Community manager volunteer volunteer roles

​Who are Governors for Schools?

Governors for Schools 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.

Governors for Schools 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

Governors for Schools 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 Governors for Schools?

Governors for Schools 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.

Governors for Schools 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

Governors for Schools 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.

We are looking for a friendly, patient befriending volunteer to visit a lovely gentleman in New Southgate. He is keen to find an attentive listener who will show an interest in hearing his imaginative stories and will giggle at his jokes. He would love for someone to accompany him to McDonalds for a treat, to join him in a bit of music trivia, or sometimes for just a cup of tea and a chit chat.

We offer a lifelong befriending service for adults with learning disabilities. Matching the skills and interests of passionate visitors with the specific hobbies and interests of the people we visit. Visitors visit six times a year to create a 1-2-1 connection, offer companionship, encourage people to do the things they enjoy and check-in on their wellbeing. In many cases, the visitor is the only person in someone’s life who isn’t paid to be there for them.

This is an Out and about visit role which means your visits are likely to be longer, very active and the person you visit will often take an active part in planning your outings and activities in the community. Your volunteer manager will be happy to help you with ideas and suggestions for things you can do. Visits will vary in length but tends to be around a couple of hours, sometimes shorter or longer, depending on what you plan to do.

In this role you will spend quality time with the person you visit and could do a range of different activities like:

- Sitting and having a chat

- Checking in on their well- being

- Going out to a local café/pub for a meal/drink

- Take part on community activities like visiting a place of interest, go shopping etc.

- Enjoying a walk

- A craft activity at home

As a Mencap volunteer visitor you will be:

- Friendly and approachable

- Accepting of others who might be different to yourself

- Reliable and patient

- Passionate about supporting people with a with a learning disability.

As a Mencap visitor you will:

- Have the opportunity to help make a difference to the life of the person you visit

- Receive a personalised volunteer induction and training

- Have agreed out of pocket expenses reimbursed

- Meet new people

- Get on-going support, and feel appreciated and valued

About Mencap

Mencap is the leading learning disability charity in England, Wales and Northern Ireland. We work with people with a learning disability and their families to challenge prejudice and change laws, and we directly support thousands of people to live their lives as they choose. We have an ambitious vision for the UK to be the best place in the world for people with a learning disability to live happy and healthy lives.

Volunteering with us is YOUR opportunity to help us achieve this, whilst having the chance to develop your skills, meet new people and join a passionate and dedicated team.

If you have questions about volunteering with Mencap, please don’t hesitate to get in touch.

Location: Reading, Berkshire
Sessions: Wednesdays, 7:00pm–8:00pm
Start date: From February 2026 onwards
Time commitment: Approx. 2–6 hours per month (flexible dependant on availability)

About The Club

Support United (Support Utd) is a fun, social football club that meets weekly in Reading. The club is designed to give people within the LGBTQIA+ community the opportunity to play football in a safe, welcoming, and supportive environment. Our focus is on enjoyment, learning, and building confidence — no matter your experience level. Sessions are open to adults aged 18+ and welcome players of all abilities.

About the Role

We’re looking for a Volunteer Assistant Football Coach to support the running of our weekly sessions. You’ll work alongside the lead coach to help deliver inclusive, enjoyable football sessions for a group of around 10–12 players (with potential to grow in future).

This role would be ideal for someone with an interest in coaching or sport, particularly those studying sports science, coaching, physical education, or a related subject. It would also be perfect for someone who is a part of, or a strong ally of the LGBTQIA+ community. 

Key Responsibilities

• Supporting the lead coach during weekly football sessions

• Assisting with session set-up and pack-down

• Helping to deliver drills, activities, and small-sided games

• Supporting basic club management tasks, such as:

  • Communicating with players

  • Assisting with attendance and session organisation

• Helping create a positive, inclusive, and respectful environment for all participants

About You

Essential:

• Applicants must be over the age of 18

• An interest in sport and physical activity, particularly football

• Able to participate in light to moderate physical exercise

• You have a friendly and approachable manner, and enjoy working with a diverse range people with different backgrounds and lived experience

• A confident, positive “can-do” attitude, with the energy and enthusiasm to get involved and help make sessions engaging, enjoyable, and welcoming for all players

• Reliability and commitment to attending sessions regularly

• Strong communication and organisation skills

• Be based in, or near to Reading, Berkshire

• Willing to undergo a DBS check

• Evidence of completed safeguarding and first aid training or willingness to complete required training

• Must have appropriate footwear for use on a 3G astro turf pitch (astro or moulded stud football boots). Trainers and metal stud boots are not permitted on the pitch.

