Help english teacher volunteer roles
Actively Interviewing
This organisation is scheduling interviews as applications come in. They're ready to hire as soon as they find the right person. Don't miss your opportunity, apply now!
About UK Reads
UK Reads is the UK-based charity of the global non-profit World Literacy Foundation, which works to eradicate illiteracy and promote equitable access to education worldwide. In the UK, we focus on closing the literacy gap for children from underserved communities, ensuring that every child has access to the literacy support they need to thrive academically and personally.
We deliver high-impact literacy programmes, distribute free books, and partner with schools, libraries, and community organisations to foster a lifelong love of reading.
About the Pen Pal Project
The Pen Pal Project empowers children aged 7–16 to become confident communicators by engaging them in creative, meaningful letter writing. UK pupils are matched with peers in Nigeria and other Sub-Saharan African countries to exchange letters over six structured sessions throughout the academic year.
The project supports pupils in:
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Developing core literacy skills (reading, writing, sentence structure, vocabulary)
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Strengthening confidence, empathy, and communication through storytelling
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Learning about different cultures, family structures, traditions, and daily life in another part of the world
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Practising both written and spoken English in an encouraging, low-pressure environment
Each school cohort follows a themed session plan exploring topics such as identity, youth culture, food, heritage, health, and hobbies.
Sessions are delivered by trained volunteers, with support from teachers and UK Reads staff.
Role Overview
As a Writing Session Coordinator, you’ll play a key role in supporting literacy, creativity, and inclusion in schools. You’ll work directly with students to help them explore personal expression, read incoming pen pal letters, and craft thoughtful responses.
This role is ideal for someone passionate about education, communication, cultural exchange, and making a difference at a grassroots level.
Responsibilities
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Facilitate six themed writing sessions at a primary or secondary school in London (sessions take place during school hours)
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Create an inclusive and welcoming atmosphere where all students feel safe to write and express themselves
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Support pupils with varied literacy levels, including those with special educational needs (SEND), English as an additional language (EAL), or lower confidence in reading/writing
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Guide pupils in reading and responding to letters received from international pen pals
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Encourage vocabulary development, sentence structure, and narrative skills using the provided facilitator resources
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Use creativity and cultural awareness to promote engagement and curiosity
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Complete light administrative tasks (~1 hour per session), including:
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Reviewing students’ letters for safeguarding
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Submitting short post-session reflections or feedback forms
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Attend a short online training session and stay in communication with the UK Reads team
Time Commitment
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Approx. 6-8 hours/month over the academic year
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Each session includes:
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~1 hour in-school delivery time
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~1 hour admin/reflection time
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Plus training, planning, and communication time as needed
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Sessions are typically spaced two per academic term (six total)
Volunteers are matched with one school and are expected to complete the full six-session cycle to ensure continuity and build rapport with pupils.
Who We're Looking For
We welcome volunteers from a wide range of backgrounds. You don’t need formal teaching experience — just commitment, empathy, and a passion for helping young people thrive.
Essential:
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Strong spoken and written English
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Comfortable working with children and young people in a school setting
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Reliable, organised, and able to follow session plans
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Open-minded, culturally sensitive, and adaptable to different learning styles
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Able to commit to a minimum of 6 sessions over the academic year (during school hours)
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Based in London or able to travel to schools across the city
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Willing to complete a DBS check and safeguarding training
Desirable (but not required):
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Experience in education, youth work, creative writing, literacy support, or mentoring
What You’ll Gain
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A highly rewarding volunteer experience with visible impact on young learners
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Full training and a ready-to-use facilitation guide
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Support from a dedicated project coordinator throughout your placement
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Reimbursement of reasonable travel costs
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A reference upon successful completion
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The opportunity to be part of a meaningful international exchange project
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Connection to a network of volunteers and educators working toward literacy equity
Safeguarding & Inclusion
We are committed to child protection, safeguarding, and inclusive learning environments. All letters are reviewed by facilitators before being exchanged. Volunteers must complete a DBS check and basic safeguarding training before beginning their placement.
