued
everyone is entitled to a working environment that promotes dignity and respect to all. No form of intimidation, bullying or harassment will be tolerated
providing training, development and progression opportunities to all staff
understanding equality and inclusion in the workplace is good management practice and makes sound business sense
reviewing all our employment practices and procedures to ensure fairness and inclusion for all
taking steps to ensure equity amongst our workforce such as ensuring that our vacancies are advertised to a diverse range of potential candidates and, where relevant, to particular groups that have been identified as disadvantaged or underrepresented in our Company, taking positive action to recruit disabled people and ensuring there are no unlawful barriers to accessing our employment opportunities, training, progression opportunities, benefits and facilities
diversity in our workforce will be regularly monitored to ensure equal opportunities throughout the Company. Where appropriate, measures will be taken to identify and remove unnecessary obstacles and to meet the special needs of disadvantaged or underrepresented groups
- monitoring and reviewing this policy annually.
The Company is committed to:
providing services to which all clients are entitled regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy or maternity, race, religion or belief, sex or sexual orientation
making sure our services are delivered equally and meet the diverse needs of our service users and clients
- taking steps to ensure equity amongst our clients and service users such as removing any unlawful obstacles to accessing our services or facilities. Where appropriate, measures will be taken to identify and remove unnecessary barriers and to meet the special needs of disadvantaged or underrepresented groups
monitoring and reviewing this policy annually
having clear procedures that enable our clients, candidates for jobs and employees to raise a grievance or make a complaint if they feel they have been unfairly treated.
Equal opportunity policy statements
Age
We will:
ensure that people of all ages are treated with respect and dignity
ensure that people are given equal access to our employment, training, development and promotion opportunities and
challenge discriminatory assumptions about younger and older people.
Disability
We will:
provide any reasonable adjustments to ensure disabled people have access to our services and employment opportunities. If we feel that a particular adjustment would not be reasonable, we will discuss this with you and try to find an alternative solution where possible
challenge discriminatory assumptions about disabled people and
seek to continue to improve access to information by ensuring availability of loop systems, braille facilities, alternative formatting and sign language interpretation
If you are disabled or become disabled, we encourage you to tell us about your condition so that we can support you as appropriate
We will keep the physical features of our premises under review to consider whether they might place anyone with a disability at a substantial disadvantage. Where necessary, we will take reasonable steps to improve access.
Race
We will:
challenge racism wherever it occurs
respond swiftly and sensitively to racist incidents and
actively promote race equality and inclusion in the Company
take positive action to redress the negative effects of discrimination against everyone
offer equal access for everyone to representation, services, employment, training and pay and encourage other organisations to do the same.
Gender
We will:
challenge discriminatory assumptions about gender
take positive action to redress the negative effects of discrimination against everyone
offer equal access for everyone to representation, services, employment, training and pay and encourage other organisations to do the same and
provide support to prevent discrimination against transgender people who have or who are about to undergo gender reassignment.
Sexual orientation
We will:
ensure that we take account of the needs of everyone, including the LGBTQ+ communities
promote positive images of the LGBTQ+ communities
challenge discriminatory assumptions about the LGBTQ+ communities
take positive action to redress the negative effects of discrimination against everyone and
offer equal access for everyone to representation, services, employment, training and pay and encourage other organisations to do the same.
Religion or belief
We will:
ensure that employees’ religion or beliefs and related observances are respected and accommodated wherever possible and
respect people’s beliefs where the expression of those beliefs does not impinge on the legitimate rights of others.
Pregnancy or maternity
We will:
ensure that people are treated with respect and dignity during pregnancy or maternity leave
challenge discriminatory assumptions about pregnancy or maternity and
ensure that no individual is disadvantaged during pregnancy or maternity leave and that we take account of the needs of our employees’ during pregnancy or maternity leave.
Marriage or civil partnership
We will:
ensure that people are treated with respect and dignity regardless of marriage or civil partnership status
challenge discriminatory assumptions about the marriage or civil partnership of our employees and
ensure that no individual is disadvantaged as a result of their marriage or civil partnership status.
Part time and fixed term work
Part time and fixed term staff should be treated the same as comparable full time or permanent staff and enjoy no less favourable terms and conditions (on a pro-rata basis where appropriate), unless different treatment is justified.
Equal pay
We will ensure that all employees have the right to the same contractual pay and benefits for carrying out the same work, work rated as equivalent work or work of equal value.
Customer Complaints Policy
Customer Complaints Policy - Soundbox Music academy
Introduction
At Soundbox Music academy, we strive to provide the highest level of service to our students and their families. We understand that occasionally concerns or complaints may arise, and we are committed to addressing them promptly, fairly, and effectively. This policy outlines the procedure for handling customer complaints, ensuring that every concern is taken seriously and resolved to the best of our abilities.
Definition of a Complaint
A complaint is defined as any expression of dissatisfaction or concern raised by a student, parent/guardian, or any other customer of Soundbox Music academy regarding our services, staff, facilities, or any other aspect of their experience with us.
Guiding Principles
Our approach to handling customer complaints is guided by the following principles:
a. Fairness: We treat every complaint impartially, without bias or prejudice, and strive for fair resolutions. b. Confidentiality: We respect the privacy of complainants and keep all information confidential, sharing it only with those involved in the complaint resolution process. c. Accessibility: We provide clear information about our complaints process and make it easily accessible to all customers. d. Timeliness: We aim to address and resolve complaints promptly, keeping the complainant informed of the progress and expected timelines. e. Learning and Improvement: We view complaints as an opportunity for growth and improvement, actively seeking feedback to enhance our services.
Complaint Handling Process
a. Lodging a Complaint
Customers are encouraged to submit their complaints in writing or through our designated complaint submission channels, such as email, online forms, or physical complaint boxes available at our premises. Verbal complaints will also be recorded and documented by our staff members.
b. Complaint Acknowledgement
Upon receiving a complaint, we will send an acknowledgment to the complainant within 14 business days, confirming the receipt of their complaint. The acknowledgment will include relevant contact information for future communication.
c. Investigation and Resolution
i. Investigation: The complaint will be assigned to an appropriate staff member or complaints officer, who will thoroughly investigate the matter, gathering all relevant information and speaking to individuals involved. ii. Resolution: We will endeavour to resolve the complaint at the earliest opportunity, considering all available options to find a fair and satisfactory resolution for the complainant.
d. Communication and Updates
We will maintain regular communication with the complainant, providing updates on the progress of the complaint investigation and resolution. We aim to address complaints within 14 business days but may require additional time depending on the complexity of the issue.
e. Escalation
If the complainant remains unsatisfied with the initial resolution, they may request their complaint to be escalated. The complaint will then be reviewed by a higher-level staff member or management, who will conduct an independent review and determine the final resolution.
f. Closure and Follow-Up
Once the complaint is resolved, we will provide a written response to the complainant, summarizing the findings, actions taken, and any remedies provided. We may also seek feedback from the complainant to assess their satisfaction with the resolution and identify areas for improvement.
Documentation and Record Keeping
All complaints, including relevant correspondence, investigation details, and outcomes, will be recorded and securely maintained. This documentation will be used for analysis, monitoring, and ongoing improvement of our services.
Training and Review
We will ensure that our staff members are trained in handling complaints effectively, including active listening, conflict resolution, and maintaining a professional approach. Our complaint handling process will be periodically reviewed to identify areas for enhancement and compliance with any applicable regulations.
Feedback and Continuous Improvement
We welcome feedback from complainants on our complaint handling process. We encourage suggestions for improvement and are committed to learning from our customers' experiences to enhance our services and prevent future.
