Part-Time Management Accountant Jobs
The Task Ahead: Finance Manager
As The Difference moves from its early start-up phase into the delivery of our 2025-30 strategy, our programmes and sector-influencing work are expanding to reach more schools and to deepen our impact. Alongside this growth, our team - and the operational function which supports them - is also growing.
As Finance Manager, you will be a key member of the Finance & Operations team. You will hold end-to-end responsibility for the finance function, from reconciliations to budgeting. You will decide where and how our existing processes could be improved, as well as developing new systems that will underpin our work as a larger and more established charity. You will be supported by the Director of People, Finance & Operations, as well as our external auditors.
The Difference is still a small and growing charity. This means that our work is fast-paced, our roles are broad, and there is a culture of being reactive and flexible, as the needs of the organisation evolve. If this sounds exciting rather than daunting, then this could be the role and team for you!
Areas of Responsibility
The Difference is looking for a Finance Manager to lead our finance function in the following ways:
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Oversee our internal bookkeeping, payment, and accounting processes, and improve these systems ongoingly.
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Lead on budgeting and forecasting across the organisation, supporting teams to predict income and expenditure and make sound financial decisions.
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Lead on the production of management accounting information, including internal monthly management accounts, quarterly reports for Trustees, and financial reports for investors.
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Lead on The Difference’s audit process, with external auditors.
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Work with the Development & Impact Manager to update fundraising pipelines, and ensure the availability of high quality income projections for Trustees.
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Support accurate budgeting and reporting for grant funding, including tracking spend of restricted funds.
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Support business planning by working with teams to model potential future work - e.g. costs of expansion of an existing programme; modelling potential new programmes.
Person Specification
Essential – We are looking for the following skills, aptitude and experience; though you may be stronger in some areas than others:
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Values – Your experience evidences shared values with The Difference (see below) and a personal commitment to our mission to improve life outcomes for vulnerable people.
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Finance experience, operational and strategic – Experience across all areas of finance, from accurate invoicing, payments and record-keeping, through to setting and managing budgets, financial modelling and forecasting, and working with external accountants or auditors.
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Finance process development – Experience of developing finance systems; the ability to recognise how processes could be continuously improved, and enact this improvement.
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Leadership of self and others – Confident in identifying skills or information gaps within your team, and drawing on the expertise of others to address these gaps. Able to show how you've continually grown your own skills and those of your team members so that together you can efficiently cover workload and plan ahead.
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Proactive problem-solving – Ability to thrive in a fast-paced start-up environment and to problem-solve: from rolling sleeves up and diving into detail to working collaboratively to build capacity.
Desired – You are more likely to be successful in your application if you have one or more of the following additional experiences:
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Accounting qualification and experience - Some form of accounting qualification and post-qualification experience.
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Early-stage charity/social enterprise experience – You may have specific experience growing charities or businesses for social good at the early or start-up phase.
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Experience of charity finances – You may have worked for or supported other charities, and have experience of working with philanthropic grants, charity accounting, and governance.
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Insight into schools – You may have experience working in the education sector, whether that’s through working for a business or charities that partnered with schools, or through working in a school yourself.
Why Work for The Difference?
Schooling isn’t working for the children who need it most. Every week in England 109 children – equivalent to three full classrooms – are permanently excluded. This is just the tip of the iceberg. Since the pandemic, school suspensions have risen significantly, as has persistent absenteeism. 1 in 5 children are missing more than 10% of their time in school. Children who are excluded or persistently absent are much more likely to already be experiencing vulnerability or disadvantage. They are more likely to live in poverty, have additional learning needs, suffer mental health challenges, or experience a lack of safety outside school. Certain ethnicities are also disproportionately affected, notably Gypsy Roma Traveller and black Caribbean children.
Exclusion and high rates of absence can have a dramatic effect on life chances. These young people are more likely to drop out of education or employment, become vulnerable to long-term mental ill health, or be at risk of criminal exploitation. The Difference believes that children and young people deserve better and that the education system has to change.
Our Organisation
The Difference is a young education charity, founded to change the story on lost learning. By 2030, we want rates of exclusion and absence to be falling nationally and for schools to be better equipped to support all children, including those who may be vulnerable. The Difference was born out of a year of research into school exclusions with think-tank IPPR. This research identified a lack of inclusion expertise in schools and proposed a new leadership development programme to fill this gap. In 2018, Difference founder Kiran hired the team who took this idea from concept to reality, beginning work with our first schools.