Desirable:

• Some experience of coaching or leading sports activities

• Studying (or interest in) sports science, coaching, physical education, or a related field

• An understanding of, or interest in, LGBTQIA+ inclusion in sport

• Additional relevant training qualifications

What You’ll Gain

• The opportunity to gain coaching experience in a supportive setting, by shadowing and learning from our brilliant lead coach

• The opportunity to develop leadership and communication skills

• Experience supporting an inclusive LGBTQIA+ sports programme

• A chance to be part of a welcoming, values led team

• Training and development opportunities

Volunteer for a startup supporting infant health and parental wellbeing ❤️

Doozy Baby
We provide a wearable Kangaroo Care system and app supporting infant health and parental wellbeing.

Doozy Baby addresses the critical challenges faced during the early months of parenthood, including infant discomfort, parental anxiety, and the postpartum knowledge gap. Many newborns suffer from colic and sleep disturbances, while parents often experience high stress and fatigue. Furthermore, a lack of evidence-based guidance frequently prevents fathers and partners from participating equally in caregiving, placing undue pressure on mothers.

The solution is the Doozy Hug, a patented wearable system designed to promote Kangaroo Care—clinically proven skin-to-skin contact that regulates an infant’s temperature and heart rate. This technology mimics a parent's gentle breathing and warmth, comforting the baby while allowing parents to rest. This is paired with the Doozy App, which provides personalized insights, activity tracking, and practical guidance on early development. By combining innovative hardware with digital support, Doozy Baby fosters secure attachment, supports parental mental health, and encourages equitable caregiving, directly contributing to SDG 3 (Good Health) and SDG 5 (Gender Equality) for a more balanced family life.

Social Media & Digital Marketing Assistant

Deliverables:

• Develop and manage a consistent rolling social media calendar.
• Create high-quality content (reels, posts, carousels) focused on Kangaroo Care, postpartum care, parental rest, and the Doozy Hug for LinkedIn, Instagram Tiktok.
• Drive awareness and engagement in the lead-up to our Doozy App launch (Jan/Feb) and ongoing product updates.
• Improve visibility and engagement within our parent community in the Netherlands and across Europe.
• Track basic analytics and propose content improvements based on performance.

Skills Needed:

• Social media management experience across Instagram, TikTok, and LinkedIn.
• Strong storytelling, copywriting, and basic design/video editing skills.
• Understanding of parenting/well-being audiences is a plus.
• Creativity, consistency, and ability to work semi-independently.

Time Commitment: 5–7 hours per week
Duration: 8–12 months (Jan/Feb 2026 until the end of 2026)

Minimum Hours per Week:

7-9 hours per week

Duration:

6+ months

Who are Governors for Schools?

Governors for Schools 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.

Governors for Schools 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

Governors for Schools 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.

We are looking for an enthusiastic and passionate person, with a background in retail operations and income generation. An individual who could devote their time to volunteer as a trustee for our Branch, and support us in maximising the revenue generated from our charity shops as we want to increase our skill set across our trustee board.

Alongside passing on your expertise, this opportunity will give you the chance to influence how we care for and prevent cruelty to animals and drive the implementation of key initiatives. You will serve on the governing body of the charity and be instrumental, alongside fellow trustees, in the running of the Branch and setting out both the short and long term aims.

As a minimum, trustees would normally be expected to attend a monthly committee meeting lasting some 2 to 3 hours. However, the commitment may vary depending on whether or not the trustee takes on additional duties. This role will join the current trustee board (made up of 9 members) and you will be supported by other trustees.

Primary responsibilities of the Branch Trustee – Retail and Income Generation

• Assist the Shop Managers in maximising the profitability of the Branch’s two charity shops, directly line manage the branches 2 shop managers.
• Work with the Trustee committee to explore any potential for expanding the retail operation by researching the potential for further charity shops.
• Support the Branch with the Branch’s e-commerce operation via online sales platforms such as eBay/Vinted.
• Work with other trustees, the Branch staff to ensure the charity shops meet health and safety standards.
• Explore other ways to generate income for the Branch and work closely with other committee members/branch staff members to put these ideas into action.

What we are looking for in a volunteer:

We are committed to creating a Board which is representative of our society and in particular, our community and surrounding areas so encourage people from any background to apply for any of our opportunities.

Alongside retail operations and income generation experience, we are looking for someone who is committed to the RSPCA’s charitable objectives and shares our passion for animal welfare. You would be creative, innovative, bring a fresh perspective, and can put ideas into action.