Jason Houlihan – Head of Education & Quality - Soundbox Music academy
Introduction
At Soundbox Music academy, we strive to provide the highest level of service to our students and their families. We understand that occasionally concerns or complaints may arise, and we are committed to addressing them promptly, fairly, and effectively. This policy outlines the procedure for handling customer complaints, ensuring that every concern is taken seriously and resolved to the best of our abilities.
Definition of a Complaint
A complaint is defined as any expression of dissatisfaction or concern raised by a student, parent/guardian, or any other customer of Soundbox Music academy regarding our services, staff, facilities, or any other aspect of their experience with us.
Guiding Principles
Our approach to handling customer complaints is guided by the following principles:
a. Fairness: We treat every complaint impartially, without bias or prejudice, and strive for fair resolutions. b. Confidentiality: We respect the privacy of complainants and keep all information confidential, sharing it only with those involved in the complaint resolution process. c. Accessibility: We provide clear information about our complaints process and make it easily accessible to all customers. d. Timeliness: We aim to address and resolve complaints promptly, keeping the complainant informed of the progress and expected timelines. e. Learning and Improvement: We view complaints as an opportunity for growth and improvement, actively seeking feedback to enhance our services.
Complaint Handling Process
a. Lodging a Complaint
Customers are encouraged to submit their complaints in writing or through our designated complaint submission channels, such as email, online forms, or physical complaint boxes available at our premises. Verbal complaints will also be recorded and documented by our staff members.
b. Complaint Acknowledgement
Upon receiving a complaint, we will send an acknowledgment to the complainant within 14 business days, confirming the receipt of their complaint. The acknowledgment will include relevant contact information for future communication.
c. Investigation and Resolution
i. Investigation: The complaint will be assigned to an appropriate staff member or complaints officer, who will thoroughly investigate the matter, gathering all relevant information and speaking to individuals involved. ii. Resolution: We will endeavour to resolve the complaint at the earliest opportunity, considering all available options to find a fair and satisfactory resolution for the complainant.
d. Communication and Updates
We will maintain regular communication with the complainant, providing updates on the progress of the complaint investigation and resolution. We aim to address complaints within 14 business days but may require additional time depending on the complexity of the issue.
e. Escalation
If the complainant remains unsatisfied with the initial resolution, they may request their complaint to be escalated. The complaint will then be reviewed by a higher-level staff member or management, who will conduct an independent review and determine the final resolution.
f. Closure and Follow-Up
Once the complaint is resolved, we will provide a written response to the complainant, summarizing the findings, actions taken, and any remedies provided. We may also seek feedback from the complainant to assess their satisfaction with the resolution and identify areas for improvement.
Documentation and Record Keeping
All complaints, including relevant correspondence, investigation details, and outcomes, will be recorded and securely maintained. This documentation will be used for analysis, monitoring, and ongoing improvement of our services.
Training and Review
We will ensure that our staff members are trained in handling complaints effectively, including active listening, conflict resolution, and maintaining a professional approach. Our complaint handling process will be periodically reviewed to identify areas for enhancement and compliance with any applicable regulations.
Feedback and Continuous Improvement
We welcome feedback from complainants on our complaint handling process. We encourage suggestions for improvement and are committed to learning from our customers' experiences to enhance our services and prevent future.
Jason Houlihan – Head of Education & Quality - Soundbox Music academy
Privacy Policy
This is the privacy notice of Soundbox Music Academy. In this document, “we”, “our”, or “us” refer to Soundbox Music Academy.
Our Business Address is :
Greenhill House, 26 Greenhill Crescent, Watford WD18 8JA, UK
1. Introduction
1.1 This is a notice to inform you of our policy about all information that we record about you. It sets out the conditions under which we may process any information that we collect from you, or that you provide to us. It covers information that could identify you (“personal information”) and information that could not. In the context of the law and this notice, “process” means collect, store, transfer, use or otherwise act on information.
1.2 We regret that if there are one or more points below with which you are not happy, your only recourse is to leave our website immediately.
1.3 We take seriously the protection of your privacy and confidentiality. We understand that all visitors to our website are entitled to know that their personal data will not be used for any purpose unintended by them, and will not accidentally fall into the hands of a third party.
1.4 We undertake to preserve the confidentiality of all information you provide to us, and hope that you reciprocate.
1.5 Our policy complies with UK law accordingly implemented, including that required by the EU General Data Protection Regulation (GDPR).
1.6 The law requires us to tell you about your rights and our obligations to you in regards to the processing and control of your personal data. We do this now, by requesting that you read the information provided at knowyourprivacyrights.org
1.7 We do not share, or sell, or disclose to a third party, any information collected through our website.
2. Cookies
This site uses cookies – small text files that are placed on your machine to help the site provide a better user experience. In general, cookies are used to retain user preferences, store information for things like shopping baskets, and provide anonymised tracking data to third party applications like Google Analytics and Facebook Pixel. As a rule, cookies will make your browsing experience better. However, you may prefer to disable cookies on this site and on others. The most effective way to do this is to disable cookies in your browser. We suggest consulting the Help section of your browser or taking a look at the About Cookies website which offers guidance for all modern browsers
3. Personal information that this website collects
This website collects and uses personal information for the following reasons:
3.1 Site visitation tracking - Like most websites, this site uses Google Analytics (GA) to track user interaction. We use this data to determine the number of people using our site, to better understand how they find and use our web pages and to see their journey through the website.
GA makes use of cookies, details of which can be found on Google’s developer guides.
Disabling cookies on your internet browser will stop Google Analytics from tracking any part of your visit to pages within this website. We have anonymised IP addresses to prevent tracking of individual data in Google Analytics. More information on this can be found here.
3.2 Contact forms and email links - Should you choose to contact us using a contact form on this site or an email link like this one, none of the data that you supply will be stored by this website or passed to / be processed by any of the third party data processors defined below in section 4.
3.3 Should you use the Pay Now feature on our website, we will not store any of the information you enter on this website or pass it to any third parties with the exception of our payment processor Xero. Payment information is never taken by us or transferred to us either through our website or otherwise. Our employees and contractors never have access to it.
4. Our third-party data processors
We use the following third-party data processors to process personal data on our behalf. They have been carefully chosen and comply with the legislation set out above.
We will report any unlawful data breach of this website’s database or the database(s) of any of our third party data processors to any and all relevant persons and authorities within 72 hours of the breach if it is apparent that personal data stored in an identifiable manner has been stolen.
6.0 Changes to our privacy policy
This privacy policy may change from time to time inline with legislation or industry developments. We will not explicitly inform our clients or website users of these changes. Instead, we recommend that you check this page occasionally for any policy changes. Specific policy changes and updates are mentioned in the change log below.
6.1 Change log
21/10/2020 – version 1.1
Our Business Address is :
Greenhill House, 26 Greenhill Crescent, Watford WD18 8JA, UK
1. Introduction
1.1 This is a notice to inform you of our policy about all information that we record about you. It sets out the conditions under which we may process any information that we collect from you, or that you provide to us. It covers information that could identify you (“personal information”) and information that could not. In the context of the law and this notice, “process” means collect, store, transfer, use or otherwise act on information.
1.2 We regret that if there are one or more points below with which you are not happy, your only recourse is to leave our website immediately.
1.3 We take seriously the protection of your privacy and confidentiality. We understand that all visitors to our website are entitled to know that their personal data will not be used for any purpose unintended by them, and will not accidentally fall into the hands of a third party.