We value lived experience and encourage applications from those who reflect the communities we serve, including volunteers from Black, African, Caribbean, and diaspora backgrounds.
The client requests no contact from agencies or media sales.
Actively Interviewing
This organisation is scheduling interviews as applications come in. They're ready to hire as soon as they find the right person. Don't miss your opportunity, apply now!
This is an exciting opportunity to influence and impact the educational experience and outcomes of children in east Newcastle, North Tyneside, and Hartlepool. At the heart of our trust is the aim to nurture, educate, achieve and transform the lives of all young people within the communities we serve across the North East.
We are a mixed Multi-Academy Trust, with eight schools (6 primary, 2 secondary) and a mix of community and Church of England schools. We are a fully inclusive, working with a range of stakeholders to ensure the best outcomes and destinations for our pupils.
NEAT is looking for people to take a leadership role as Chairs/Vice Chairs of our Local Governing Committees (LGCs). We're open to hear from any candidates who are motivated to contribute to the enhancement of education in our schools, whether that be with years of education experience, or with new insights and innovative thinking about how schools and Academy Trusts can and should support learners and other stakeholders.We are looking for people who can work with a range of people to support our schools, leading the governors and coordinating with school and trust leaders and external stakeholders.
Our LGC members (school governors) come from a wide range of backgrounds. What they have in common is that they want to help our schools be the best they can be and our pupils to succeed. People who know our local communities bring real insight to the LGC.
We're especially keen to support people who may not have much opportunity or experience with governing bodies, and those from underrepresented groups. If you have a passion for supporting pupils and some relevant skills or experience, we're keen to hear from you.
As a governance volunteer, our LGC members have the opportunity to use and develop their skills in:
- building relationships and networks
- teamwork
- communication and influencing
- strategic thinking
- problem solving
- using data
- leadership and Board practice
- specialist areas such as Careers, Health & Safety, Special Educational Needs (SEND), or Safeguarding
Being a school governor is not only a great way to use your existing experience and expertise in your community, but is a great way to learn new skills, receive training in leadership and board skills, upskill and make a difference. There's a wealth of opportunities for personal and professional development, networking, and working with a range of people from different backgrounds, professions, and life experience.
Our governance volunteers (school governors) have direct impact in the community through:
- decision making in the best interests of pupils to improve their education, wellbeing and future prospects and raise community aspirations
- shaping school policies and aims, allowing teachers to focus on delivering high-quality educational experiences
- stakeholder engagement to ensure that the voices of staff, parents, pupils and other stakeholders are heard
Most LGC members have a four-year term of office, except for co-opted members who are appointed for one year. They attend around four meetings each year, which are usually held late afternoon/early evening during term-time. LGC members are also involved in scrutiny activities in school, which usually happen once or twice a term during the school day. LGC members also participate in decision-making panels (for admissions and exclusions) for schools in the Trust. The average time commitment for our LGC members is 8-12 hours per month.
For LGC Chairs, there is need to be involved in contact with a range of stakeholders within the school, the community, and across the trust. This will include more frequent meetings in school, possibly during the day, although many of these may be outside normal school hours. Depending upon school priorities, we would expect the typical Chair time commitment to be around 15-20hrs per month, although some of this can be done online and by phone around work and home commitments.
NEAT takes safeguarding seriously, and all governance volunteers are required to undertake a vetting process (including DBS check) during appointment to best safeguard our pupils and schools.
The client requests no contact from agencies or media sales.
Actively Interviewing
This organisation is scheduling interviews as applications come in. They're ready to hire as soon as they find the right person. Don't miss your opportunity, apply now!
The Board of Aston Community Education Trust, comprising 12 schools primarily centred in Sheffield, is recruiting up to four new Trustees possessing a range of skills – including finance, risk and audit; marketing; safeguarding, curriculum and standards; and legal/procurement. The Trust supports 5,000 young people and has an annual budget of c.£40 million.