You will need to be able to work with people and have good interpersonal skills. You do not need to be an expert although commitment, common sense, and the ability to be objective are vital.

What we can offer you as a volunteer Branch Trustee – Retail and Income Generation

• We will provide you with a comprehensive trustee training course which will provide you with everything you need to carry out the role.
• Ongoing support is also provided by local and national RSPCA staff in addition to any additional provided by the relevant branch.
• The platform to utilise your skills and experience to oversee the charity and make decisions that have a direct impact on local animal welfare.
• The opportunity to gain new skills and develop existing ones, whilst making a real difference to the lives of animals.
• A way to expand your professional and personal network through working with like-minded people.

We'd love applicants within or very close to the branch area - Finchley, Hendon, Golders Green, Edgware, Whetstone, Stanmore.

Background information:

Harry’s HAT is a UK-based charity focussing on paediatric hydrocephalus. Our mission is to make life better for children and their families who are affected by hydrocephalus. We work towards this aim through:

• Awareness: raising awareness of paediatric hydrocephalus through workshops and training.

• Research: supporting research and funding training (for front-line medical, health and social care workers) to increase understanding of the condition.

• Signposting and support: directing families affected by the condition to organisations that can offer support, advice and guidance and by providing access to our peer-to-peer programme. We do not, however, provide advocacy.

We currently have a vacancy on our Trustee Board for an individual with experience in fundraising and income generation. The Charity is ambitious about extending its reach and ensuring that more families and professionals can benefit from our work. To achieve this, we recognise the importance of growing and diversifying our income.

Key responsibilities of the role:

• Actively participating in Trustee Board meetings.

• Attending quarterly Fundraising and Risk Group meetings, held in the evening for approximately 1.5 hours.

• Working closely with the CEO to support the fundraising pipeline and to ensure all grant applications complement the mission and values of the charity.

• Working with the CEO and other Trustees to strengthen the charity’s fundraising strategy and ensure it aligns with our long-term goals.

• Supporting the development of sustainable income streams, including grants, corporate partnerships, individual giving, and community fundraising.

• Providing ad-hoc input on subjects raised by the Trustee, staff, and volunteer teams.

• Voting on grant applications from medical professionals and clinical researchers. Trustee would also be able to participate in specific projects if they wished to.

Required skills and experience:

The ideal candidate will have experience of fundraising or income generation in a charity or relevant setting. The key attributes for the role are as follows:

• Knowledge of different fundraising approaches such as grants, corporate partnerships, or community fundraising.

• Strong interpersonal and communication skills.

• Ability to display sound judgement and objectivity.
• Experience of working in partnership with healthcare or other relevant organisations or programmes.

• Clear understanding of the importance of safeguarding.

• Discretion when working with sensitive information, and strict adherence to confidentiality when required. Time commitment

• Attendance at six Trustee Board meetings per year (usually Sunday evenings, 18:00–19:30, via Teams).

• Attendance at quarterly Fundraising and Risk Group meetings (1.5 hours, evening).

• Attendance at two 1-2-1 meetings per year with the Chair of Trustees.

• Participation in the AGM and other relevant meetings as needed.

• Timely responses to communications from Trustees, staff, and volunteers.

• Completion of mandatory online training modules. Term and remuneration

• The initial term is 1–3 years, which can be extended by agreement.

• This is a voluntary role. Out-of-pocket expenses will be reimbursed.

• All new Trustees, including the Vice Chair, will serve a 3-month probation period.

#trustee #fundraising 

The Chapter constitutes the board of charity trustees of Worcester Cathedral (registered charity: 1207427). The Chapter comprises members who are lay and ordained, executive and non-executive as set out in the Cathedral’s Constitution. The non-executive members provide constructive challenge, input and support to the Cathedral’s strategic direction and operational implementation.

Commitment

Meetings: The Chapter currently meets formally 8 times per year (including two away days), usually for four hours on a weekday morning. Papers are received in advance and all members of the Chapter are expected to have read papers and be prepared to contribute as needed to discussion.