1.4 We undertake to preserve the confidentiality of all information you provide to us, and hope that you reciprocate.
1.5 Our policy complies with UK law accordingly implemented, including that required by the EU General Data Protection Regulation (GDPR).
1.6 The law requires us to tell you about your rights and our obligations to you in regards to the processing and control of your personal data. We do this now, by requesting that you read the information provided at knowyourprivacyrights.org
1.7 We do not share, or sell, or disclose to a third party, any information collected through our website.
2. Cookies
This site uses cookies – small text files that are placed on your machine to help the site provide a better user experience. In general, cookies are used to retain user preferences, store information for things like shopping baskets, and provide anonymised tracking data to third party applications like Google Analytics and Facebook Pixel. As a rule, cookies will make your browsing experience better. However, you may prefer to disable cookies on this site and on others. The most effective way to do this is to disable cookies in your browser. We suggest consulting the Help section of your browser or taking a look at the About Cookies website which offers guidance for all modern browsers
3. Personal information that this website collects
This website collects and uses personal information for the following reasons:
3.1 Site visitation tracking - Like most websites, this site uses Google Analytics (GA) to track user interaction. We use this data to determine the number of people using our site, to better understand how they find and use our web pages and to see their journey through the website.
GA makes use of cookies, details of which can be found on Google’s developer guides.
Disabling cookies on your internet browser will stop Google Analytics from tracking any part of your visit to pages within this website. We have anonymised IP addresses to prevent tracking of individual data in Google Analytics. More information on this can be found here.
3.2 Contact forms and email links - Should you choose to contact us using a contact form on this site or an email link like this one, none of the data that you supply will be stored by this website or passed to / be processed by any of the third party data processors defined below in section 4.
3.3 Should you use the Pay Now feature on our website, we will not store any of the information you enter on this website or pass it to any third parties with the exception of our payment processor Xero. Payment information is never taken by us or transferred to us either through our website or otherwise. Our employees and contractors never have access to it.
4. Our third-party data processors
We use the following third-party data processors to process personal data on our behalf. They have been carefully chosen and comply with the legislation set out above.
- Google (Privacy policy)
- Xero (Privacy policy)
- Facebook (Privacy policy)
- GetTimely (Privacy policy)
We will report any unlawful data breach of this website’s database or the database(s) of any of our third party data processors to any and all relevant persons and authorities within 72 hours of the breach if it is apparent that personal data stored in an identifiable manner has been stolen.
6.0 Changes to our privacy policy
This privacy policy may change from time to time inline with legislation or industry developments. We will not explicitly inform our clients or website users of these changes. Instead, we recommend that you check this page occasionally for any policy changes. Specific policy changes and updates are mentioned in the change log below.
6.1 Change log
21/10/2020 – version 1.1
Appeals Policy
Soundbox Music academy Appeal Policy for Grades
Effective Date: 14/05/23
Introduction: At Soundbox Music academy, we understand the importance of academic success and recognise that sometimes students may feel the need to appeal their grades. We believe in providing a fair and transparent process for students to challenge their grades if they believe there has been an error or if they have valid grounds for reconsideration. This policy outlines the procedures and guidelines for appealing grades within our music business.
Scope: This policy applies to all students enrolled in Soundbox Music academy's music programs and courses who wish to appeal their grades.
Grounds for Appeal: Students may appeal their grades on the following grounds: a. Procedural errors in grading or assessment. b. Inappropriate or unfair assessment criteria or standards. c. Demonstrable and significant errors in the calculation or recording of marks. d. Bias or discrimination in the assessment process. e. Any other valid and justifiable grounds that the student can provide evidence for.
Appeal Process: The appeal process consists of the following steps:
Step 1: Informal Discussion The student is encouraged to schedule an informal discussion with the instructor or relevant staff member within 14 days after the grade is released. This discussion aims to clarify any concerns or questions regarding the grade and allows for a potential resolution without the need for a formal appeal.
Step 2: Formal Appeal If the issue remains unresolved after the informal discussion or if the student decides to proceed directly to a formal appeal, the following steps should be followed:
a. Written Appeal: The student must submit a written appeal to the Head of Education within 14 days of receiving the grade. The appeal should include the following information:
Student's full name, contact information, and student ID.
Course name, code, and semester.
Details of the grade being appealed, including specific reasons for the appeal.
Supporting documentation or evidence, if applicable.
Desired outcome or proposed resolution.
b. Review and Investigation: The Head of Education will review the appeal and conduct an investigation as necessary. This may involve consulting with the instructor, reviewing relevant materials, or interviewing involved parties.
c. Appeal Committee: An Appeal Committee, comprising of impartial faculty/staff members, will be convened to review the appeal. The committee will consist of a minimum of 3 members of staff. The committee members will not include individuals involved in the original grading process.
d. Appeal Hearing: The student may be invited to present their case before the Appeal Committee in a formal hearing. The student has the right to bring a representative or support person of their choice to the hearing. The committee may also request the presence of the instructor or other relevant individuals involved.
e. Committee Decision: The Appeal Committee will carefully consider all the information presented during the appeal process and make a final decision within 14 days of the appeal hearing. The decision will be communicated in writing to the student and will include the rationale behind the decision.
Confidentiality: All information related to the grade appeal will be treated with strict confidentiality and will only be shared with individuals directly involved in the appeals process.
Finality of Decision: The decision of the Appeal Committee is final and will not be subject to further appeal within the institution.
Timelines: All appeal-related actions, including filing an appeal, scheduling hearings, and issuing decisions, will be carried out within reasonable timeframes as determined by the Head of Education. Students will be informed of expected timelines throughout the process.
Record Keeping: All documentation and records related to the grade appeal will be maintained securely by the Head of Education for a period of 3 years.
Note: It is essential to customise this policy to fit your specific music business and ensure compliance with any relevant regulations or policies in your jurisdiction.
Soundbox Music academy reserves the right to modify, amend, or terminate this policy at any time, at its discretion.
Signed:
Jason Houlihan – Head of education and quality - Soundbox Music academy
Effective Date: 14/05/23
Introduction: At Soundbox Music academy, we understand the importance of academic success and recognise that sometimes students may feel the need to appeal their grades. We believe in providing a fair and transparent process for students to challenge their grades if they believe there has been an error or if they have valid grounds for reconsideration. This policy outlines the procedures and guidelines for appealing grades within our music business.
Scope: This policy applies to all students enrolled in Soundbox Music academy's music programs and courses who wish to appeal their grades.
Grounds for Appeal: Students may appeal their grades on the following grounds: a. Procedural errors in grading or assessment. b. Inappropriate or unfair assessment criteria or standards. c. Demonstrable and significant errors in the calculation or recording of marks. d. Bias or discrimination in the assessment process. e. Any other valid and justifiable grounds that the student can provide evidence for.
Appeal Process: The appeal process consists of the following steps:
Step 1: Informal Discussion The student is encouraged to schedule an informal discussion with the instructor or relevant staff member within 14 days after the grade is released. This discussion aims to clarify any concerns or questions regarding the grade and allows for a potential resolution without the need for a formal appeal.
Step 2: Formal Appeal If the issue remains unresolved after the informal discussion or if the student decides to proceed directly to a formal appeal, the following steps should be followed:
a. Written Appeal: The student must submit a written appeal to the Head of Education within 14 days of receiving the grade. The appeal should include the following information:
Student's full name, contact information, and student ID.
Course name, code, and semester.
Details of the grade being appealed, including specific reasons for the appeal.
Supporting documentation or evidence, if applicable.
