1,521 Volunteer roles

Volunteering Opportunity

Ucan Enfield Ambassador

What You’ll Do

As a UCAN Enfield Ambassador, you’ll play a key role in helping people find out about and engage with the UCAN project, which promotes healthy lifestyle changes through free exercise, nutrition and wellbeing sessions. You’ll help support sessions on the day and raise awareness in the community.

You will:

• Attend UCAN exercise or nutrition sessions to take the register and gather feedback from attendees
• Represent UCAN at community events or groups by helping to set up an information stall
• Talk to members of the public about UCAN and help them sign up
• Input register or sign-up data into the CRM system (training provided)

Skills You’ll Use or Develop

• Friendly, confident communication with the public
• Ability to use simple digital forms
• Reliable, organised and a good team player
• Willingness to learn and follow data protection guidance

Time Commitment

Flexible – ideally 2–4 hours per week
May include weekdays or occasional weekends depending on events and session schedules

Location: Various community venues across Enfield
Reports to: UCAN Enfield Project Lead or Practitioner

Ready to Apply?

Our Volunteer Opportunities Pack and Volunteer Application Form are attached and available to download.

If you're interested in joining our volunteer team, simply complete the application form and email it to us. (Email address included in the application pack)

Once we've received your application, we'll arrange an informal telephone chat to discuss the volunteer role(s) you're interested in, answer any questions you may have, and help you find the opportunity that's the best fit for you.

We look forward to hearing from you!

Work directly with children / young people: Yes 

Age range of children / young people: 11-18 

Disclosure Check:  Enhanced

Term of opportunity: This opportunity involves participation in two Mosaic programmes during 2026-2027 academic year 

Location: Leeds and Bradford, see below for school partners and post-codes 

Commitment:

• This role involves attending a mandatory in-person training session at the King’s Trust Leeds office, along with up to 3 hours of online training.
• Each programme runs for eight weeks, with approximately one hour per week spent delivering sessions in schools, plus additional time for planning and preparation.
• Education Mentors are expected to support two programmes per academic year, and attend at least six out of eight Mosaic sessions during each programme. 

The King’s Trust Mosaic programme is a group mentoring scheme for learners aged 11-18. Mosaic is delivered on-site with school partners and aims to raise learner aspirations, build self-belief, and develop employability skills for young people. 

As a volunteer Education Mentor, you'll join a dynamic team to deliver the Mosaic scheme in a local school. Mosaic is structured as 8 mentoring sessions delivered over 8 weeks that will aim to build group rapport and cover essential topics like communication, goal setting and problem solving. These sessions will be delivered with a consistent group of young people, ensuring you can build meaningful connections and see their progress over time. Most Mosaic projects conclude with a ‘World of Work’ visit with a local employer, giving young participants first-hand experience of what it’s really like in a contemporary UK workplace.

We are seeking volunteers in the Leeds area who have a passion and drive to make a difference to the lives of young people.

For success in this role, you will need to be an excellent communicator and confident facilitator of group activities, with a willingness to try out new things in a collaborative environment. An educational background is not required, but a genuine interest in engaging with and developing the skills of young people is essential.

Session content and full support is provided to all volunteers via a King’s Trust Youth Development Lead, who can expertly assist with guidance and materials that will help you to make a significant impact on the lives of young people. Full training will be provided to help set you up for success.

In return for your valuable time, you'll become part of a dedicated community of volunteers. You'll experience the satisfaction of directly impacting the success of young people, many of whom face significant barriers and challenges.

Key Considerations:

• This role involves attending a mandatory in-person training session at the King’s Trust Leeds office, along with up to 3 hours of online training.
• Each Mosaic programme runs for eight weeks, with approximately one hour per week spent delivering sessions in schools, plus additional time for planning and preparation.
• Education Mentors are expected to support two programmes per academic year, and attend at least six out of eight Mosaic sessions during each programme.
• We are recruiting volunteers throughout the summer to lead the delivery of Mosaic projects in schools across Leeds and Bradford from September.
• Exact programme locations, dates and times will be confirmed, but all delivery will take place on school sites and during usual working hours. The flexibility and adaptability of our volunteers to attend these sessions is key to the project’s success.

Confirmed programme information for Leeds:

We will be delivering the Mosaic scheme in the following schools and locations this year. Exact programme dates and times will be confirmed through the summer.

• Hanson Academy, Bradford - BD2 1JP
• Outwood Academy Freeston, Wakefield - WF6 1HZ
• Dixons Unity, Leeds - LS12 3DS
• Leeds Co-op Academy, Leeds - LS9 7HD
• Allerton Grange, Leeds - LS17 6SF

Thank you for considering this exciting opportunity to join The King’s Trust during our 50th Anniversary year. We look forward to hearing from you.

Work directly with children / young people: Yes 

Age range of children / young people: 11-18

Disclosure Check: Enhanced 

Term of opportunity: This opportunity involves participation in two Mosaic programmes during 2026-2027 academic year.

Location: We will be delivering the Mosaic scheme schools across the Liverpool area. Exact programme details will be confirmed through the summer.