The Chapter does not normally meet in August. Expenses can be claimed for attendance at meetings or carrying out functions on behalf of the Chapter. Non-executive members of the Chapter will serve as lay canons of the Cathedral (or honorary canons if ordained), having the right to the title of ‘Canon’ and of being assigned a stall in the Cathedral’s 14th Quire. Non-executive members of the Chapter are required to adhere to the Chapter Member / Trustee Code of Conduct

Responsibilities of the Chapter:

A non-executive member of the Chapter shall take a full part in the discussions and decision-making of the Chapter as it fulfils its statutory responsibilities:

• to order the worship and promote the mission of the Cathedral;
• to formulate proposals in connection with the strategic direction and mission of the Cathedral;
• to manage all property vested in the Cathedral and the income accruing from it;
• to ensure that necessary repairs and maintenance of the Cathedral and its contents and other buildings and monuments are carried out;
• to attend to all matters concerning the appointment of staff to the Cathedral;
• ​to prepare an annual budget for the Cathedral;
• to prepare an annual report and accounts;
• to keep under review the Constitution and Statutes of the Cathedral;
• to ensure legal and regulatory compliance;
• to meet safeguarding requirements and ensure best practice; 
• to exercise the power if necessary to provide for the incorporation of limited companies for the better management of the Cathedral.

Contributing to the Cathedral's Life, Worship and Mission:

A non-executive member of the Chapter shall contribute the skills and experience they bring to the Cathedral as opportunity allows, for example:

• by serving on such incorporated limited companies as the Chapter may establish, on sub-committees of the Chapter and on any working groups of the Chapter as may be created;
• by attending and contributing to worship at the Cathedral;
• by contributing to the ministry of hospitality offered at the Cathedral and to such other Cathedral activity as may be appropriate;
• by acting as an advocate for the Chapter of Worcester Cathedral within and beyond the Church of England, across the city, the Deanery and the Diocese of Worcester and the wider region;
• by serving as a Canon of the Cathedral, being seen and present as such, as may be appropriate; 
• by providing critical friendship and constructive challenge to Chapter colleagues, the Chief Officers and the wider Senior Executive Team.

In general:

• to ensure their own compliance with the Chapter’s policies and procedures, and contribute to the review and development of policy and practice;
• to promote and uphold the Cathedral’s reputation and good standing at all times.

Person specification

Essential

1. Communicant member of the Church of England (within the meaning given in Rule 83(2) of the Church Representation Rules), or a communicant member of a Church which is not in communion with the Church of England but subscribes to the doctrine of the Holy Trinity
2. Committed to the Cathedral’s Christian vision, values, mission and ministry.
3. Able to carry out legal duties as set out in the Charity Commission’s ‘CC3 - The Essential Trustee’ and make decisions in accordance with the guidance provided in ‘CC27 – Decision-making for charity trustees’.
4. Willing to follow the Chapter’s Code of Conduct and to uphold all of the Chapter’s safeguarding responsibilities.
5. Willing to complete appropriate safeguarding training and DBS checking.
6. Demonstrable strategic leadership and governance skills; previous experience volunteering as a trustee is welcome but not essential.
7. Willingness to attend to professional personal development including undertaking training.
8. Able to commit a minimum of eight hours a month to attending Chapter meetings (or other business on behalf of the Chapter) including preparation for meetings.

Desirable

1. A professional background or significant experience of working in one (or more) of the following areas:
   •  strategic human resources management
   • property management / development
   • strategic planning

ELIGIBILITY

The Chapter members must be eligible to be trustees under the Charities Act. The Chapter members may not act as a trustee if they are disqualified unless authorised to do so by a waiver from the Commission. The reasons for disqualification, issued by the Commission include:

• being bankrupt or having an individual voluntary arrangement (IVA);
• having an unspent conviction for certain offences;
• being on the Sex Offenders Register

Windsor Horse Rangers is looking for a new Chair to lead our Board of Trustees. Our aim is to enhance Life Skills through Horse Skills.

Windsor Horse Rangers is based in Fifield near Windsor, Berkshire. The trustees, staff and volunteers are focused on providing a sustainable, inclusive and educative environment for 8–18 year olds to develop skills to ride and care for horses. 

We have 180 Horse Rangers attending weekly to learn horsemanship working with our 24 horses. We offer equine education in a safe and supportive environment that engages and empowers and which develops wider life skills, emotional resilience and positive wellbeing. Many  of our rangers have gone on to careers in equestrianism.

Our committed team of trustees are looking for a volunteer chair to lead and support the team, help with decision-making to deliver our mission, challenge us and bring fresh thinking to the role.

We are looking for a supportive leader who can bring experience from either another charitable environment or the commercial world.  Your responsibilities will include, providing leadership and ideas for the organisation and giving strategic direction to ensure a sustainable future.  You will represent and act as a spokesperson for the charity and chair and facilitate meetings of the trustees.  This is an exciting opportunity for an individual looking to apply their own skills and experience to enhance the life skills of young people and support a charitable institution.  A love and knowledge of horses is a bonus but not a pre-requisite. 

The ideal candidate would live locally so could  attend face to face trustees meetings.