Desired outcome or proposed resolution.
b. Review and Investigation: The Head of Education will review the appeal and conduct an investigation as necessary. This may involve consulting with the instructor, reviewing relevant materials, or interviewing involved parties.
c. Appeal Committee: An Appeal Committee, comprising of impartial faculty/staff members, will be convened to review the appeal. The committee will consist of a minimum of 3 members of staff. The committee members will not include individuals involved in the original grading process.
d. Appeal Hearing: The student may be invited to present their case before the Appeal Committee in a formal hearing. The student has the right to bring a representative or support person of their choice to the hearing. The committee may also request the presence of the instructor or other relevant individuals involved.
e. Committee Decision: The Appeal Committee will carefully consider all the information presented during the appeal process and make a final decision within 14 days of the appeal hearing. The decision will be communicated in writing to the student and will include the rationale behind the decision.
Confidentiality: All information related to the grade appeal will be treated with strict confidentiality and will only be shared with individuals directly involved in the appeals process.
Finality of Decision: The decision of the Appeal Committee is final and will not be subject to further appeal within the institution.
Timelines: All appeal-related actions, including filing an appeal, scheduling hearings, and issuing decisions, will be carried out within reasonable timeframes as determined by the Head of Education. Students will be informed of expected timelines throughout the process.
Record Keeping: All documentation and records related to the grade appeal will be maintained securely by the Head of Education for a period of 3 years.
Note: It is essential to customise this policy to fit your specific music business and ensure compliance with any relevant regulations or policies in your jurisdiction.
Soundbox Music academy reserves the right to modify, amend, or terminate this policy at any time, at its discretion.
Signed:
Jason Houlihan – Head of education and quality - Soundbox Music academy
Conflicts of Interest Policy
Conflicts of Interest Policy - Soundbox Music academy
Purpose The purpose of this Conflicts of Interest Policy is to establish guidelines and procedures to ensure that all members of the music school community, including staff, faculty, administrators, and board members, act in the best interest of the music school and avoid conflicts of interest that could compromise their judgment or impartiality.
Scope This policy applies to all individuals associated with the music school, including but not limited to employees, contractors, volunteers, board members, and any other person who has a relationship with the music school that could potentially create a conflict of interest.
Definition of Conflict of Interest A conflict of interest exists when the personal, financial, or professional interests or obligations of an individual interfere or appear to interfere with the individual's ability to act in the best interest of the music school. Conflicts of interest may arise when an individual has a direct or indirect financial or personal interest that could compromise their objectivity, professional judgment, or decision-making.
Disclosure of Conflicts of Interest a. Duty to Disclose: All individuals associated with the music school have a duty to promptly disclose any potential or actual conflicts of interest to the designated authority, such as the Executive Director or the Board of Directors. b. Types of Conflicts: Conflicts of interest may include, but are not limited to: i. Financial interests, such as investments, employment, or consulting relationships that could benefit the individual or their immediate family members. ii. Relationships with vendors, contractors, or suppliers that could influence purchasing decisions. iii. Personal relationships that could impact the fair and impartial treatment of students, staff, or other members of the music school community. c. Timely Disclosure: Individuals must disclose any conflicts of interest upon becoming aware of them and on an ongoing basis, annually or whenever a new conflict arises.
Evaluation and Management of Conflicts of Interest a. Review Process: The designated authority, such as the Executive Director or the Board of Directors, will review all disclosed conflicts of interest and assess their potential impact on the music school's operations, decision-making, and reputation. b. Recusal: If a conflict of interest is deemed significant, the individual involved must recuse themselves from any decision-making process or discussion where the conflict may arise. The individual should not attempt to influence or participate in any related decisions. c. Mitigation Measures: In some cases, the music school may implement mitigation measures to address conflicts of interest, such as obtaining independent evaluations, seeking competitive bids, or establishing an independent committee to review and approve relevant transactions. d. Documentation: All conflicts of interest, disclosures, and mitigation measures taken shall be documented for transparency and accountability purposes.
Consequences of Non-Compliance Failure to comply with this Conflicts of Interest Policy may result in disciplinary action, up to and including termination of employment, removal from the board, or any other appropriate actions based on the severity and circumstances of the conflict.
Education and Training The music school will provide education and training to all individuals associated with the music school on the importance of identifying, disclosing, and managing conflicts of interest. Regular training sessions and resources will be made available to ensure a thorough understanding of this policy.
Review and Amendments This Conflicts of Interest Policy will be reviewed periodically by the designated authority to ensure its effectiveness and compliance with applicable laws and regulations. Amendments may be made as necessary and communicated to all members of the music school community.
By adhering to this Conflicts of Interest Policy, we can maintain the integrity, trust, and professionalism that are essential for the success of our music school and its mission.
Jason Houlihan – Head of education & Quality - Soundbox Music academy
Purpose The purpose of this Conflicts of Interest Policy is to establish guidelines and procedures to ensure that all members of the music school community, including staff, faculty, administrators, and board members, act in the best interest of the music school and avoid conflicts of interest that could compromise their judgment or impartiality.
Scope This policy applies to all individuals associated with the music school, including but not limited to employees, contractors, volunteers, board members, and any other person who has a relationship with the music school that could potentially create a conflict of interest.
Definition of Conflict of Interest A conflict of interest exists when the personal, financial, or professional interests or obligations of an individual interfere or appear to interfere with the individual's ability to act in the best interest of the music school. Conflicts of interest may arise when an individual has a direct or indirect financial or personal interest that could compromise their objectivity, professional judgment, or decision-making.
Disclosure of Conflicts of Interest a. Duty to Disclose: All individuals associated with the music school have a duty to promptly disclose any potential or actual conflicts of interest to the designated authority, such as the Executive Director or the Board of Directors. b. Types of Conflicts: Conflicts of interest may include, but are not limited to: i. Financial interests, such as investments, employment, or consulting relationships that could benefit the individual or their immediate family members. ii. Relationships with vendors, contractors, or suppliers that could influence purchasing decisions. iii. Personal relationships that could impact the fair and impartial treatment of students, staff, or other members of the music school community. c. Timely Disclosure: Individuals must disclose any conflicts of interest upon becoming aware of them and on an ongoing basis, annually or whenever a new conflict arises.
Evaluation and Management of Conflicts of Interest a. Review Process: The designated authority, such as the Executive Director or the Board of Directors, will review all disclosed conflicts of interest and assess their potential impact on the music school's operations, decision-making, and reputation. b. Recusal: If a conflict of interest is deemed significant, the individual involved must recuse themselves from any decision-making process or discussion where the conflict may arise. The individual should not attempt to influence or participate in any related decisions. c. Mitigation Measures: In some cases, the music school may implement mitigation measures to address conflicts of interest, such as obtaining independent evaluations, seeking competitive bids, or establishing an independent committee to review and approve relevant transactions. d. Documentation: All conflicts of interest, disclosures, and mitigation measures taken shall be documented for transparency and accountability purposes.
Consequences of Non-Compliance Failure to comply with this Conflicts of Interest Policy may result in disciplinary action, up to and including termination of employment, removal from the board, or any other appropriate actions based on the severity and circumstances of the conflict.
Education and Training The music school will provide education and training to all individuals associated with the music school on the importance of identifying, disclosing, and managing conflicts of interest. Regular training sessions and resources will be made available to ensure a thorough understanding of this policy.
Review and Amendments This Conflicts of Interest Policy will be reviewed periodically by the designated authority to ensure its effectiveness and compliance with applicable laws and regulations. Amendments may be made as necessary and communicated to all members of the music school community.
By adhering to this Conflicts of Interest Policy, we can maintain the integrity, trust, and professionalism that are essential for the success of our music school and its mission.
