Teacher training volunteer roles

VSO, in partnership with the Uzbekistan government, is looking for experienced teaching professionals to help strengthen the teaching of English language at secondary school level and build the capacity of in-service teachers.

This is a unique opportunity to share your expertise and skills, collaborate with local educators, and contribute to sustainable improvements in English language teaching in schools across Uzbekistan. As a volunteer English language teacher, you will work alongside Uzbek teachers, delivering school curriculum lessons, professional development and coaching workshops. You’ll support teachers and students in enhancing their English language proficiency, adopting student-centred methodologies, and implementing international best practices. Your experience will help shape the future of English language teaching in Uzbekistan. 

Amy’s Place is a partnership between the Amy Winehouse Foundation and Clarion Housing Group providing supported living accommodation for young women in recovery and receiving support with drug and alcohol issues.

A confident and well-experienced music teacher, who will support young women to develop their musical abilities, and positively encourage creative expression to help young women channel their feelings into music.

• Providing musical instrument lessons to students encompassing both theoretical and practical education.
• Developing and delivering individual session plans and documented session outcomes in order to assist each student’s personal growth
• Supporting the creativity and self-expression of the students
• Working collaboratively with other staff at Amy’s Place in order to provide the best support for each individual student
• Offering a range of skills such as; songwriting, improvisation, song interpretation for covers.

Support 

•  Volunteers receive a thorough induction and have access to any relevant in-house and external training.
•  Volunteers have a named supervisor providing day-to-day support and encouragement.
• Reasonable travel and will be reimbursed.

This is a flexible opportunity and volunteering times and frequency will vary depending on your availability and the needs of service users.  It might be every week or fortnight, 3 to 4 hours, ideally for a minimum of 3 months.

Main activities/tasks:

- Plan, organize and run sessions for clients.

- Engage with clients in a positive manner and promote healthy habits.

- Report back to the project coordinator on session feedback and outcomes.

Who are we looking for?

- You will have some experience in leading Zumba classes.

- No fluency in Spanish or Portuguese needed.

- You will have a friendly and sympathetic personality and will be enthusiastic to work with a team of passionate volunteers.

- You will have the ability to listen, communicate and engage with people of all ages, genders, races, ethnicities, sexual orientations, cultures and abilities with a non-judgemental approach – that is culturally sensitive and aware of individual circumstances and needs.

- You will be sensitive when working with vulnerable people and will have a genuine interest in promoting their well-being and independence.

- Commitment of at least 3 months.

What the volunteer would gain from the volunteering opportunity:

- Volunteer as part of a team in a friendly and dynamic environment.

- Have the chance to work with a variety of different people and make a real difference to their lives.

- Learn and develop skills that could be helpful for future employment opportunities or further learning.

- Gain valuable knowledge and experience of working in the Charity sector.

- Have the possibility to practice other languages.

- A reference after 3 months of volunteering.

- Gain experience working in a multi-cultural/multi-lingual environment, which is highly valued by recruiters.

- Increase your own self-confidence.

- Attend social and cultural events organised by LADPP.

- Make friends and have fun!

Shannon Trust fulfils an unmet need around adult learning, supporting people who’ve fallen through the cracks in formal education.

We know a lot of people have had negative learning experiences in the past, so our programme is designed to be different, with no exams and no classrooms. Our unique, evidence-based Turning Pages reading manuals and Count Me In numeracy manuals are used by thousands of learners in prisons and the community to improve reading and numeracy skills. 

Prison volunteers live near to their local prison so that they can visit about once a month during the working week to nurture the growth of the Shannon Trust in their prison. They help unlock the power of reading by offering advice, guidance, training and support to prison staff and prisoner mentors who help other prisoners to improve their skills 1 to 1.

We are looking for volunteers who are able to give a regular, reliable commitment for ideally two years and able to deliver engaging training to groups of people in prisons. Volunteers do not need to be teachers or qualified traininers, full training will be given. Due to the nature of the role, prison security vetting will be required.

We provide training for the role via e-learning and 4 training sessions which are a mix of live, online and group training.

​We hold new volunteer inductions at the start of each term, so apply ASAP to be in time to join our next induction.