Commitment:

• This role involves attending a mandatory in-person training session at the King’s Trust Liverpool centre, along with up to 3 hours of online training.
• Each programme runs for eight weeks, with approximately one hour per week spent delivering sessions in schools, plus additional time for planning and preparation.
• Education Mentors are expected to support two programmes per academic year, and attend at least six out of eight Mosaic sessions during each programme. 

The King’s Trust Mosaic programme is a group mentoring scheme for learners aged 11-18. Mosaic is delivered on-site with school partners and aims to raise learner aspirations, build self-belief, and develop employability skills for young people.

As a volunteer Education Mentor, you'll join a dynamic team to deliver the Mosaic scheme in a local school. Mosaic is structured as 8 mentoring sessions delivered over 8 weeks that will aim to build group rapport and cover essential topics like communication, goal setting and problem solving. These sessions will be delivered with a consistent group of young people, ensuring you can build meaningful connections and see their progress over time. Most Mosaic projects conclude with a ‘World of Work’ visit with a local employer, giving young participants first-hand experience of what it’s really like in a contemporary UK workplace.

We are seeking volunteers in the Liverpool area who have a passion and drive to make a difference to the lives of young people.

For success in this role, you will need to be an excellent communicator and confident facilitator of group activities, with a willingness to try out new things in a collaborative environment. An educational background is not required, but a genuine interest in engaging with and developing the skills of young people is essential.

Session content and full support is provided to all volunteers via a King’s Trust Youth Development Lead, who can expertly assist with guidance and materials that will help you to make a significant impact on the lives of young people. Full training will be provided to help set you up for success.

In return for your valuable time, you'll become part of a dedicated community of volunteers. You'll experience the satisfaction of directly impacting the success of young people, many of whom face significant barriers and challenges.

Key Considerations:

• This role involves attending a mandatory in-person training session at the King’s Trust Liverpool office, along with up to 3 hours of online training.
• Each Mosaic programme runs for eight weeks, with approximately one hour per week spent delivering sessions in schools, plus additional time for planning and preparation.
• Education Mentors are expected to support two programmes per academic year, and attend at least six out of eight Mosaic sessions during each programme.
• We are recruiting volunteers throughout the summer to lead the delivery of Mosaic projects in schools across Liverpool from September.
• Exact programme locations, dates and times will be confirmed, but all delivery will take place on school sites and during usual working hours. The flexibility and adaptability of our volunteers to attend these sessions is key to the project’s success.

Thank you for considering this exciting opportunity to join The King’s Trust during our 50th Anniversary year. We look forward to hearing from you.

We’re looking for enthusiastic and detail-oriented volunteers to join our Ecommerce Team and help list and sell items on platforms such as Vinted, Etsy, eBay, and TikTok Shop. This is a great opportunity to gain valuable office-based experience, contribute to a meaningful cause, and boost your CV. 

As a Community Support Volunteer, you will play an important role in the Compassionate Communities programme by helping people talk about death and dying, grief and loss as well as raising awareness about St Helena Hospice services. We believe that breaking down taboos and getting people talking is key in helping communities support each other.

Your role will involve:

· Offering a welcoming, supportive presence and a listening ear to allow people to engage in meaningful conversations around topics such as incurable illness, caregiving, dying and bereavement. This may include signposting to relevant community support or care provision.

· Establishing contacts within the community and building relationships.

· Supporting St Helena in informal sessions or larger events that may be held in community groups, charities, cafes or other organisations.

· Helping to promote Compassionate Communities principles and the work of St Helena in a positive, accessible way. 

· Connecting with St Helena staff and partners before and after events to give feedback and receive support.

We are looking for a volunteer towork as part of a busy team, assisting the Donation Centre team to maximise income by supporting Drivers on deliveries and collections in the shops and some processing of stock. This role requires a level of fitness. 

Can you advise how we can:

• Recruit, retain and motivate Trustees and Research Associates
• Ensure our HR operates efficiently and effectively 

As HR Adviser you’ll:

• Advise how best to recruit, retain and motivate Trustees and Research Associates
• Provide mentor support for our HR Administrator 
• Advise on the systems and procedures we need to enable efficient and effective recruitment and retention while meeting data protection requirements

Our Challenge

Brain tumours do not discriminate, and they do not respect boundaries. They can strike anyone, at any age. And they strike quickly. Our Community Experience (CX) team plays a vital role in making sure our community receives an excellent experience and remain at the heart of everything we do.

The Supporter Care team are looking to recruit a CX Office Admin Volunteer, who can support with some of the weekly admin and practical tasks, especially during our busiest period leading up to Christmas. Whether you're sending letters and certificates, keeping our supporter database accurate and up to date, or helping with essential admin tasks, your support will help us provide a high-quality experience for our donors and fundraisers.

How can you help?

In this role, you’ll work within our Supporter Care team, helping to make sure all of our donors and fundraisers feel valued and appreciated for their incredible support. You’ll be asked to support with a range of activities, such as:

• Generating and printing out certificates for our events and community fundraisers
• Posting out thank you letters to supporters
• Sending out welcome letters and badges to our new Regular Givers
• Updating The Charity’s database and carrying out data entry tasks
• Helping with other ad-hoc admin tasks as needed

What can you gain from volunteering?