Jason Houlihan – Head of education & Quality - Soundbox Music academy
Customer Service Policy
Customer Service Policy - Soundbox Music academy
At Soundbox Music academy, we are committed to providing exceptional customer service to all our students, parents, and other stakeholders. Our customer service policy outlines our principles and guidelines to ensure that every interaction with our customers is positive, efficient, and meets their needs. We strive to create a welcoming and supportive environment that fosters a long-lasting relationship with our valued customers.
Customer Focus 2.1. Respect and Professionalism: We treat all customers with respect, courtesy, and professionalism, regardless of their age, background, or skill level. We acknowledge their unique needs and strive to provide personalized attention to enhance their experience at our music school.
2.2. Active Listening: We actively listen to our customers to understand their concerns, questions, and feedback. By listening attentively, we can provide appropriate solutions and address their needs effectively.
2.3. Empathy: We approach every interaction with empathy, recognizing that our customers may have different levels of musical knowledge and varying goals. We aim to create a supportive environment that encourages their musical growth and fosters their passion for music.
Communication 3.1. Clarity and Accuracy: We communicate clearly, using plain language and avoiding jargon or technical terms whenever possible. Our responses are accurate, providing the necessary information to address customer inquiries or concerns.
3.2. Prompt Response: We aim to respond to customer inquiries, whether in-person, via phone, email, or online channels, promptly and within reasonable timeframes. We strive to acknowledge receipt of inquiries and provide updates on the status of their requests.
3.3. Language Proficiency: We ensure that our staff members possess adequate language proficiency to effectively communicate with customers. If necessary, we will make reasonable efforts to provide language assistance or translation services to overcome language barriers.
Problem Resolution 4.1. Proactive Approach: We take a proactive approach to problem-solving and addressing customer concerns. Our staff members are empowered to resolve issues promptly and effectively, seeking assistance from relevant personnel or management when necessary.
4.2. Fairness and Consistency: We handle customer complaints, disputes, or conflicts fairly and consistently, following established procedures and guidelines. We strive to find equitable resolutions that align with our policies and customer expectations.
4.3. Continuous Improvement: We view customer feedback as an opportunity for growth and improvement. We encourage customers to provide feedback, suggestions, and recommendations, which we use to enhance our services and address any areas that require attention.
Privacy and Confidentiality 5.1. Data Protection: We are committed to safeguarding the privacy and confidentiality of our customers' personal information. We comply with applicable data protection laws and regulations and have appropriate security measures in place to protect customer data.
5.2. Consent and Permission: We obtain explicit consent from customers before using their personal information for any purpose beyond the scope of our services. We do not share or disclose customer information to third parties without their consent, unless required by law.
Training and Development 6.1. Staff Training: We provide ongoing training and professional development opportunities to our staff members to ensure they possess the necessary skills and knowledge to deliver excellent customer service. This includes communication skills, conflict resolution, cultural sensitivity, and product/service knowledge.
6.2. Customer Service Standards: We establish clear customer service standards and guidelines to ensure consistency across all customer interactions. These standards are regularly reviewed and updated to reflect evolving customer expectations and industry best practices.
Monitoring and Feedback 7.1. Quality Assurance: We conduct periodic evaluations and assessments of our customer service practices to ensure compliance with our policy. We monitor customer interactions, including phone calls, emails, and in-person interactions, to identify areas for improvement and address any deviations from our established standards.
7.2. Customer Surveys: We may periodically conduct customer surveys to gather feedback and assess satisfaction levels. The information collected from these surveys is used to inform our decision-making and enhance our customer service efforts.
Policy Implementation and Review 8.1. Policy Awareness: We ensure that all staff members are aware of and trained on this customer service policy. It is readily accessible to staff members for reference, and any updates or changes are communicated promptly.
8.2. Policy Review: We periodically review and evaluate our customer service policy to ensure its effectiveness and alignment with customer expectations. Any necessary updates or modifications are made to enhance our customer service practices.
By adhering to this customer service policy, we aim to create a positive and memorable experience for every customer at Soundbox Music academy. We welcome feedback, questions, and suggestions to help us continually improve our services and exceed customer expectations.
Jason Houlihan – Head of Education - Soundbox Music academy
At Soundbox Music academy, we are committed to providing exceptional customer service to all our students, parents, and other stakeholders. Our customer service policy outlines our principles and guidelines to ensure that every interaction with our customers is positive, efficient, and meets their needs. We strive to create a welcoming and supportive environment that fosters a long-lasting relationship with our valued customers.
Customer Focus 2.1. Respect and Professionalism: We treat all customers with respect, courtesy, and professionalism, regardless of their age, background, or skill level. We acknowledge their unique needs and strive to provide personalized attention to enhance their experience at our music school.
2.2. Active Listening: We actively listen to our customers to understand their concerns, questions, and feedback. By listening attentively, we can provide appropriate solutions and address their needs effectively.
2.3. Empathy: We approach every interaction with empathy, recognizing that our customers may have different levels of musical knowledge and varying goals. We aim to create a supportive environment that encourages their musical growth and fosters their passion for music.
Communication 3.1. Clarity and Accuracy: We communicate clearly, using plain language and avoiding jargon or technical terms whenever possible. Our responses are accurate, providing the necessary information to address customer inquiries or concerns.
3.2. Prompt Response: We aim to respond to customer inquiries, whether in-person, via phone, email, or online channels, promptly and within reasonable timeframes. We strive to acknowledge receipt of inquiries and provide updates on the status of their requests.
3.3. Language Proficiency: We ensure that our staff members possess adequate language proficiency to effectively communicate with customers. If necessary, we will make reasonable efforts to provide language assistance or translation services to overcome language barriers.
Problem Resolution 4.1. Proactive Approach: We take a proactive approach to problem-solving and addressing customer concerns. Our staff members are empowered to resolve issues promptly and effectively, seeking assistance from relevant personnel or management when necessary.
4.2. Fairness and Consistency: We handle customer complaints, disputes, or conflicts fairly and consistently, following established procedures and guidelines. We strive to find equitable resolutions that align with our policies and customer expectations.
4.3. Continuous Improvement: We view customer feedback as an opportunity for growth and improvement. We encourage customers to provide feedback, suggestions, and recommendations, which we use to enhance our services and address any areas that require attention.
Privacy and Confidentiality 5.1. Data Protection: We are committed to safeguarding the privacy and confidentiality of our customers' personal information. We comply with applicable data protection laws and regulations and have appropriate security measures in place to protect customer data.
5.2. Consent and Permission: We obtain explicit consent from customers before using their personal information for any purpose beyond the scope of our services. We do not share or disclose customer information to third parties without their consent, unless required by law.
Training and Development 6.1. Staff Training: We provide ongoing training and professional development opportunities to our staff members to ensure they possess the necessary skills and knowledge to deliver excellent customer service. This includes communication skills, conflict resolution, cultural sensitivity, and product/service knowledge.
6.2. Customer Service Standards: We establish clear customer service standards and guidelines to ensure consistency across all customer interactions. These standards are regularly reviewed and updated to reflect evolving customer expectations and industry best practices.
Monitoring and Feedback 7.1. Quality Assurance: We conduct periodic evaluations and assessments of our customer service practices to ensure compliance with our policy. We monitor customer interactions, including phone calls, emails, and in-person interactions, to identify areas for improvement and address any deviations from our established standards.
7.2. Customer Surveys: We may periodically conduct customer surveys to gather feedback and assess satisfaction levels. The information collected from these surveys is used to inform our decision-making and enhance our customer service efforts.