The Difference is now a 22-strong team delivering multiple school leadership programmes, alongside a growing research and policy arm. The team is supported by our Youth Advisory Board, made up of young people who have experienced exclusion and who provide their expertise and insights on how school inclusion work should be done. This work is needed more than ever. Effects of COVID-19, coupled with the spiralling cost of living, have substantially increased levels of vulnerability. Schools serving excluded pupils face under-funding. The Difference has had excellent early impact but there is work ahead to capture this, share learning with schools and policy-makers, and grow our capacity to lower exclusions across England.
Our Values
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High Expectations - We are ambitious for excellence from young people, colleagues and ourselves. We don’t believe in writing off someone’s potential because of their identity or experience of crisis.
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Strong Relationships - We prioritise genuine relationships over transactional interactions, and know that this requires deliberate relational practice. We see colleagues and partners as people first and their roles second; and know this greater trust allows us to take more risks, gain more feedback and have greater impact.
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Internalised Locus of Control - We work hard to reframe difficult situations to discover what we have within our power in terms of solutions. We take it upon ourselves to walk towards challenges and can take a high level of ownership and agency in our work/
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Pragmatism - We believe leadership means recognising current limitations and striving for improvements within and beyond them. We develop consensus and chart new ways forward, challenging false and extreme positions like “zero exclusions” or “no excuses”.
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Scientific approach - We take a diagnostic approach to unpicking causes of problems. We are loud and proud of our failures, recognising failing fast and often is key to finding the best solutions. We test solutions and are willing to use data and feedback to make adjustments and choose new directions.
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Not Squeamish about Structural Inequality - We believe patterns of inequality can and should be disrupted. We strive to be clear-eyed about these inequalities, and both the individual practice and system-changes required to address them. We push ourselves to overcome awkwardness in talking about this; and begin by acknowledging our own biases and blind spots.
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Asset-based - We work hard to avoid deficit thinking and aim to start with what’s strong, not what’s wrong. We are careful not to frame our colleagues and stakeholders - particularly young people and families – as victims but instead to recognise their agency.
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Wise selves - To both enjoy work and do their best, we want to make decisions and work with others in our “wise” - or regulated - selves. We also want to bring our compassionate self to those we work with, externally and internally, to support one another through challenging times.
How To Apply
To apply, please complete all sections of the application form by midnight on Sunday 19th May.
First round interviews will be held during the week beginning 27th May, over video call. Please indicate if you would not be available to attend an interview during this week.
If successful in this stage, second round interviews (including a task to be completed the same day) will take place on the week beginning 3rd June, at our office in Bethnal Green.
We are committed to building a diverse team and strongly encourage applications from under-represented groups in the charity sector such as people from black, Asian and minority ethnic backgrounds, LGBTQ+ people, people with disabilities, people with experience in the care system, non-graduates and first-in-family graduates.
As part of our commitment to fairer recruitment, all applications will be assessed with names and any protected characteristics redacted.
Recommended Reading
If you’d like to understand more about The Difference and what we are trying to achieve, we would recommend the following:
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The research which underpins our organisation.
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Our latest Impact Report, sharing our work in 2023
The client requests no contact from agencies or media sales.
English for Action
Operations Lead
Salary: £23,595 (£39325 pro-rated) (likely increase from August 1st to keep up with inflation)
Hours: 22.5 (3 days) per week
Location: Work from home, with occasional meetings in London required (travel at employee’s expense).
Duration of contract: permanent
Closing date for Easy Apply applications: Tuesday May 7th, end of day
Closing date for further applications: Wednesday May 15th, end of day
Interviews to be held on: Friday May 17th in the afternoon
Reporting to: The trustee HR subgroup and a line manager on the Executive Team
The role at a glance: Leading on EFA’s operations, with particularly emphasis on financial management and HR support for our small team of (currently) 8 employees. You’ll develop and administer our People policies, practices and culture to support EFA as a happy, equitable place to work and an effective mission-focused organisation. Scope for both day-to-day care for our systems and creative improvement of how we do things. In addition, to oversee EFA finances; payments received and paid, budgeting, monitoring any financial risks and advising with records/reports to the board of trustees and staff team on a monthly basis. Read more about the role.