• Make a meaningful contribution to the experience of our donors and fundraisers
• Gain practical experience of administrative tasks within a charity setting
• Develop your administration, communication and organisational skills
• Meet like-minded people and become part of a friendly and supportive team

We’re looking for

We would love to hear from you, if:

• You’re friendly, organised and are enthusiastic about our mission
• You have strong IT skills and are confident with using various databases and computer systems
• You have a keen eye for detail and the ability to produce accurate documents
• You’re happy to undertake a variety of administrative and practical tasks
• You can commit to volunteer on a consistent, weekly basis
• You can travel to our office in Fleet, Hampshire

The Brain Tumour Charity is committed to promoting diversity and inclusion in all aspects of our organisation. We particularly welcome applications from individuals belonging to minority ethnic groups, LGBTQ+ communities, people with disabilities, and other underrepresented communities.

Location and time commitment

This is an office-based volunteering role at our office in Fleet, Hampshire. We’re looking for a commitment of 2-3 hours on one day per week, during office hours (9 – 5pm) and ideally on a Wednesday or Thursday.

The hours may vary depending on the workload each week. We understand that volunteers have other commitments, so we can offer some flexibility and can tailor your experience around your availability.

Practical considerations

You will receive a full induction to The Brain Tumour Charity and any specific training for the role, as well as ongoing direction from one of the team, who will be your key contact. We carry out reference checks for all individuals who will be volunteering with us on a regular basis. Volunteers may be required to complete some internal data protection and disclosure documentation before commencing the role. Volunteers must be over 18. We encourage volunteers to claim for any reasonable expenses that are incurred in the course of their volunteering with The Charity.

We may close the role early, so we’d encourage you to apply at your earliest opportunity.

Key Dates

Closing date: Sunday 11 October at 11pm

Interview dates: Thursday 15 and Friday 16 October

Need support with the application process?

We are committed to being inclusive and recognise that there may be a number of ways we could support you through the application process. If there’s any adjustments we can make to help you fully engage in the process, don’t hesitate to let us know by getting in touch with the Volunteering Team 

Who are Boards for Education?

Boards for Education operates across England and Wales to improve educational standards and ensure all children and young people have the chance to realise their full potential.

We believe the key to improving school performance is effective governance. By finding, nurturing and supporting a committed network of governors, we drive positive systematic change that benefits each and every student, regardless of their background.

Boards for Education recruits and matches volunteers with school governing boards and provides ongoing support.

What’s involved?

There are governor vacancies across England and Wales. Some schools are also looking for remote governors who don't need to live near the school they support.

Governors volunteer at board level to set the strategic vision for their school. This involves constructively challenging current processes, using your unique skills to support senior leaders, and overseeing school finances. You’ll be involved in areas such as monitoring, budget management, and data analysis. As well as putting your expertise to good use, you’ll have the opportunity to develop your professional skills. Ultimately, you’ll work towards facilitating the delivery of a broad and exciting curriculum and oversee wellbeing and inclusion initiatives. Governance represents a fantastic opportunity to develop yourself while making a real impact on the education of children and young people.

Governors work collaboratively with the headteacher and other members of the board, including parents and school staff. In most schools, full board meetings are held termly, as are committee meetings. Many governors will sit on a committee linked to their expertise or interests, such as teaching and learning or finance and resources. In addition to attending meetings, governors will need to read the papers in advance, complete training courses, and occasionally visit their school.

Governors usually support schools for a period of four years and with an estimated time commitment of 7 hours per month. During these hours, you will attend meetings, read papers, attend training sessions, and make occasional visits to school.

Who can be a governor?

The most important part of being a governor is the ability to ask questions, provide support and have the best interests of the school at heart. You don't have to be a parent or have experience in education to become a governor. Schools seek a  wide range of skills to support the board, including finance, HR, and data analysis.

Boards also need governors with a diversity of backgrounds and lived experiences to ensure a range of perspectives are considered during board meetings.

Schools welcome professional experience, as well as community insight and experience of working collaboratively.

You need to be aged 18 or above and there are certain criminal convictions that would exclude you from the role. A Disclosure and Barring Service check will be carried out by the school.

What’s the process?

You can find out more about the school governor role by attending one of our recruitment webinars.

You can complete your online profile on the website, including your motivation to take on the role, your skills and your school preferences. Your regional Partnership Manager will then look at vacancies that match your requirements. Once a school is identified, you will have the opportunity to discuss the role with them in more detail, visit the school, and observe a meeting. If appointed, a DBS check will take place and, in some cases, the school will seek references.

Ongoing support

Boards for Education isn’t just a matching service. We want to help you thrive in your role through bespoke and ongoing support. We provide eLearning and monthly webinars covering a variety of topics to increase your knowledge of the education sector and governance. You’ll also have access to The Key for School Governors, an information hub designed to show new governors the ropes and offer a useful point of reference for existing governors.

Who are Boards for Education?

Boards for Education operates across England and Wales to improve educational standards and ensure all children and young people have the chance to realise their full potential.

We believe the key to improving school performance is effective governance. By finding, nurturing and supporting a committed network of governors, we drive positive systematic change that benefits each and every student, regardless of their background.