Policy Implementation and Review 8.1. Policy Awareness: We ensure that all staff members are aware of and trained on this customer service policy. It is readily accessible to staff members for reference, and any updates or changes are communicated promptly.
8.2. Policy Review: We periodically review and evaluate our customer service policy to ensure its effectiveness and alignment with customer expectations. Any necessary updates or modifications are made to enhance our customer service practices.
By adhering to this customer service policy, we aim to create a positive and memorable experience for every customer at Soundbox Music academy. We welcome feedback, questions, and suggestions to help us continually improve our services and exceed customer expectations.
Jason Houlihan – Head of Education - Soundbox Music academy
Internal Moderation Policy
Internal Moderation Policy:
Marking and Verification of Student Work
Purpose The purpose of this Internal Moderation Policy is to establish guidelines and procedures for the marking and verification of student work within your music business. Internal moderation ensures consistency, fairness, and accuracy in assessing and grading student assignments and assessments. This policy aims to maintain high standards and uphold the integrity of the assessment process.
Principles The following principles will guide the internal moderation process:
a. Fairness and Equity: All students should be treated fairly and equitably during the marking and verification process. Assessments should be based on clear and transparent criteria and standards.
b. Consistency and Accuracy: Marking and verification procedures should be consistent and accurate across different assessors and assessment tasks. Reliable and valid assessment practices should be followed.
c. Transparency: The internal moderation process should be transparent to all relevant stakeholders, including students, assessors, and administrators. Clear communication and documentation of procedures and outcomes are essential.
d. Continuous Improvement: The internal moderation process should be regularly reviewed and improved to enhance its effectiveness and efficiency.
Responsibilities
a. Assessors: Assessors are responsible for marking student work based on established criteria and standards. They should ensure that their assessments are consistent, accurate, and unbiased. Assessors should provide constructive feedback to students to support their learning and development.
b. Internal Moderators: Internal moderators are responsible for overseeing the internal moderation process. They should ensure that marking is consistent across assessors and that the established criteria and standards are applied appropriately. Internal moderators should provide guidance and support to assessors and facilitate discussions to resolve any discrepancies or issues that arise.
c. Administrators: Administrators are responsible for managing the internal moderation process and ensuring its adherence to this policy. They should provide appropriate resources and training to assessors and internal moderators. Administrators should also ensure that relevant documentation is maintained and that the internal moderation process is communicated effectively to all stakeholders.
Internal Moderation Process
a. Pre-assessment Moderation: Before the assessment begins, internal moderators should review the assessment criteria and standards to ensure their clarity and appropriateness. They should also verify that the assessors are appropriately trained and have a clear understanding of the marking process.
b. Inter-marker Moderation: During the marking process, internal moderators should conduct regular reviews of sample assessments from each assessor to ensure consistency and accuracy. They should compare and discuss the assessments to identify any discrepancies or areas of improvement. Feedback and guidance should be provided to the assessors to address any issues.
c. Post-assessment Moderation: After the marking process is complete, internal moderators should conduct a comprehensive review of the assessments to ensure consistency and accuracy. They should sample a representative portion of the assessed work and cross-check it against the marking criteria. Any discrepancies should be discussed with assessors, and appropriate actions should be taken to address them.
d. Documentation: All internal moderation activities, including pre-assessment, inter-marker, and post-assessment moderation, should be thoroughly documented. This documentation should include details of the moderation process, identified discrepancies, actions taken to address them, and outcomes of the moderation.
Training and Professional Development
a. Assessors and internal moderators should receive adequate training on the internal moderation process, assessment criteria, and standards. Training should focus on promoting consistency, accuracy, and fairness in marking and verification.
b. Ongoing professional development opportunities should be provided to assessors and internal moderators to enhance their understanding of assessment practices and ensure they remain up to date with relevant policies and procedures.
Review and Evaluation
a. This Internal Moderation Policy should be reviewed periodically to ensure its effectiveness and relevance. Feedback from assessors, internal moderators, administrators, and students should be sought to inform the review process.
b. The internal moderation process itself should be evaluated regularly to identify areas for improvement. Findings from the evaluation should be used to update procedures, provide additional training, or make necessary changes to the policy.
Communication
a. This Internal Moderation Policy should be communicated to all relevant stakeholders, including assessors, internal moderators, administrators, and students. It should be easily accessible and readily available to ensure transparency and understanding of the marking and verification process.
b. Updates or revisions to the policy should be communicated in a timely manner to all stakeholders, with appropriate explanations and guidance provided.
Compliance
a. All assessors, internal moderators, and administrators are expected to comply with this Internal Moderation Policy. Failure to adhere to the policy may result in corrective actions, including additional training, reassessment, or other appropriate measures.
b. Regular audits and checks should be conducted to monitor compliance with the policy and identify any areas of concern.
This Internal Moderation Policy will be regularly reviewed, updated, and communicated to ensure its ongoing effectiveness. It provides a framework for maintaining consistency, fairness, and accuracy in the marking and verification of student work within your music business.
Jason Houlihan – Head of Education & Quality - Soundbox Music academy – 14/05/23
Marking and Verification of Student Work
Purpose The purpose of this Internal Moderation Policy is to establish guidelines and procedures for the marking and verification of student work within your music business. Internal moderation ensures consistency, fairness, and accuracy in assessing and grading student assignments and assessments. This policy aims to maintain high standards and uphold the integrity of the assessment process.
Principles The following principles will guide the internal moderation process:
a. Fairness and Equity: All students should be treated fairly and equitably during the marking and verification process. Assessments should be based on clear and transparent criteria and standards.
b. Consistency and Accuracy: Marking and verification procedures should be consistent and accurate across different assessors and assessment tasks. Reliable and valid assessment practices should be followed.
c. Transparency: The internal moderation process should be transparent to all relevant stakeholders, including students, assessors, and administrators. Clear communication and documentation of procedures and outcomes are essential.
d. Continuous Improvement: The internal moderation process should be regularly reviewed and improved to enhance its effectiveness and efficiency.
Responsibilities
a. Assessors: Assessors are responsible for marking student work based on established criteria and standards. They should ensure that their assessments are consistent, accurate, and unbiased. Assessors should provide constructive feedback to students to support their learning and development.
b. Internal Moderators: Internal moderators are responsible for overseeing the internal moderation process. They should ensure that marking is consistent across assessors and that the established criteria and standards are applied appropriately. Internal moderators should provide guidance and support to assessors and facilitate discussions to resolve any discrepancies or issues that arise.
c. Administrators: Administrators are responsible for managing the internal moderation process and ensuring its adherence to this policy. They should provide appropriate resources and training to assessors and internal moderators. Administrators should also ensure that relevant documentation is maintained and that the internal moderation process is communicated effectively to all stakeholders.
Internal Moderation Process
a. Pre-assessment Moderation: Before the assessment begins, internal moderators should review the assessment criteria and standards to ensure their clarity and appropriateness. They should also verify that the assessors are appropriately trained and have a clear understanding of the marking process.
b. Inter-marker Moderation: During the marking process, internal moderators should conduct regular reviews of sample assessments from each assessor to ensure consistency and accuracy. They should compare and discuss the assessments to identify any discrepancies or areas of improvement. Feedback and guidance should be provided to the assessors to address any issues.
c. Post-assessment Moderation: After the marking process is complete, internal moderators should conduct a comprehensive review of the assessments to ensure consistency and accuracy. They should sample a representative portion of the assessed work and cross-check it against the marking criteria. Any discrepancies should be discussed with assessors, and appropriate actions should be taken to address them.
d. Documentation: All internal moderation activities, including pre-assessment, inter-marker, and post-assessment moderation, should be thoroughly documented. This documentation should include details of the moderation process, identified discrepancies, actions taken to address them, and outcomes of the moderation.