Responsibilities

• Safeguard and promote the Charity’s mission

• Act as the senior representative and spokesperson for Windsor Horse Rangers

• Ensure annual and longer-term strategic plans are developed, monitored and executed.

• Ensure Board operates to a high standard of governance and financial probity

• Ensure the Trustees have relevant skills and backgrounds

Skills and Experience

• Desire to empower young people to improve their skills, independence and self esteem

• Leadership skills to facilitate collaboration with trustees, staff and volunteers 

• Strategic and financial management skills.

• Governance at Board level with voluntary/non-profit organisations 

• Working understanding (or a willingness to learn) of UK charity law and legislation 

• Networking within equine community or charity sector desirable 

If you share our commitment, and feel your experience and skills meet the needs of the role, please get in contact. We would love to hear from you.

Who are Governors for Schools?

Governors for Schools 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.

Governors for Schools 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

Governors for Schools 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.

About Us

Tell My Truth and Shame the Devil CIC is a grassroots movement committed to confronting and eradicating Child Sexual Abuse (CSA) across the UK.
We give survivors, families, and allies the power to speak out, heal, and educate communities through storytelling, outreach, and collective action.

We work across all communities — Black, white, Asian, Caribbean, African and beyond — ensuring no survivor feels alone or silenced.

Our CIC operates through a community-driven, volunteer-led structure, built by people who believe in truth, justice, and love as law.

The Role – Social Media Director (Team Lead)

Lead the organisation’s social media function to build an online community, drive engagement, connect with diverse audiences, and use social media metrics to strengthen organisational performance and improve efficiency.
 

Main Responsibilities / Key Duties

• Develop and execute social media strategies that communicate the CIC’s message, increase visibility, and ensure consistency across platforms.

• Build and maintain an active online community, ensuring engagement is respectful, relevant, and supportive.

• Lead and support the social media team, providing guidance, motivation, and opportunities for growth.

• Collaborate with other departments to ensure alignment on projects, messaging, timelines, and organisational goals.

• Maintain quality control to ensure all content is accurate, on-brand, and reflective of the CIC’s values.

• Manage content schedules, ensuring timely planning, production, and publishing across platforms with regular team check-ins.

• Engage with audiences online, responding to comments, messages, and conversations in a timely and professional manner.

• Lead the launch of social media campaigns for awareness, advocacy, marketing, and fundraising.

• Track performance of posts, campaigns, and team progress to measure engagement, reach, and achievement of targets.

• Train and support the team, ensuring clarity on goals, timelines, tools, best practices, and evolving platform features.
   

What We’re Looking For

• Minimum 3 years experience in a similar social media leadership role.

• Strong team leadership and management skills.

• Excellent communication, collaboration, and community-building capabilities.

• Extensive knowledge of major social media platforms (YouTube, Instagram, TikTok, Facebook, X/Twitter, etc.).

• Ability to understand and apply social media analytics, metrics, data analysis, and reporting.

• Knowledge of social media best practices, content formats, platform compliance, charity regulations, and GDPR.

• Skills in social media strategy, content planning, branding, and community engagement.

• Ability to mentor, guide, and support a volunteer social media team.

• Creativity, problem-solving skills, and a strong understanding of emerging trends.

​Location

Hybrid role (remote with occasional in-person meetings).

Ideally based in London, or within up to 3 hours travel distance for team activities, meetings and events.

Are you passionate about building a more inclusive, sustainable and resilient economy? Are you looking for a meaningful way to use your finance expertise?  ECU is a small, dynamic non-profit working to transform the economy. Join us!

What will you be doing?

In addition to the responsibilities of all board members, the Treasurer will: 

1. Support the Board to review and monitor ECU’s financial performance and sustainability
2. Ensure the Board receives timely, accessible and accurate financial information
3. Support the team to develop and maintain robust and proportionate financial policies, processes and risk management systems

What are we looking for?

• Commitment to ECU’s mission and values
• Commitment to the legal duties and responsibilities
• Financial management experience, policies, risk
• Qualifications
• Able to interpret, interrogate and communicate financial information
• Work as part of a diverse team, and devote the time 

Desirable - treasurer experience

What difference will you make?

We have an ambitious vision for change, a strong analysis of the opportunities and barriers to progress, and a clear view of our role in building a better economy. Our board is committed, collaborative and inclusive, with a strong understanding of its role and remit, and a culture of open dialogue.

Before you apply

• Your interest in this role and what you could bring to it
• What would you want to learn and gain?

Interview 25 Feb in London (expenses paid)

Who are Governors for Schools?

Governors for Schools 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.

Governors for Schools 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

Governors for Schools 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.