Boards for Education recruits and matches volunteers with school governing boards and provides ongoing support.

What’s involved?

There are governor vacancies across England and Wales. Some schools are also looking for remote governors who don't need to live near the school they support.

Governors volunteer at board level to set the strategic vision for their school. This involves constructively challenging current processes, using your unique skills to support senior leaders, and overseeing school finances. You’ll be involved in areas such as monitoring, budget management, and data analysis. As well as putting your expertise to good use, you’ll have the opportunity to develop your professional skills. Ultimately, you’ll work towards facilitating the delivery of a broad and exciting curriculum and oversee wellbeing and inclusion initiatives. Governance represents a fantastic opportunity to develop yourself while making a real impact on the education of children and young people.

Governors work collaboratively with the headteacher and other members of the board, including parents and school staff. In most schools, full board meetings are held termly, as are committee meetings. Many governors will sit on a committee linked to their expertise or interests, such as teaching and learning or finance and resources. In addition to attending meetings, governors will need to read the papers in advance, complete training courses, and occasionally visit their school.

Governors usually support schools for a period of four years and with an estimated time commitment of 7 hours per month. During these hours, you will attend meetings, read papers, attend training sessions, and make occasional visits to school.

Who can be a governor?

The most important part of being a governor is the ability to ask questions, provide support and have the best interests of the school at heart. You don't have to be a parent or have experience in education to become a governor. Schools seek a  wide range of skills to support the board, including finance, HR, and data analysis.

Boards also need governors with a diversity of backgrounds and lived experiences to ensure a range of perspectives are considered during board meetings.

Schools welcome professional experience, as well as community insight and experience of working collaboratively.

You need to be aged 18 or above and there are certain criminal convictions that would exclude you from the role. A Disclosure and Barring Service check will be carried out by the school.

What’s the process?

You can find out more about the school governor role by attending one of our recruitment webinars.

You can complete your online profile on the website, including your motivation to take on the role, your skills and your school preferences. Your regional Partnership Manager will then look at vacancies that match your requirements. Once a school is identified, you will have the opportunity to discuss the role with them in more detail, visit the school, and observe a meeting. If appointed, a DBS check will take place and, in some cases, the school will seek references.

Ongoing support

Boards for Education isn’t just a matching service. We want to help you thrive in your role through bespoke and ongoing support. We provide eLearning and monthly webinars covering a variety of topics to increase your knowledge of the education sector and governance. You’ll also have access to The Key for School Governors, an information hub designed to show new governors the ropes and offer a useful point of reference for existing governors.

Who are Boards for Education?

Boards for Education operates across England and Wales to improve educational standards and ensure all children and young people have the chance to realise their full potential.

We believe the key to improving school performance is effective governance. By finding, nurturing and supporting a committed network of governors, we drive positive systematic change that benefits each and every student, regardless of their background.

Boards for Education recruits and matches volunteers with school governing boards and provides ongoing support.

What’s involved?

There are governor vacancies across England and Wales. Some schools are also looking for remote governors who don't need to live near the school they support.

Governors volunteer at board level to set the strategic vision for their school. This involves constructively challenging current processes, using your unique skills to support senior leaders, and overseeing school finances. You’ll be involved in areas such as monitoring, budget management, and data analysis. As well as putting your expertise to good use, you’ll have the opportunity to develop your professional skills. Ultimately, you’ll work towards facilitating the delivery of a broad and exciting curriculum and oversee wellbeing and inclusion initiatives. Governance represents a fantastic opportunity to develop yourself while making a real impact on the education of children and young people.

Governors work collaboratively with the headteacher and other members of the board, including parents and school staff. In most schools, full board meetings are held termly, as are committee meetings. Many governors will sit on a committee linked to their expertise or interests, such as teaching and learning or finance and resources. In addition to attending meetings, governors will need to read the papers in advance, complete training courses, and occasionally visit their school.

Governors usually support schools for a period of four years and with an estimated time commitment of 7 hours per month. During these hours, you will attend meetings, read papers, attend training sessions, and make occasional visits to school.

Who can be a governor?

The most important part of being a governor is the ability to ask questions, provide support and have the best interests of the school at heart. You don't have to be a parent or have experience in education to become a governor. Schools seek a  wide range of skills to support the board, including finance, HR, and data analysis.

Boards also need governors with a diversity of backgrounds and lived experiences to ensure a range of perspectives are considered during board meetings.

Schools welcome professional experience, as well as community insight and experience of working collaboratively.

You need to be aged 18 or above and there are certain criminal convictions that would exclude you from the role. A Disclosure and Barring Service check will be carried out by the school.

What’s the process?

You can find out more about the school governor role by attending one of our recruitment webinars.

You can complete your online profile on the website, including your motivation to take on the role, your skills and your school preferences. Your regional Partnership Manager will then look at vacancies that match your requirements. Once a school is identified, you will have the opportunity to discuss the role with them in more detail, visit the school, and observe a meeting. If appointed, a DBS check will take place and, in some cases, the school will seek references.

