Teacher training volunteer roles

Volunteer Lead for Watford and Three Rivers Refugee Partnership.

Are you looking to make a meaningful impact?

We are seeking an enthusiastic Volunteer Lead to support our charity, managing and supporting part-time staff that are involved in the recruitment,  retention and development of volunteers, and being part of a team that develops our strategy and volunteer roles as we evolve as a charity.

Watford and Three Rivers Refugee Partnership (WTRRP) provides practical and emotional support, advice and befriending to refugees, migrants and people seeking asylum living in the Watford and Three Rivers area. We are a growing charity serving an increasing number of clients. We have been able to secure some funding which has enabled us to employ three members of staff, one full time Caseworker and a part time Office Manager and a part time Volunteer Coordinator.  We are based in St. Mary’s Church, Watford in the heart of the City Centre. For over 20 years we have had a strong volunteer base and as we grow,  we are navigating the change of continuing to work with a strong volunteer base as well as staff. We have over 70 volunteers currently, that engage in a number of roles ranging from Caseworkers, ESOL teachers, Social Hub volunteers and Fundraisers.

Who are we looking for?

We are looking for someone with some experience of managing staff and working with volunteers, to provide supervision to our Office Manager and our Volunteer Co-ordinator.  You will also help us develop our volunteers.

You will work closely with our HR Lead reviewing and updating our policies and guidance for volunteers.

Key Responsibilities

· Line manage and support two members of staff who are part time and are involved in the recruitment and support of volunteers.

· Have a strategic focus on Volunteer development

· Develop our training, support and retention of volunteers

· Identify gaps in roles in our organisation and develop new roles

· Foster a positive and productive culture within our charity

· Be part of a team to resolve issues with staff and volunteers using clear processes

· Become a Trustee of the Charity and attend meetings which are held in the evenings in Watford

Do you have these?

· Some experience of managing staff

· Understanding of working in a organisation with volunteers

· Some experience of managing volunteers (desirable)

· Strong interpersonal and communication skills

· Ability to work independently and as part of a team

· Desire to support the Charity grow and develop

· Experience of providing training and support  (desirable)

· Some occasional availability on Tuesdays for part of the period 11.00-14.00, when most of our volunteers are present (highly desirable).

Time Commitment

The hours would vary but at least 3-5 hours a week.

Committee meetings are on varying weekday evenings, currently 6 per year.

What you will gain:

· Satisfaction from being part of bringing positive change to migrants and asylum seekers in the local community

· Valuable experience in a charitable organisation – both strategic and practical

· Access to training with NCVO

· Being part of a team of trustees

Interested in the role?

If you would like to have an informal chat initially, please contact us, or you can apply via Charity Jobs.

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.

About Roots Academy. 

Roots Academy’s Vision.

A generation of young Muslims who embody and promote a God-centred way of life.

At Roots Academy, we’ve built a learning experience that’s changing the lives of the ummah’s future leaders, change-makers and visionaries. Our Mission is to deliver a structured and transformative education in the Essentials of Islam in a way that lowers barriers to access, develops a deep certainty, and inspires action.

Why Does Roots Academy Exist?

Crisis of Faith: 1 in 4 young Muslims are leaving the religion due to various factors, primarily the pervasive anti-religious content and temptations they encounter online and offline. 

Roots Academy exists to bridge this gap by providing a structured and transformative Islamic education that speaks directly to the needs and challenges of young Muslims today, delivered in an engaging and accessible form that removes barriers to access and provokes thought and action.

Role Summary

As part of teaching at Roots, instructors are supplied with many teaching resources to help them teach the Roots way, such as instructor slides, teaching notes and walk-through videos.
Your role at Roots is to produce well-curated teaching notes, to ensure instructors understand the content and know exactly what is being taught.

Key tasks

• Assessing the current standard of teacher note 

• Taking on the role of editor/proofreader of all academic content

• Have a keen eye for detail such as grammar, language and punctuation

What we’re looking for

• Has a keen eye for detail

• Has experience in copy editing 

• Able to prioritise and organise workload

• Has some experience in assessing the quality of educational material

What we have to offer

• Be part of a team of 100+ dedicated volunteers across the UK, Ireland, Canada, US, UAE, and Australia.

• Receive continuous rewards for those that seek Islamic knowledge from the Roots platform. 

• Be a part of a growing organisation that aims to revive and educate Muslims from a grassroots perspective.

• Professional development and practical experience in design and digital marketing.

• Receive in-house tarbiyah (personal & spiritual development) sessions to develop your deen.

Please note this is an unpaid volunteer position. 

Volunteers are entitled to claim expenses incurred for food, travel and equipment, in line with our Expenses policy. 

Ready to make a difference to a young person's life? Team Up is seeking dynamic volunteers to help transform the lives of disadvantaged pupils by building confidence, resilience and doubling their expected progress in English or maths.

We are looking for inspirational role models who will tutor Maths or English on one of our school programmes across London. You will be matched with a small number of pupils and provide them with the academic support, encouragement and inspiration they need to get back on track. All our volunteer tutors receive full training, lesson resources and support from a qualified teacher/facilitator throughout their placement.