Training and Professional Development
a. Assessors and internal moderators should receive adequate training on the internal moderation process, assessment criteria, and standards. Training should focus on promoting consistency, accuracy, and fairness in marking and verification.
b. Ongoing professional development opportunities should be provided to assessors and internal moderators to enhance their understanding of assessment practices and ensure they remain up to date with relevant policies and procedures.
Review and Evaluation
a. This Internal Moderation Policy should be reviewed periodically to ensure its effectiveness and relevance. Feedback from assessors, internal moderators, administrators, and students should be sought to inform the review process.
b. The internal moderation process itself should be evaluated regularly to identify areas for improvement. Findings from the evaluation should be used to update procedures, provide additional training, or make necessary changes to the policy.
Communication
a. This Internal Moderation Policy should be communicated to all relevant stakeholders, including assessors, internal moderators, administrators, and students. It should be easily accessible and readily available to ensure transparency and understanding of the marking and verification process.
b. Updates or revisions to the policy should be communicated in a timely manner to all stakeholders, with appropriate explanations and guidance provided.
Compliance
a. All assessors, internal moderators, and administrators are expected to comply with this Internal Moderation Policy. Failure to adhere to the policy may result in corrective actions, including additional training, reassessment, or other appropriate measures.
b. Regular audits and checks should be conducted to monitor compliance with the policy and identify any areas of concern.
This Internal Moderation Policy will be regularly reviewed, updated, and communicated to ensure its ongoing effectiveness. It provides a framework for maintaining consistency, fairness, and accuracy in the marking and verification of student work within your music business.
Jason Houlihan – Head of Education & Quality - Soundbox Music academy – 14/05/23
Teacher and Student Malpractice Policy
Teacher and Student Malpractice Policy
Purpose: This policy aims to establish guidelines and procedures for addressing instances of teacher and student malpractice within our music school. It is designed to ensure a safe and ethical learning environment for all students while maintaining the highest standards of professionalism among our teachers. The policy outlines the definition of malpractice, reporting procedures, and the consequences for engaging in such behaviour.
Definitions:
Teacher Malpractice: Any intentional or negligent act or omission by a teacher that violates professional standards, ethics, or the established policies of the music school, resulting in harm or potential harm to a student.
Student Malpractice: Any intentional or negligent act or omission by a student that violates the established policies of the music school, resulting in harm or potential harm to themselves, other students, or the learning environment.
Reporting Procedure:
Reporting Teacher Malpractice: a. Any student or staff member who becomes aware of a potential instance of teacher malpractice should promptly report the matter to the school administration. b. Reports should be made in writing, providing as much detail as possible about the incident, including dates, times, locations, and any witnesses involved. c. Reports can be submitted anonymously, but providing contact information is encouraged to facilitate communication and investigation. d. The music school administration will treat all reports with confidentiality and take appropriate steps to investigate the allegations.
Reporting Student Malpractice: a. Any teacher or staff member who becomes aware of a potential instance of student malpractice should promptly report the matter to the school administration. b. Reports should be made in writing, providing as much detail as possible about the incident, including dates, times, locations, and any witnesses involved. c. The music school administration will take appropriate steps to investigate the allegations while ensuring the privacy and well-being of all involved parties.
Investigation and Resolution:
Teacher Malpractice: a. Upon receiving a report of teacher malpractice, the music school administration will initiate a thorough investigation to determine the validity of the allegations. b. The accused teacher will be informed about the investigation and provided an opportunity to present their side of the story. c. If the investigation reveals evidence of teacher malpractice, appropriate disciplinary action will be taken, ranging from warnings and additional training to suspension or termination, depending on the severity of the offense. d. The affected student(s) and their parents or guardians will be notified about the investigation outcome and any necessary actions taken to address the harm caused.
Student Malpractice: a. Upon receiving a report of student malpractice, the music school administration will investigate the matter to determine the validity of the allegations. b. The student involved will be given an opportunity to present their side of the story, and any necessary steps will be taken to address the behaviour and prevent its recurrence. c. Depending on the severity of the offense, consequences for student malpractice may include warnings, counselling, suspension, or expulsion from the music school.
Confidentiality: All reports and investigations related to teacher and student malpractice will be treated with utmost confidentiality. Information will only be shared with individuals directly involved in the investigation and resolution process on a need-to-know basis.
Policy Review: This policy on teacher and student malpractice will be reviewed periodically to ensure its effectiveness and relevance. Any necessary updates or modifications will be made to address emerging issues and align with evolving standards and best practices.
Adherence to this policy is vital to maintaining the integrity and reputation of our music school. Instances of malpractice undermine the trust and well-being of our students and teachers, and will not be tolerated.
Jason Houlihan – Head of Education & Quality - Soundbox Music academy – 14/05/23
Purpose: This policy aims to establish guidelines and procedures for addressing instances of teacher and student malpractice within our music school. It is designed to ensure a safe and ethical learning environment for all students while maintaining the highest standards of professionalism among our teachers. The policy outlines the definition of malpractice, reporting procedures, and the consequences for engaging in such behaviour.
Definitions:
Teacher Malpractice: Any intentional or negligent act or omission by a teacher that violates professional standards, ethics, or the established policies of the music school, resulting in harm or potential harm to a student.
Student Malpractice: Any intentional or negligent act or omission by a student that violates the established policies of the music school, resulting in harm or potential harm to themselves, other students, or the learning environment.
Reporting Procedure:
Reporting Teacher Malpractice: a. Any student or staff member who becomes aware of a potential instance of teacher malpractice should promptly report the matter to the school administration. b. Reports should be made in writing, providing as much detail as possible about the incident, including dates, times, locations, and any witnesses involved. c. Reports can be submitted anonymously, but providing contact information is encouraged to facilitate communication and investigation. d. The music school administration will treat all reports with confidentiality and take appropriate steps to investigate the allegations.
Reporting Student Malpractice: a. Any teacher or staff member who becomes aware of a potential instance of student malpractice should promptly report the matter to the school administration. b. Reports should be made in writing, providing as much detail as possible about the incident, including dates, times, locations, and any witnesses involved. c. The music school administration will take appropriate steps to investigate the allegations while ensuring the privacy and well-being of all involved parties.
Investigation and Resolution:
Teacher Malpractice: a. Upon receiving a report of teacher malpractice, the music school administration will initiate a thorough investigation to determine the validity of the allegations. b. The accused teacher will be informed about the investigation and provided an opportunity to present their side of the story. c. If the investigation reveals evidence of teacher malpractice, appropriate disciplinary action will be taken, ranging from warnings and additional training to suspension or termination, depending on the severity of the offense. d. The affected student(s) and their parents or guardians will be notified about the investigation outcome and any necessary actions taken to address the harm caused.
Student Malpractice: a. Upon receiving a report of student malpractice, the music school administration will investigate the matter to determine the validity of the allegations. b. The student involved will be given an opportunity to present their side of the story, and any necessary steps will be taken to address the behaviour and prevent its recurrence. c. Depending on the severity of the offense, consequences for student malpractice may include warnings, counselling, suspension, or expulsion from the music school.
Confidentiality: All reports and investigations related to teacher and student malpractice will be treated with utmost confidentiality. Information will only be shared with individuals directly involved in the investigation and resolution process on a need-to-know basis.
Policy Review: This policy on teacher and student malpractice will be reviewed periodically to ensure its effectiveness and relevance. Any necessary updates or modifications will be made to address emerging issues and align with evolving standards and best practices.