Ongoing support

Boards for Education isn’t just a matching service. We want to help you thrive in your role through bespoke and ongoing support. We provide eLearning and monthly webinars covering a variety of topics to increase your knowledge of the education sector and governance. You’ll also have access to The Key for School Governors, an information hub designed to show new governors the ropes and offer a useful point of reference for existing governors.

Who are Boards for Education?

Boards for Education operates across England and Wales to improve educational standards and ensure all children and young people have the chance to realise their full potential.

We believe the key to improving school performance is effective governance. By finding, nurturing and supporting a committed network of governors, we drive positive systematic change that benefits each and every student, regardless of their background.

Boards for Education recruits and matches volunteers with school governing boards and provides ongoing support.

What’s involved?

There are governor vacancies across England and Wales. Some schools are also looking for remote governors who don't need to live near the school they support.

Governors volunteer at board level to set the strategic vision for their school. This involves constructively challenging current processes, using your unique skills to support senior leaders, and overseeing school finances. You’ll be involved in areas such as monitoring, budget management, and data analysis. As well as putting your expertise to good use, you’ll have the opportunity to develop your professional skills. Ultimately, you’ll work towards facilitating the delivery of a broad and exciting curriculum and oversee wellbeing and inclusion initiatives. Governance represents a fantastic opportunity to develop yourself while making a real impact on the education of children and young people.

Governors work collaboratively with the headteacher and other members of the board, including parents and school staff. In most schools, full board meetings are held termly, as are committee meetings. Many governors will sit on a committee linked to their expertise or interests, such as teaching and learning or finance and resources. In addition to attending meetings, governors will need to read the papers in advance, complete training courses, and occasionally visit their school.

Governors usually support schools for a period of four years and with an estimated time commitment of 7 hours per month. During these hours, you will attend meetings, read papers, attend training sessions, and make occasional visits to school.

Who can be a governor?

The most important part of being a governor is the ability to ask questions, provide support and have the best interests of the school at heart. You don't have to be a parent or have experience in education to become a governor. Schools seek a  wide range of skills to support the board, including finance, HR, and data analysis.

Boards also need governors with a diversity of backgrounds and lived experiences to ensure a range of perspectives are considered during board meetings.

Schools welcome professional experience, as well as community insight and experience of working collaboratively.

You need to be aged 18 or above and there are certain criminal convictions that would exclude you from the role. A Disclosure and Barring Service check will be carried out by the school.

What’s the process?

You can find out more about the school governor role by attending one of our recruitment webinars.

You can complete your online profile on the website, including your motivation to take on the role, your skills and your school preferences. Your regional Partnership Manager will then look at vacancies that match your requirements. Once a school is identified, you will have the opportunity to discuss the role with them in more detail, visit the school, and observe a meeting. If appointed, a DBS check will take place and, in some cases, the school will seek references.

Ongoing support

Boards for Education isn’t just a matching service. We want to help you thrive in your role through bespoke and ongoing support. We provide eLearning and monthly webinars covering a variety of topics to increase your knowledge of the education sector and governance. You’ll also have access to The Key for School Governors, an information hub designed to show new governors the ropes and offer a useful point of reference for existing governors.

1. Chair’s welcome

WCT has been part of the community for more than 40 years. At the heart of what we do is something very simple: helping people to get where they need and want to go, and making it possible for people to remain independent, connected and involved in their community.

Our services are about much more than getting from A to B. They enable people to go shopping, enjoy days out, maintain friendships and social connections, and take part in everyday life. We also work with schools, charities and other community organisations across Wandsworth, helping them provide the transport their communities need.

It is a particularly exciting time to join us. Since our new Chief Executive joined WCT in May 2026, we are finalising our organisational strategy for the next three years – protecting the trusted services people already rely on while looking carefully at how WCT can become stronger, more sustainable and continue to respond to the changing needs of our community.

Our Trustees have an important part to play in that next chapter. We are looking to strengthen our Board with some particular skills and experience, but we are equally interested in the different perspectives people bring. You do not need to have been a Trustee before. We welcome people who share our commitment to inclusion, independence and community, who are curious about our work and who are willing to contribute their experience, ideas and time.

Being a Trustee is a responsibility, but it should also be rewarding and enjoyable. We are a friendly Board, working alongside a committed staff and volunteer team and an organisation with a long history of making a very practical difference to people’s lives.

I hope this pack gives you a sense of who we are, where we are going and what being part of WCT could look like. If what you read interests you, we would be delighted to hear from you.

Hicky Clark
Chair of the Board of Trustees
Wandsworth Community Transport

2. About Wandsworth Community Transport

Wandsworth Community Transport (WCT) has been helping people get out and about for more than 40 years.

Founded in 1982, we provide safe, accessible and affordable transport and opportunities for people to stay independent, connected and involved in community life across Wandsworth.

Today, our work includes:

· Shopmobility – Supporting people to access local shopping safely and independently, with transport and shopping support from our base at Sainsbury’s in Garratt Lane.

· Silver Day Trippers and Road Runners – Affordable outings giving people opportunities to visit new places, enjoy shared experiences and spend time with others.

· Community vehicle hire – Providing minibuses and transport to charities, community groups, sports clubs, places of worship and other local organisations.

· School and contracted transport – Delivering specialist transport, including work in partnership with the London Borough of Wandsworth and local schools.