Action for Refugees in Lewisham works to relieve poverty and isolation amongst refugees, asylum seekers and other vulnerable migrants in Lewisham. At the Rainbow Club supplementary school we aim to help children between the ages of 4 and 11 to improve their literacy, numeracy and social skills in a friendly and supportive environment.  We need your skills and enthusiasm to assist the teacher in the delivery of a literacy and numeracy class and work with other volunteers to develop a programme of recreational activities. The Rainbow Club runs on Saturday mornings during term-time.

Your duties will include:

• Arriving punctually for the 9am briefing by the Rainbow Club Headteacher;
• Working in a team with other volunteers and teachers to deliver literacy, numeracy, arts, sport activities – this includes ensuring children remain engaged throughout the lesson and carry out set tasks as instructed by the teacher;
• Working one-to-one with specific children if and when required;
• Filing classroom work and homework in children’s individual files and keeping all materials and resources tidy and properly stored;
• Liaising with parents as and when required for example distributing leaflets and news about future meetings and events and also assisting with parents' day;
• Following the teacher’s policies on discipline and classroom management;
• Supervising the children during break times;
• Supporting the children during class trips;
• Ensuring classrooms are clean and tidy at the end of each day – this may include being part of a regular team rota;
• Providing feedback and comments to the Rainbow Club Headteacher when required.

Shannon Trust fulfils an unmet need around adult learning, supporting people who’ve fallen through the cracks in formal education.

We know a lot of people have had negative learning experiences in the past, so our programme is designed to be different, with no exams and no classrooms. Our unique, evidence-based Turning Pages reading manuals and Count Me In numeracy manuals are used by thousands of learners in prisons and the community to improve reading and numeracy skills. 

Prison volunteers live near to their local prison so that they can visit about once a month during the working week to nurture the growth of the Shannon Trust in their prison. They help unlock the power of reading by offering advice, guidance, training and support to prison staff and prisoner mentors who help other prisoners to improve their skills 1 to 1.

We are looking for volunteers who are able to give a regular, reliable commitment for ideally two years and able to deliver engaging training to groups of people in prisons. Volunteers do not need to be teachers or qualified traininers, full training will be given. Due to the nature of the role, prison security vetting will be required.

We provide training for the role via e-learning and 4 training sessions which are a mix of live, online and group training.

The ESOL (English for Speakers of Other Languages) Service

Our ESOL provision is part of the Centre’s Employment and Learning Service, which also includes digital inclusion and employment support.

We have qualified volunteer ESOL teachers providing 1:1 support to clients who want to improve their English.  We also have a couple of volunteers running small conversation classes at the Centre, within our Family Services.

We now want to expand our ESOL offer to include learning opportunities offsite in a group setting to adults and young people in temporary accommodation, mainly asylum-seeking families.

What will you be doing?

• Conversational English with a small group
• Find out from your students what areas they want to cover and what skills they want to develop
• Encourage a positive atmosphere where students feel they can make mistakes
• The aim of the groups is to help our clients to become more independent and to pursue their social and professional goals. 
• Be aware of the variety of levels within the class, providing support for weaker students and challenge for stronger ones
• Give students encouragement and constructive feedback
• To liaise with the manager of Family Services and communicate any issues that arise with the class 

How does this role make a difference?

This support provided by volunteers to our clients really helps them progress with their English. Often clients do not have opportunities to learn English or interact with an English speaking person, so this opportunity is invaluable to them. Improving our clients English also enables individuals to access our other services such as welfare rights and Immigration advice services, digital inclusion, which will in turn, improve their employment prospects and assist in integration in their local community.

Who will you be helping?

Our clients are refugees, migrants and asylum seekers who are unable to afford or access English classes at colleges. We have many clients at the Centre who need support with their English.

What are we looking for?

• Experience in teaching English as a second language to adults in a group setting and to mixed abilities and a range of languages.
• A recognised ESOL/EFL teaching qualification such as CELTA.
• Good communication and organisational skills.
•  An awareness of some of the issues that affect refugees, asylum seekers and migrants.
• A commitment to upholding the Centre’s values of valuing each person, welcoming, encouraging potential, working together, reflecting and improving.

Time Commitment:

The class will run on Wednesdays from June 2025, from 10.30am – 12/12.30pm. We ask for a commitment to run this 90 – 120-minute class for at least two terms ideally. 