Adherence to this policy is vital to maintaining the integrity and reputation of our music school. Instances of malpractice undermine the trust and well-being of our students and teachers, and will not be tolerated.
Jason Houlihan – Head of Education & Quality - Soundbox Music academy – 14/05/23
Reasonable Adjustments and Special Considerations Policy
Policy on Reasonable Adjustments and Special Considerations for Students Attending Soundbox Music academy
Introduction
1.1. Purpose: This policy establishes guidelines for providing reasonable adjustments and special considerations to students attending Soundbox Music academy. The aim is to ensure equal opportunities for all students, regardless of their individual needs, disabilities, or circumstances.
1.2. Scope: This policy applies to all students enrolled in the Soundbox Music academy, including both full-time and part-time students, at all levels of study.
Definitions
2.1. Reasonable Adjustments: Modifications, accommodations, or provisions made to enable students to fully participate in the Soundbox Music academy's programs and activities.
2.2. Special Considerations: Circumstances where students may require additional support or flexibility due to personal, medical, or extenuating circumstances.
Principles
3.1. Inclusivity: Soundbox Music academy is committed to fostering an inclusive environment that recognises and values the diversity of its student body.
3.2. Equal Opportunities: All students should have an equal opportunity to access and participate in the Soundbox Music academy's programs, regardless of their individual needs or circumstances.
3.3. Individualised Approach: Reasonable adjustments and special considerations will be tailored to meet the specific needs of each student.
3.4. Confidentiality: The music school will handle all requests for reasonable adjustments and special considerations with utmost confidentiality and sensitivity, respecting the privacy of the student involved.
Procedures
4.1. Identifying Student Needs
4.1.1. Students are encouraged to disclose any disabilities, medical conditions, or personal circumstances that may affect their participation in the music school's programs. This information should be provided voluntarily and will be treated confidentially.
4.1.2. The music school will establish clear channels of communication for students to disclose their needs and seek guidance and support.
4.2. Reasonable Adjustments
4.2.1. Upon disclosure of specific needs, the music school will assess and identify appropriate reasonable adjustments to facilitate the student's full participation.
4.2.2. Reasonable adjustments may include, but are not limited to, providing assistive technology, modifying teaching methods, adjusting assessment formats, granting additional time for assignments or examinations, or providing additional support.
4.2.3. Soundbox Music academy will collaborate with relevant stakeholders, such as disability support services or healthcare professionals, to ensure effective implementation of reasonable adjustments.
4.3. Special Considerations
4.3.1. In circumstances where students require temporary or ongoing flexibility due to personal, medical, or extenuating circumstances, special considerations may be granted.
4.3.2. Special considerations may include deadline extensions, rescheduling of assessments or performances, alternate grading criteria, or modified attendance requirements.
4.3.3. The music school will establish clear procedures for students to request special considerations, including providing necessary documentation or evidence to support their requests.
4.4. Implementation and Review
4.4.1. The music school will appoint a designated staff member or committee responsible for overseeing the implementation and review of reasonable adjustments and special considerations.
4.4.2. Regular reviews of this policy will be conducted to ensure its effectiveness and alignment with relevant legislation, guidelines, and best practices.
4.4.3. Students will be informed about the availability of reasonable adjustments and special considerations through the music school's website, student handbook, and other appropriate communication channels.
Grievance Procedure
5.1. The music school will establish a grievance procedure for students who believe their reasonable adjustment or special consideration needs have not been adequately addressed.
5.2. Students will be provided with information on how to lodge a complaint, the relevant contact person, and the steps involved in resolving the grievance.
5.3. All complaints will be treated confidentially, and efforts will be made to address them promptly and fairly.
Conclusion
This policy reflects the music school's commitment to inclusivity and equal opportunities for all students. By providing reasonable adjustments and special considerations, Soundbox Music academy aims to create an environment that supports the diverse needs of its student population, ensuring they can fully engage in their musical education and pursuits.
Jason Houlihan – Head of Education & Quality - Soundbox Music academy – 14/05/23
Introduction
1.1. Purpose: This policy establishes guidelines for providing reasonable adjustments and special considerations to students attending Soundbox Music academy. The aim is to ensure equal opportunities for all students, regardless of their individual needs, disabilities, or circumstances.
1.2. Scope: This policy applies to all students enrolled in the Soundbox Music academy, including both full-time and part-time students, at all levels of study.
Definitions
2.1. Reasonable Adjustments: Modifications, accommodations, or provisions made to enable students to fully participate in the Soundbox Music academy's programs and activities.
2.2. Special Considerations: Circumstances where students may require additional support or flexibility due to personal, medical, or extenuating circumstances.
Principles
3.1. Inclusivity: Soundbox Music academy is committed to fostering an inclusive environment that recognises and values the diversity of its student body.
3.2. Equal Opportunities: All students should have an equal opportunity to access and participate in the Soundbox Music academy's programs, regardless of their individual needs or circumstances.
3.3. Individualised Approach: Reasonable adjustments and special considerations will be tailored to meet the specific needs of each student.
3.4. Confidentiality: The music school will handle all requests for reasonable adjustments and special considerations with utmost confidentiality and sensitivity, respecting the privacy of the student involved.
Procedures
4.1. Identifying Student Needs
4.1.1. Students are encouraged to disclose any disabilities, medical conditions, or personal circumstances that may affect their participation in the music school's programs. This information should be provided voluntarily and will be treated confidentially.
4.1.2. The music school will establish clear channels of communication for students to disclose their needs and seek guidance and support.
4.2. Reasonable Adjustments
4.2.1. Upon disclosure of specific needs, the music school will assess and identify appropriate reasonable adjustments to facilitate the student's full participation.
4.2.2. Reasonable adjustments may include, but are not limited to, providing assistive technology, modifying teaching methods, adjusting assessment formats, granting additional time for assignments or examinations, or providing additional support.
4.2.3. Soundbox Music academy will collaborate with relevant stakeholders, such as disability support services or healthcare professionals, to ensure effective implementation of reasonable adjustments.
4.3. Special Considerations
4.3.1. In circumstances where students require temporary or ongoing flexibility due to personal, medical, or extenuating circumstances, special considerations may be granted.
4.3.2. Special considerations may include deadline extensions, rescheduling of assessments or performances, alternate grading criteria, or modified attendance requirements.
4.3.3. The music school will establish clear procedures for students to request special considerations, including providing necessary documentation or evidence to support their requests.
4.4. Implementation and Review
4.4.1. The music school will appoint a designated staff member or committee responsible for overseeing the implementation and review of reasonable adjustments and special considerations.
4.4.2. Regular reviews of this policy will be conducted to ensure its effectiveness and alignment with relevant legislation, guidelines, and best practices.
4.4.3. Students will be informed about the availability of reasonable adjustments and special considerations through the music school's website, student handbook, and other appropriate communication channels.
Grievance Procedure
5.1. The music school will establish a grievance procedure for students who believe their reasonable adjustment or special consideration needs have not been adequately addressed.
5.2. Students will be provided with information on how to lodge a complaint, the relevant contact person, and the steps involved in resolving the grievance.
5.3. All complaints will be treated confidentially, and efforts will be made to address them promptly and fairly.
Conclusion
This policy reflects the music school's commitment to inclusivity and equal opportunities for all students. By providing reasonable adjustments and special considerations, Soundbox Music academy aims to create an environment that supports the diverse needs of its student population, ensuring they can fully engage in their musical education and pursuits.
Jason Houlihan – Head of Education & Quality - Soundbox Music academy – 14/05/23
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