· Driver training – Sharing our specialist knowledge through MiDAS training for drivers working within WCT and other organisations.

· WCT Community Transport Choir – Founded in May 2018 and made up of people who access our services alongside WCT volunteers. Our choir brings people together through music and performs at local events, day centres and community groups across Wandsworth.

Behind all of this is a committed team of staff, drivers, volunteers and Trustees, together with longstanding relationships across the borough.

Our work is about much more than transport. It is about enabling people to remain independent, build friendships, enjoy new experiences, play a role in their community and stay connected to the people and places that matter to them.

That sense of connection and participation is at the heart of WCT – and has been for more than four decades.

3. Why join our Board now?

WCT is entering an important and exciting new chapter.

Since Peter Edwards, our new Chief Executive, joined in May 2026 we have been finalising our organisational strategy for the next three years. Our focus is on protecting and strengthening the services our community already values, while building a resilient, sustainable and forward-looking organisation.

An important part of this will be diversifying our income and developing new collaborations and partnerships. We want to build on WCT’s strong local relationships, work more closely with other charities, community organisations, funders and businesses, and explore opportunities to work together where our combined experience can create greater impact.

Community participation and innovation will help shape WCT’s future. We want the people who access our services – alongside our volunteers, staff and wider community – to have a meaningful voice in what comes next. By listening, consulting and involving people from the earliest stages, we can understand changing needs, identify new opportunities and develop ideas with our community rather than simply for it.

Alongside protecting our core community transport services, we will actively encourage innovation – exploring new ideas, testing new approaches and learning from what works. This could mean using our transport expertise in new ways, developing new services, or working collaboratively with partners to respond to needs that no single organisation can address alone. Innovation at WCT will always be purposeful: rooted in evidence, shaped by participation and focused on creating greater impact for our community.

This makes it a particularly interesting time to become a Trustee.

New Trustees will be joining a well-established local charity, with strong community relationships, but at a point when there is also real opportunity to contribute to what comes next.

You will have the opportunity to bring your own knowledge, experience and perspective to our discussions, help shape our future direction and work alongside fellow Trustees, our Chief Executive and the wider WCT team as we take the organisation into its next chapter.

In 2027, WCT will celebrate its 45th anniversary – an important milestone for an organisation that has been part of local life since 1982. We want to enter that anniversary year proud of our history, open to new ideas, ambitious for our future and continuing to make a meaningful difference to the communities we are here to serve.

4. Our Board

Our Board of Trustees is responsible for the governance and strategic direction of Wandsworth Community Transport, working closely with our Chief Executive while maintaining the important distinction between governance and the day-to-day management of the charity.

Under the leadership of our experienced Chair, we are a friendly and engaged Board, bringing together a mix of professional expertise, community knowledge and lived experience. Our Trustees come from different backgrounds, and each brings something different to the table. We see that breadth of perspective as a real strength.

Trustees work collectively. No individual Trustee is expected to have all the answers. We ask questions, share knowledge, challenge constructively and support one another in making decisions in the best interests of WCT and the communities we serve.

Most matters are considered by the full Board, although we may establish smaller working groups for particular pieces of work when this is useful.

As WCT moves into its next chapter, we are also strengthening the way our Board works – including Board development, succession planning and more opportunities for Trustees to contribute to strategy.

Above all, we want our Board to be a place where different voices are heard and valued. We welcome challenge, curiosity and new ideas, and we want Trustees to feel able to contribute from their own experience while learning from others.

5. What makes a great WCT Trustee?

You do not need prior trustee experience to make a valuable contribution to the WCT board.

We are interested in people who care about our communities and believe in the importance of independence, inclusion and access to opportunities.

Great Trustees bring different things. You might bring professional expertise, knowledge of Wandsworth and its communities, insight from another sector, lived experience, or simply a perspective that is not currently represented around our Board table.

What matters to us is that you are willing to:

· Share knowledge, experience and ideas.

· Listen to and value different perspectives.

· Think strategically and look at the bigger picture.

· Ask questions and offer constructive challenge.

· Make decisions collectively and take shared responsibility for them.

· Champion inclusion, accessibility and community participation.

· Be curious, open to innovation and willing to learn.

· Act with integrity and always in the best interests of WCT and the communities we serve.

We particularly welcome people who can bring skills and experience to complement those already on our Board and we are committed to broadening the range of voices and perspectives involved in governance.

You will not be expected to arrive knowing everything about charity governance or community transport. We will support you to understand WCT, your responsibilities as a Trustee and the wider context in which we work.

What we are looking for most is people who want to contribute, participate and help us make good decisions together.

6. Trustee role profile

The role

As a Trustee of Wandsworth Community Transport, you will share responsibility with your fellow Trustees for the governance and strategic direction of the charity.

The Board works collectively to ensure that WCT remains true to its charitable purpose, is well governed and financially sustainable, manages its responsibilities and risks appropriately, and continues to deliver meaningful benefit for the people and communities we serve.

Our Chief Executive and staff team are responsible for the day-to-day running of WCT. The role of the Board is to provide strategic leadership, oversight, support and constructive challenge.