How will you be supported?

•  You will be supported by our Volunteer Coordinator, the Manager of Family Services and the wider team
•  You will receive a Centre induction.
•  You will have access to e-learning modules on a range of topics.
• You will be reimbursed for reasonable and agreed ‘out of pocket’ expenses such as travel.
• You will be invited to social and other events

Shannon Trust fulfils an unmet need around adult learning, supporting people who’ve fallen through the cracks in formal education.

We know a lot of people have had negative learning experiences in the past, so our programme is designed to be different, with no exams and no classrooms. Our unique, evidence-based Turning Pages reading manuals and Count Me In numeracy manuals are used by thousands of learners in prisons and the community to improve reading and numeracy skills. 

Prison volunteers live near to their local prison so that they can visit about once a month during the working week to nurture the growth of the Shannon Trust in their prison. They help unlock the power of reading by offering advice, guidance, training and support to prison staff and prisoner mentors who help other prisoners to improve their skills 1 to 1.

We are looking for volunteers who are able to give a regular, reliable commitment for ideally two years and able to deliver engaging training to groups of people in prisons. Volunteers do not need to be teachers or qualified traininers, full training will be given. Due to the nature of the role, prison security vetting will be required.

We provide training for the role via e-learning and 4 training sessions which are a mix of live, online and group training.

We are looking for a Program Coordinator for our Adult Education Program based in Ioannina, for a minimum commitment of 6 months.

In this role, you’ll be coordinating the implementation of language classes and associated tasks at two refugee camps: Katsikas and Agia Eleni.

The majority of the students are from Syria, Afghanistan, and Iraq. The sites have two to four English classes each day, which are differentiated by English ability from A0 to A2. 

Role description

You will…

• Coordinate and manage daily operations of the adult education program
• Develop the program in coordination with the Programs Manager
• Assess impact and effectiveness against program objectives
• Ensure that teachers are equipped with the necessary knowledge to complete their administrative tasks to a high standard and in a timely fashion
• Conduct regular class observations, providing teachers with quality feedback on their teaching
• Provide new teachers with key insights into language teaching in the refugee context
• Ensure inductions to and exits from the education team are smooth and effective, including successful handover of classes between teachers
• Liaise and collaborate with relevant local and national authorities and stakeholders and represent Second Tree in relevant external meetings
• Capture and compile monitoring, evaluation and learning (MEL) reports in line with program deadlines
• Ensure overall management of the program, guaranteeing quality and relevance

Skills 

You have…

• University Degree in Education/Teaching
• Certificate in English language teaching (TEFL/TESOL/CELTA or equivalent)
• Experience in developing and delivering teacher training

You are able to…

• Oversee the daily activities of the adult education team
• Ensure that teachers’ needs are met and that they in turn meet the requirements of their roles
• Be accountable and efficient, making sure that tasks that you take up are completed in the agreed timeframe
• Be honest and transparent, being able to give and receive feedback in the most straightforward way
• Have a strong sense of humor, being able to make fun of yourself is key
• Care for people, the interests of the people we work with should always be your first concern
• Instil the values above in the people that work with you
• Communicate in English at a C2 level, both written and orally
• Manage individuals effectively to create a positive team environment in which shared problem solving is encouraged
• Prioritise and delegate tasks effectively, ensuring all deadlines are met
• Manage a wide-ranging workload

Knowledge 

You understand and possess knowledge of…

• Education in emergencies concepts
• The refugee crisis and its impact and trajectory
• The needs of refugee students and can adapt content, programming and best practices to meet these needs
• The Common European Framework of Reference for Languages and how to develop syllabi in line with it
• Assessment and evaluation procedures, and how to prepare students for language proficiency test
• Adult refugee projects and opportunities for further learning and employment
• Research on adult learning strategies and pedagogies, especially for illiterate or semi-literate adults
• ESL/EFL lesson planning procedures
• ESL/EFL methodologies, theories and techniques
• Your own personal leadership skills/profile and how to effectively manage a team

We offer

• Accommodation in a shared house.
• Transportation to/from work.
• After completion of a three month trial, if you commit long-term, small monthly expenses refund.