Aston Community Education Trust (ACET) operates 12 schools, primarily based in Sheffield, with offices in Holderness. Established in 2011, ACET was an early adopter of the Multi-Academy Trust (MAT) model. The Trust includes nine primary academies—most of which received ‘Good’ or better ratings in their latest Ofsted inspections—and three secondary academies. Of the secondaries, one is rated ‘Good’ while the other two are judged as ‘Requiring Improvement,’ though both are progressing well according to Ofsted monitoring.
ACET runs an Early Years Foundation Stage (EYFS) unit at Thurcroft Juniors, which has been rated ‘Outstanding’. From September 2025, all junior schools within the Trust will transition to full primary schools, expanding their intake to include Reception and Key Stage 1 pupils. ACET is a well-established, medium-sized Trust known for its robust leadership and transparent governance, with regular audits and Ofsted reviews publicly shared online. The Trust is firmly embedded in the urban heart of South Yorkshire.
ACET operates under clearly defined Articles of Association and a revised Scheme of Delegation that guides its governance. It maintains strong working relationships with Sheffield, Rotherham, and Derbyshire local authorities. The Trust actively engages with DfE-funded English and Maths Hubs for curriculum and teacher training support.
Its secondary academies collaborate with Wales High School in Rotherham, and all schools participate in teacher training placements for PGCE and QTS qualifications through partnerships with Sheffield Hallam University and the University of Sheffield. The primary schools benefit from a collaborative hub model, with professional development and leadership training available across all academies.
Currently, ACET is not seeking immediate expansion in terms of adding new schools to the Trust. The strategic focus is rather on converting its junior schools into full primary settings and strengthening outcomes across its secondary phase. The CEO’s senior leadership team includes a range of school improvement professionals working across both phases, supporting leaders with inspections and improving educational outcomes.
The Trust serves approximately 5,000 pupils and employs around 750 staff. Its academies serve a diverse demographic, predominantly from lower socio-economic areas of Sheffield. Two schools—Listerdale and Waverley Primary Academies—have more balanced socio-economic intakes. A defining characteristic of the Trust is its focus on supporting disadvantaged communities, including families with intergenerational unemployment. The Trust leadership is deeply committed to using education as a transformative tool and views ACET as a central community anchor.
Financially, ACET’s 2023/24 outturn aligned with expectations. All academies operated within their original budgets, and the Trust maintained an annual income of approximately £40 million. The 2023/24 external audit report confirmed ACET’s compliance and effective management of DfE funding. The Trust holds reserves in line with DfE recommendations, indicating prudent financial stewardship. Nonetheless, like many Trusts serving disadvantaged populations, ACET faces growing budgetary pressures. High SEND (Special Educational Needs and/or Disabilities) needs and poor attendance rates among secondary students are particularly impactful on financial and academic performance.
The Trust’s Requirements
ACET’s Trust Board currently comprises eight Trustees, though several retirements are anticipated within the next year. The Trust aims to recruit at least four new Trustees to maintain governance capacity and expertise. Specifically, the Trust seeks individuals with skills in:
- finance, risk and audit;
- marketing;
- safeguarding, curriculum and standards;
- legal/procurement.
There may also be a need to appoint a new Chair and Vice Chair within 12 months, so candidates with Board leadership experience and ambition to assume such a role within the Trust are especially welcome.
Succession planning is underway, and the Trust is working to ensure Board resilience during this transition. All Trustees have the option to operate remotely if required.
In terms of governance structure, ACET has four members – an ‘eyes-on, hands-off’ role akin to that of the shareholder – and completed an External Trust Review with the Confederation of School Trusts (CST) in March 2023. A follow-up action plan is currently in progress.
Trustee time commitments are clearly outlined: the full Board meets up to six times per year, while sub-committees meet at least once per term. Trustees usually join one or two committees aligned to their expertise.