As a Trustee, you will:

· Help shape and oversee WCT’s strategic direction and future development

· Ensure that WCT remains focused on its charitable purpose and the needs of the communities it serves.

· Contribute actively to Board discussions and collective decision-making.

· Provide constructive support and challenge to the Chief Executive and senior team.

· Oversee WCT’s financial health and ensure its resources are used responsibly.

· Contribute to oversight of risk, safeguarding, legal and regulatory responsibilities.

· Support WCT’s commitment to diversity, equity, inclusion and accessibility.

· Champion meaningful community participation and ensure that the voices and experiences of the people we serve inform our thinking.

· Help WCT develop strong relationships, collaborations and partnerships.

· Act as an ambassador for WCT and help raise awareness of our work.

· Contribute your own knowledge, skills, networks and experience while respecting the perspectives of others.

· Act with integrity, confidentiality and in the best interests of WCT.

Collective responsibility

Trustees have collective responsibility for the decisions made by the Board. We therefore expect Trustees to prepare for and participate in meetings, contribute thoughtfully to discussions and support agreed decisions.

You will never be expected to manage WCT’s services or take on responsibilities that properly belong to our Chief Executive and staff team.

We want our Trustees to have the space to think strategically: asking the right questions, considering opportunities and risks, listening to our communities and helping WCT make well-informed decisions about its future.

Term of office

Trustees are appointed for a three-year term and may serve for a maximum of nine years, subject to reappointment and WCT’s governing arrangements.

The role is voluntary and unpaid, with reasonable expenses reimbursed in accordance with policy.

7. Who we’re particularly looking for

We want our Board to bring together a strong mix of skills, experience, backgrounds and perspectives.

Following our recent Board skills audit, we have identified some areas where additional experience would particularly strengthen WCT as we move into our next chapter.

You do not need to have previous Trustee experience, and we don’t expect any one person to cover all of these areas. We would particularly love to hear from people with experience in one or more of the following:

Fundraising + income generation

As we diversify our income and develop new partnerships, we would welcome someone with experience of fundraising, income generation or business development.

This might include trusts and foundations, corporate partnerships, individual giving, commissioning, strategic partnerships or other approaches to developing sustainable income.

We are particularly interested in someone who can bring strategic thinking – helping us identify opportunities, build relationships and strengthen our approach to income diversification rather than being expected to personally fundraise for WCT.

Legal + compliance

We would welcome someone with legal, regulatory, governance or compliance experience who can help strengthen the Board’s collective understanding and oversight in these areas.

You might be a practising or former legal professional, work in compliance or regulation, or bring relevant experience from the charity, public or private sector.

Diversity, equity, inclusion + accessibility (DEIA)

Inclusion and accessibility are central to the communities we serve and to the organisation we want WCT to be.

We would welcome someone who can bring knowledge, experience or perspective that helps us continue developing our approach to DEIA across our governance, services, workforce, partnerships and community engagement.

Marketing, communications + social media

We would love to strengthen the Board with someone who understands how good communications can help a charity connect with its community, tell its story and build relationships.

We are particularly interested in experience of marketing, communications, digital engagement or social media – helping us think strategically about how WCT communicates its impact, reaches different audiences and grows its profile across Wandsworth and beyond.

Lived experience + community perspective

Professional expertise is only one form of expertise.

We particularly value lived experience and would welcome people who can bring perspectives shaped by their own life, their communities or their understanding of the people WCT serves.

This might include experience of disability or accessibility barriers, caring responsibilities, ageing, social isolation, community services or community transport – whether personally, through your family or the wider community.

We also want our Board to better reflect the diversity of Wandsworth and encourage applications from people whose voices and perspectives have traditionally been underrepresented in charity governance.

8. Meetings and time commitment

We want prospective Trustees to have a clear and realistic idea of the commitment involved.

Our Board meets six times a year, in person, at 6pm in central Wandsworth. We also hold our AGM in November, which Trustees are expected to attend.

Trustees receive papers in advance of each Board meeting and are expected to take the time to read these and come prepared to contribute to discussion and decision-making.

Most of our governance work is undertaken through the full Board. From time to time, we may establish a small working group for a particular piece of work, drawing on the skills, experience and interests of individual Trustees.

As we develop our new three-year strategy, we also intend to create opportunities for Trustees to come together for strategic planning and Board development outside our regular meeting cycle.

We recognise that our Trustees have work, family and other commitments. We don’t expect everyone to be available for everything, but we do ask Trustees to participate regularly, stay engaged with WCT between meetings where needed and contribute their time and expertise in a way that is manageable and meaningful.

9. Support and development

We want every Trustee to feel welcomed, supported and confident in their role.

You don’t need to arrive knowing everything about WCT, community transport or charity governance. New Trustees will receive an induction to help you understand the organisation, our services, your responsibilities as a Trustee and how our Board works.

You will be supported by our experienced Chair, Chief Executive and fellow Trustees, with plenty of opportunity to ask questions and build your knowledge as you settle into the role.

We also encourage Trustees to get to know WCT beyond the Board table. This might include visiting our services, meeting staff and volunteers, joining one of our outings or community activities, and spending time with the people who access our services. We believe this first-hand understanding is an important part of being an effective WCT Trustee.