In certain periods of the year, demand is extremely high, and the volunteer houses might be full. If you have the means to pay for your own accommodation, please let us know. We would still be happy to host you if space is available. However, in a situation where the volunteer houses are full, this would allow us to offer a volunteering opportunity to someone that cannot afford to pay rent.

NOTE: If you require a visa to stay in Greece for the minimum ten-week commitment, please know that as a Greek NGO, we are unable to sponsor your visa.

How to apply:

Please send the following to Giovanni Fontana at: volunteers @ secondtree . org

1. Your CV

2. Your cover letter

3. Copy of your qualifications (If applicable)

In your mail, please:

1. Put “Adult Education Coordinator” as the subject line

2. Specify the dates you would be available to volunteer (starting date and length)

3. At the end of the email, copy-paste the link of the ad you are responding to

If the application includes all of these we will get back to you in a maximum of 48hs.

We are working with the Board of the 31-school River Learning Trust to recruit an individual possessing legal qualifications to bring insight and expertise into its strategic policy and governance framework. This role involves analysing audit outcomes, reviewing data, and contributing to the development and implementation of risk mitigation strategies. The Trust supports around 16,000 young people in the Oxfordshire and Swindon areas and has an annual budget of £100m.

River Learning Trust is a well-established Multi-Academy Trust (MAT) operating for over 12 years, currently comprising 30 schools – 20 primary and 10 secondary academies, primarily located in Oxfordshire and Swindon. The majority of these schools are rated ‘Good’ or ‘Outstanding’ by Ofsted.

In addition to mainstream provision, RLT operates a multi-site Alternative Provision unit, is a Department for Education (DfE) Teaching School Hub, and manages an Ofsted-approved SCITT (School Centred Initial Teacher Training) – Oxfordshire Teacher Training – training up to 150 teachers annually.

RLT is considered a ‘mixed MAT’, including both maintained and Church of England schools. A quarter of Trustees and Members are appointed by the Oxford Anglican Diocese. The Trust serves a broad demographic, spanning both urban and rural communities, and educates approximately 16,000 pupils, with around 3,000 staff.

Socioeconomic diversity is significant, with areas of high deprivation particularly in East Oxford and Swindon.
The Trust serves a diverse student population with 22.9% eligible for Free School Meals and 20.8% identified with Special Educational Needs or Disabilities (SEND), reflecting a strong focus on inclusive and supportive education.

Students from minority ethnic backgrounds make up 60% of the cohort, contributing to a culturally rich learning environment. Additionally, 18.7% speak English as an Additional Language (EAL), highlighting the importance of language support across schools.

These demographics shape the Trust’s commitment to equity, tailored support, and high expectations for all learners.

The Trust Board consists of 10 Trustees and five members – the latter akin to the shareholder role – with an ongoing process to strengthen Board expertise. RLT is currently seeking a new Trustee with legal expertise to enhance governance, policy scrutiny, and risk management.

The Trust maintains several Schemes of Delegation to govern its operations effectively, including tailored schemes for Church schools and its teaching/training arms. Governance is supported by a Lead Governance Professional, a Director of Finance, and a team of Directors of School Improvement. Safeguarding is a key priority, with regular audits and a dedicated Trustee lead.

RLT manages an annual income of approximately £100 million. The 2023/24 financial outturn was in line with expectations. Schools remained within their budgets, and the external audit confirmed sound financial management and compliance. Reserves meet DfE guidelines. Like many Trusts, RLT faces ongoing challenges, particularly regarding SEND funding and staff recruitment and retention.

The Trust’s Requirements

The Trust is seeking a legally trained individual to bring legal insight and expertise into its strategic policy and governance framework. This role involves analysing audit outcomes, reviewing data, and contributing to the development and implementation of risk mitigation strategies. The goal is to enhance the Trust’s decision-making processes and ensure that legal considerations are embedded at all levels of governance.

While the geographic location of the candidate is flexible, a connection to the Swindon area would be particularly welcomed. The appointment will play a critical role in supporting the Trust’s ongoing governance review and will contribute to strengthening Board capacity as the organisation maintains its current size and strategic direction.