Meetings are scheduled for late afternoons and offer both in-person and remote attendance options. Local candidates from Sheffield, Rotherham, Doncaster, or Derbyshire are especially encouraged to apply, provided they bring relevant expertise.
New Trustees will complete a structured induction that includes face-to-face and online sessions, mentoring, and engagement with senior leaders, including the CEO, CFO, and academy heads. Trustees are expected to contribute beyond regular meetings by joining committees, participating in review panels, attending key Trust events, and, where appropriate, helping to appoint senior leaders. Committee meetings are held termly and typically last around two hours.
ACET has a well-developed governance infrastructure. It employs a Lead Governance Professional, a Financial Director, and a team of School Improvement Directors who support the CEO in preparing reports and maintaining oversight. The Trust places high importance on safeguarding and has a dedicated Safeguarding Governance Group led by executive staff and supported by designated safeguarding leads across academies. A safeguarding Trustee is nominated annually, and all Trustees are required to complete safeguarding training and remain familiar with statutory guidance, including the DfE’s Keeping Children Safe in Education (KCSiE). Safeguarding is monitored rigorously, with data shared regularly with the Board and included in the Annual Report.
ACET supports its Trustees through partnerships with the National Governance Association (NGA) and CST, enhancing professional development opportunities. The Trustee role is seen as a meaningful opportunity to contribute to educational and social impact in South Yorkshire. The Trust is described as forward-thinking and led by a second-generation CEO committed to sustainable growth over the next five years. Every decision is anchored in ACET’s values of excellence, equity, integrity, empowerment, and esteem, all of which place children at the heart of the Trust’s mission.
The client requests no contact from agencies or media sales.
Position: Chair of the Board of Trustees
Location: Devon/Cornwall
Offices: Home Park, Outland Road, Plymouth PL2 3DQ
Manadon Sports Hub, 121 St Peter’s Road, PL5 3JG
The Hub at Foulston Park, Madden Road, PL1 4NE
Carn Brea Leisure Centre, Station Road, TR15 3QS
Salary: Voluntary
Contract: 3 years
Hours: 10 hours per month
Join us our Chair of the Board of Trustees
We are seeking an inspiring Chair who will play a vital role in shaping our future.
Are you passionate about making a positive impact in the community? Do you have a strong desire to contribute your skills to a cause that matters? We invite you to become the new Chair of our Board of Trustees and be a driving force for change!
What we are looking for:
An individual who will provide strategic guidance, support our growth and provide governance leadership. You will also support us in making a difference to the lives of people within our local communities.
While working collaboratively with our CEO, dedicated, diverse and committed team of staff, trustees and directors you will support and oversee the activities of our organisation and have oversight of board and committee activity and decision making.
Why you should join us as our Chair:
Impact: Be part of an organisation making a real difference to the lives of local people. Leadership: Support our strategic decision-making and shape the future direction of the organisation. Fulfilment: Experience the satisfaction of knowing that your efforts contribute to positive change.
We want to work with a Chair who is an experienced trustee or director who will champion our vision and mission. Commitment to safeguarding young people and vulnerable adults is essential, as well as the commitment to equal opportunities and eliminating discriminatory practice.
Time commitment:
Our Trustees are committed and provide a valuable and positive contribution, building on our strengths and ensuring our results are sustained. There are currently 10 Trustees within the Charity who bring a wide range of skills, knowledge and experience to the organisation.
You will attend an average of 4 Board meetings and up to 4 Committee meetings a year, plus Trustee away-days & other events, such as AGM. Meetings are held during business hours and are a mixture of in-person and online. Events (including strategy days, conference and AGM) usually take place at our offices in Plymouth.
How to Apply:
If If you are ready to embark on a rewarding journey and to become the Chair of Board of Trustees with ACT, we would love to hear from you!
You will be given the opportunity to upload a covering letter and CV should you wish to do so however, for safer recruitment purposes, we do not accept application by CV only.
For more information about the work of Argyle Community Trust and our strategic aims visit
The client requests no contact from agencies or media sales.