As a Board, we are committed to continuing to learn and develop. Trustees will have opportunities to take part in relevant training and Board development, as well as strategic planning sessions as we shape and oversee WCT’s future.

Whether this would be your first Trustee role or you already have considerable Board experience, we want you to feel able to contribute, ask questions, continue learning and enjoy being part of WCT.

10. Our commitment to DEIA

Diversity, equity, inclusion and accessibility are important to WCT – in the services we provide, the way we work and the way we govern our charity.

Our Board has adopted a DEIA Policy and Charter, alongside a three-year DEIA Strategy for 2026–2029 which will continue to develop as we learn, listen and strengthen our practice.

We want our Board to reflect a broad range of experiences, backgrounds and perspectives, and we particularly welcome applications from people in groups under-represented in charity governance.

We are committed to making our Trustee recruitment process as inclusive and accessible as possible. If there is anything we can do to make it easier for you to explore the opportunity, apply or participate in the recruitment process, please let us know.

For us, DEIA is not a finished piece of work. It is an ongoing commitment to listening, learning and ensuring that people have meaningful opportunities to participate in and help shape WCT.

11. How to apply

Thank you for considering joining the Board of Wandsworth Community Transport. We hope this pack has given you a sense of who we are, what matters to us and why this is such an exciting time to become part of WCT.

If you are interested in joining us, there are two ways to take the next step.

Arrange an informal conversation

If you would like to find out a little more before deciding whether to apply, Peter Edwards, our Chief Executive, would be very happy to have an informal conversation with you about WCT, the Trustee role and any questions you may have; an opportunity to find out more and decide whether WCT feels right for you.

Contact Peter Edwards, Chief Executive:

Or complete your application now

If you have read this pack and already feel that you would like to apply, you are very welcome to complete your application now by completing the form provided with this pack.

We want to understand what interests you about WCT and what you feel you could bring to our Board. We are interested in your experience, skills and perspective – whether these have come through your professional life, volunteering, your community or your lived experience.

We recruit Trustees on a rolling basis, although we may set closing dates when recruiting for particular skills or experience.

What happens next?

Following your application, we will invite shortlisted applicants to meet with us. This is an opportunity for us to learn more about you, but equally for you to learn more about WCT and decide whether joining our Board feels right for you.

We look forward to hearing from you.

Who are Boards for Education?

Boards for Education operates across England and Wales to improve educational standards and ensure all children and young people have the chance to realise their full potential.

We believe the key to improving school performance is effective governance. By finding, nurturing and supporting a committed network of governors, we drive positive systematic change that benefits each and every student, regardless of their background.

Boards for Education recruits and matches volunteers with school governing boards and provides ongoing support.

What’s involved?

There are governor vacancies across England and Wales. Some schools are also looking for remote governors who don't need to live near the school they support.

Governors volunteer at board level to set the strategic vision for their school. This involves constructively challenging current processes, using your unique skills to support senior leaders, and overseeing school finances. You’ll be involved in areas such as monitoring, budget management, and data analysis. As well as putting your expertise to good use, you’ll have the opportunity to develop your professional skills. Ultimately, you’ll work towards facilitating the delivery of a broad and exciting curriculum and oversee wellbeing and inclusion initiatives. Governance represents a fantastic opportunity to develop yourself while making a real impact on the education of children and young people.

Governors work collaboratively with the headteacher and other members of the board, including parents and school staff. In most schools, full board meetings are held termly, as are committee meetings. Many governors will sit on a committee linked to their expertise or interests, such as teaching and learning or finance and resources. In addition to attending meetings, governors will need to read the papers in advance, complete training courses, and occasionally visit their school.

Governors usually support schools for a period of four years and with an estimated time commitment of 7 hours per month. During these hours, you will attend meetings, read papers, attend training sessions, and make occasional visits to school.

Who can be a governor?

The most important part of being a governor is the ability to ask questions, provide support and have the best interests of the school at heart. You don't have to be a parent or have experience in education to become a governor. Schools seek a  wide range of skills to support the board, including finance, HR, and data analysis.

Boards also need governors with a diversity of backgrounds and lived experiences to ensure a range of perspectives are considered during board meetings.

Schools welcome professional experience, as well as community insight and experience of working collaboratively.

You need to be aged 18 or above and there are certain criminal convictions that would exclude you from the role. A Disclosure and Barring Service check will be carried out by the school.

What’s the process?

You can find out more about the school governor role by attending one of our recruitment webinars.

You can complete your online profile on the website, including your motivation to take on the role, your skills and your school preferences. Your regional Partnership Manager will then look at vacancies that match your requirements. Once a school is identified, you will have the opportunity to discuss the role with them in more detail, visit the school, and observe a meeting. If appointed, a DBS check will take place and, in some cases, the school will seek references.

Ongoing support

Boards for Education isn’t just a matching service. We want to help you thrive in your role through bespoke and ongoing support. We provide eLearning and monthly webinars covering a variety of topics to increase your knowledge of the education sector and governance. You’ll also have access to The Key for School Governors, an information hub designed to show new governors the ropes and offer a useful point of reference for existing governors.