You at a glance: You’re passionate about the community organising and education work we do with migrants in London and the radical participatory ethos of EFA London. You bring strong experience of ‘People work’ and governance of groups or organisations (whether paid or unpaid), with an interest in how to bring the best of conventional operations practisce into a team interested in a more equal distribution of power. You’re a ‘people person’, combining strong communication skills with a strategic eye on moving towards solutions. You’re committed to anti-oppression and promoting healthy workplaces for staff. You have a fastidious approach to the administration which underpins all of this.
About EFA
English for Action provides free, participatory, and empowering English language classes (ESOL) for migrants in London. Our classes are spaces to build community and support students to organise collectively around issues like employment and housing rights. Our work currently supports around 500 adult migrants across London. We’ve become a national centre of good practice for a radical participatory approach to ESOL, informed by the work of Paulo Freire, and we share this approach through trainings, research and partnerships.
Organisation: We are a staff team of 8 people supported by a larger team of volunteers and 9 trustees. EFA promotes shared leadership and collaboration and we aim for our organisational structure to reflect this. In the last 4 years we’ve transitioned away from having a CEO to an executive team to oversee operations and decision-making - which you could be elected to join following your probation period. We’re still in transition and there is scope to make a real contribution to developing innovative practice within our workplace. As a charity, ultimate responsibility for, and control of, the organisation lies with the Board of Trustees.
EFA employee benefits include:
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Pension scheme with employer matched contribution, currently at 6%.
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Pay rises in line with inflation wherever possible (we have a flat pay structure)
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Tech and cycle scheme
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Flexible working possible based on your needs
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Continuous Personal Development actively encouraged and training opportunities explored.
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Enhanced annual leave: starts with 24 days per annum pro rata, rising to 32 days per annum pro rata plus Bank Holidays (pro-rata for part-time hours) after probation, with some restrictions on when holidays must be taken.
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Full entitlement to days off for sickness (including mental ill-health), compassionate leave, bereavement leave, and parental leave
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Enhanced maternity/paternity/adoption/shared parental leave pay
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Enhanced sick pay
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Collaborative decision making on organisational strategy and practice
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Working within an organisation that makes a huge difference in communities across London and the UK.
Recruitment process / how to apply
We know applying to jobs can be time consuming! And often candidates with lots of relevant experience can be put off if they don’t fit every part of the job description.
So, we’re using an ‘Easy Apply’ form, where you can attach a CV and fill out three questions to express interest in this role. Even if you are not sure you quite fit all the specifications - give it a go. It may take as little as 10 minutes.
We’ll then encourage you to apply at Stage 2 if we feel you have relevant skills and
experience. You’ll then have another week to complete a few further questions.
Get in touch if you’d like to chat informally about any aspect of this job description or the role:
The client requests no contact from agencies or media sales.
LMK (Let Me Know) Youth Leader (Freelance Educator / Youth Worker)
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Across London boroughs
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£200 per 2hour workshop
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Sessional
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Available for a minimum of one delivery per month, pending workshop demands
About LMK
Good relationships shape our health and happiness, yet we are taught so little about them. LMK is a registered education charity on a mission to change that. We run workshops educating young people about healthy and unhealthy behaviours, so that they can avoid abuse and thrive in relationships.
Using film and guided discussions, our workshop leaders support children and young people in honest conversations about relationships and leave them better equipped to spot the early warning signs of abuse and inspire them to enjoy healthy, fulfilling relationships. We explore the 10 signs of healthy and unhealthy relationships and include practical lessons young people want to learn about (like consent) and practice scenarios in a safe, supportive and non-judgmental environment.
LMK is a learning organisation and prides itself in supporting leaders to develop their skills. We offer training and Continuous Professional Development (CPD) opportunities, as well as peer-to-peer learning and reflective practice sessions.
Job Description
LMK is looking for passionate and organised educators (LMK Leaders) to run community workshops, aimed at young people aged between 11 and 24. Through engaging, relatable, workshops you will help young people identify signs of healthy and unhealthy relationship behaviours, provide strategies for them to recognise the early warning signs of abuse and give them tools to keep themselves and their friends safe.