Trustees are expected to commit to five Board meetings per year, along with termly sub-committee meetings. These meetings are held in the evenings and are a mix of in-person and remote formats. In addition, each Trustee is linked to two or three academies within the Trust, fostering meaningful relationships with school leadership teams. A structured induction programme is in place for new Trustees, which includes formal training, school visits, and engagement with senior Trust leaders.

The work of the Board is supported by several key committees, including:

• Impact Committee
• Resources Committee (covering Finance and Audit)
• Safeguarding Committee

Additionally, there is an Annual Trustee Strategy Day focusing on long-term planning and reflection.

River Learning Trust operates according to core principles that shape its strategy and culture: a commitment to Excellence, a belief in Everyone Learning, and a foundation of Respectful Relationships. These values guide the Trust’s ambition to deliver academic success and personal development for every pupil, ensure no school stands still in its improvement journey, foster high-quality collaboration that raises standards and reduces workload, and build a culture of joint accountability across all its schools.

Shannon Trust fulfils an unmet need around adult learning, supporting people who’ve fallen through the cracks in formal education.

We know a lot of people have had negative learning experiences in the past, so our programme is designed to be different, with no exams and no classrooms. Our unique, evidence-based Turning Pages reading manuals and Count Me In numeracy manuals are used by thousands of learners in prisons and the community to improve reading and numeracy skills. 

Prison volunteers live near to their local prison so that they can visit about once a month during the working week to nurture the growth of the Shannon Trust in their prison. They help unlock the power of reading by offering advice, guidance, training and support to prison staff and prisoner mentors who help other prisoners to improve their skills 1 to 1.

We are looking for volunteers who are able to give a regular, reliable commitment for ideally two years and able to deliver engaging training to groups of people in prisons. Volunteers do not need to be teachers or qualified traininers, full training will be given. Due to the nature of the role, prison security vetting will be required.

We provide training for the role via e-learning and 4 training sessions which are a mix of live, online and group training.

Shannon Trust fulfils an unmet need around adult learning, supporting people who’ve fallen through the cracks in formal education.

We know a lot of people have had negative learning experiences in the past, so our programme is designed to be different, with no exams and no classrooms. Our unique, evidence-based Turning Pages reading manuals and Count Me In numeracy manuals are used by thousands of learners in prisons and the community to improve reading and numeracy skills. 

Prison volunteers live near to their local prison so that they can visit about once a month during the working week to nurture the growth of the Shannon Trust in their prison. They help unlock the power of reading by offering advice, guidance, training and support to prison staff and prisoner mentors who help other prisoners to improve their skills 1 to 1.

We are looking for volunteers who are able to give a regular, reliable commitment for ideally two years and able to deliver engaging training to groups of people in prisons. Volunteers do not need to be teachers or qualified traininers, full training will be given. Due to the nature of the role, prison security vetting will be required.

We provide training for the role via e-learning and 4 training sessions which are a mix of live, online and group training.

Yoga Stops Traffick is an international campaign to raise awareness of and funds for survivors of human trafficking in India. Every year thousands of yoga practitioners from all corners of the globe roll out their mats to stand in solidarity with young survivors. The funds raised from Yoga Stops Traffick help rescue and rehabilitate survivors of human trafficking, sexual and domestic violence, modern-day slavery, and child marriage.

We are seeking 2 enthusiastic volunteers to support Yoga Stops Traffick 2026. You will join a small but ambitious team with tons of passion, and you will have a real chance to see the impact of your work!

About this volunteer role

This is an administration support role so we will be asking you to carry out administrative tasks such as:

• Copying and pasting templated emails, personalising them and then sending them to yoga studios and teachers. 
• Compiling lists of yoga studios and teachers to contact.
• Updating trackers based on email responses.
• Responding to customer enquiries.

If the volunteer feels confident to, they might also be asked to do some social media, newsletter and website administrative work. And if they have ideas for how to improve the campaign further - they will be welcomed with enthusiasm!

What we offer in return:

• A supportive team to work alongside

• Training and induction from Adventure Ashram

• The opportunity to gain campaign experience at a small charity

• The knowledge you have made a positive difference to people’s lives

Requirements of role:

• Ideally a commitment of approx. 2-6 hours per week

• Equipment you need: Laptop/PC, Internet Access

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:

1. finance, risk and audit;
2. marketing;
3. safeguarding, curriculum and standards;
4. 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.