The minimum hours required per workshop is 3 hrs. This includes arriving 30 minutes before delivery, 1.5 to 2 hrs delivery and then remaining back 10 minutes and being accessible to young people who would like further information or a one-to-one conversation, surrounding the subject of relationships.
There is also 30 minutes admin, which is usually completed off-site, such as inputting student surveys and a Leader survey.
Responsibilities
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Always adhere to LMK and partner safeguarding practices and procedures.
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Respond to comms (emails/WhatsApp) sent out by LMK core team members, in a timely manner, to support planning and organising of sessions.
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Meet with co-facilitators to carry out pre-session planning, minimum two working days before delivery.
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Plan and deliver interactive LMK workshops in educational, sports and community settings in line with LMK delivery style and ethos.
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Use your experience and knowledge of the issues affecting young people to tailor the workshops accordingly.
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Ensure all youth participants and the adults in school/community organisations who attend a LMK workshop complete the post session feedback surveys.
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Complete reflective post session Leader surveys to support practice and programme development, after each workshop.
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Debrief with LMK’s Programme Manager and provide ongoing feedback about your sessions, through LMK’s reflective practice processes.
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Undertake relevant training associated with LMK’s work including but not restricted to child protection, safeguarding, violence against women and girls (VAWG).
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Continue to learn about and develop your skills on the issues affecting young people’s relationships including domestic violence, abuse, adverse childhood experiences, trauma informed practice, gang culture and grooming, mental health, sexual exploitation, consent, sharing of nudes /sexting, bullying in person and online, tech and online safety, pornography.
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Provide feedback and co-design training and educational resources on issues affecting young people and their relationships, including opportunities to share your knowledge and expertise at peer-to-peer learning sessions.
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Attend termly virtual Leader huddles to remain connected to peers and organisational values, mission, and purpose.
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Contribute towards and keep up to date with LMK internal/external communications platforms, such as LMK Newsletters and social media.
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Engage with LMK’s Youth Advisory Board Members, if and when invited to do so.
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Lead by example and promote healthy relationship behaviours in your own lives/communities and within LMK (team player; acknowledging and working with diversity; being receptive to new ideas and developmental feedback, etc)
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Use your own networks to recruit new schools and youth groups into the programme.
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Drive forward our evaluation programme - collecting data, as well as providing on-going feedback to LMK.
Knowledge, Skills and Experience
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Extensive experience of teaching or working with young people (9 to 24 yrs old) in an educational, sports or community setting.
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Minimum 2 years’ experience co-designing, delivering and evaluating group sessions, consisting of minimum, of 12 and maximum of 30 participants.
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Experience or co-designing session plans and co-facilitating with others; able to collaborate equally with others.
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A strong commitment to young people and knowledge and understanding of issues affecting their relationships.
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Excellent communication, interpersonal skills with the ability to create a safe and non-judgmental space, that allows young people to speak freely about their relationships and experience.
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Strong emotional intelligence and the ability to deliver sensitive information whilst treating young people’s concerns with respect.
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Capable of maintaining confidentiality and professional boundaries with young people, peers, and professionals.
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Able to adapt and be flexible in workshops to get the best engagement from a range of participants.
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Skilled at facilitating virtual workshops and working with a selection of online portals.
Requirements
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Entitled to work in the UK.
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Hold a DBS certificate or be willing to let us undertake a check on your behalf.
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Have a recent safeguarding qualification from a recognised provider or be willing to undertake additional training in this area.
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Flexibility to work non-traditional, after-school and occasional weekend / holiday hours.
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Comply with policies and procedures relating to child protection, confidentiality, data protection and reporting concerns to an appropriate person.
LMK strives to create a fair and healthy environment where all our colleagues feel valued and able to be their authentic selves at work. We understand that our people have commitments and personal interests outside of work and so we create a flexible working environment, in which people can perform at their best.
LMK values the differences that a diverse workforce brings and is committed to inclusivity. We welcome all applicants from any race, ethnicity, colour, religion, gender, age, sexuality, or any other protected characteristic.
We can make reasonable adjustments throughout the application process and on the job. Please let us know, by contacting us separately if you need any adjustments or changes to be made during the recruitment process because of a disability or long-term health condition.
You can learn more about how we handle your personal data and your rights by reviewing our privacy notice LMK Privacy Policy
The client requests no contact from agencies or media sales.