Practical Considerations:

• You can choose a programme that suits your timetable and location.
• Sessions are between 60-90 minutes and will take place on a fixed day of the week, normally at the end of the school day (between 3-5pm).
• Each programme runs across a 12 week period, usually during term time. You will be expected to volunteer for at least one programme (10-12 weeks). 
• Team Up provides full lesson plans and teaching resources.
• This role requires you to undergo a free of charge DBS check, which will be arranged by Team Up.
• Travel expenses up to £15 per session are covered.

If you are looking to make a difference in a local community and find a fulfilling role whilst building your professional skillset, then look no further!

Our volunteers love building a rapport with each pupil, seeing pupil growth, and personal confidence increase across the 12 week programme. By the end of the programme, you will see how the support you give has enabled a young person to not only double their expected progress, but also build long term resilience. 

Alongside this meaningful experience, you will also be able to gain access to our career mentorship scheme and attend our employability seminars, as well as receiving a personalised reference upon completion.

This is an opportunity to enhance your CV and improve your employability skills - all whilst supporting young people from low-income backgrounds! 

You will receive:

• Full tutor-training, including safeguarding training. 
• Ongoing coaching, training and support from an experienced teacher during your placement. 
• Lesson observations alongside personalised developmental feedback and logged classroom hours.
• Opportunities to attend employability workshops incl. cover letter writing skills and coding.

We are looking for:

• Enthusiasm and strong grades in English/maths. 
• Committed and organised individuals who are keen to develop new skills.
• Individuals who are passionate about social mobility and helping to reduce the education attainment gap. 
• Good interpersonal skills when dealing with pupils. 

Using your knowledge of the Education Sector you will build strong partnerships with schools and colleges to deliver nutrition and lifestyle based interventions that inspire children and young adults to eat more real and natural food!

What will you be doing?

In this immensely important and pivotal role within CFK you will: 

• Build a team of like-minded volunteers who have a good understanding of the education sector including how schools run, the curriculum and the most effective ways of educating and inspiring children and their families
• Lead and inspire your team to design, refine and deliver inspiring interventions
• Design and develop strategies to support the achievement of the CFK project goals
• Lead the design, delivery and implementation of interventions within school settings
• Build strong relationships with current and potential intervention sites (i.e. schools), strategic partners and other CFK Teams

What are we looking for?

About You

To be successful in this role you will have:

• Experience working with children, educators / teachers and parents in school settings 
• A clear and visible passion for improving the health and wellbeing of children through nutrition and lifestyle
• Some formal training in working with children, for example as teacher, Head Teacher, teaching assistant, educationalist, health/sport coach
• Strong management and leadership experience and skills  
• A natural ability to inspire others 
• Strong organisational skills and the ability to manage projects effectively
• Articulate written, visual and verbal communicator - fluency in English is essential 
• Experience and interest in working with authorities (ideal but not essential)

As a team of volunteers, we are ever so grateful to everyone who agrees to contribute some of their valuable time to the project. As a Team Leader we ask for a commitment of 5-6 hours per week (on average). 

All are voluntary positions with no remuneration offered other than what we hope will be a huge amount of job satisfaction and fun, working with like-minded people with a passion for making a real difference to future generations.

What difference will you make?

This is an extremely important, pivotal role within CFK. 

As the leader of the 'Schools Delivery Team' you will effectively develop and lead a team of like minded volunteers whose inspiring creativity and ideas will improve the health and happiness of children and their families, not just now but for generations to come!

Before you apply

We have a number of potential Intervention sites in the West Sussex/East Hampshire region and Greater Manchester region. It would desirable (but not essential) if you are located within one of these regions and able to travel to Intervention sites when required. 

Once you have applied, we will contact you to organise a short informal Teams Meeting with a member of our team. 

Stepping Stones Learning and Leisure is a small, friendly charity based in Southwark, providing inclusive activities for adults with learning disabilities. We believe everyone should have the chance to express themselves, connect with others, and take part in activities that bring joy, confidence, and new skills.

We’re currently looking for a Drama Volunteer to support our weekly drama group on Friday afternoons, held at St Faith’s Centre, Red Post Hill, SE24 9JQ (close to North Dulwich and Herne Hill stations).

About the Role

This role is ideal for someone with a background or strong interest in drama, theatre or performance. You’ll support our Drama Tutor to deliver inclusive and engaging drama sessions for a small group of adults with learning disabilities. Each year, the group works towards a production which is performed at our end-of-year Summer Show, making this a fun, creative, and rewarding volunteering opportunity.

As a Drama Volunteer, you will:

• Assist the tutor in planning and running weekly drama activities
• Encourage and support learners during rehearsals and performances
• Help with setting up props, costumes and resources for sessions
• Offer 1:1 or small group support where needed to help participants engage
• Help build a warm, inclusive atmosphere where everyone feels safe to express themselves

What You’ll Gain

Volunteering with us is a chance to:

• Gain hands-on experience in drama facilitation and inclusive practice
• Contribute to a creative and meaningful community project
• Feel the joy of supporting learners to grow in confidence and express themselves
• Experience working with adults with learning disabilities in a supportive setting
• Develop skills in teamwork, adaptability, communication, and creative problem-solving
• Have a place in a welcoming and friendly team of tutors, staff and volunteers

What We’re Looking For

You don’t need to be a professional actor or drama teacher, just someone who is enthusiastic about drama and passionate about inclusion. We especially value:

• A background or interest in drama, theatre, or performance
• Good communication and a warm, encouraging approach
• Enthusiasm, patience, and a willingness to get involved
• A non-judgemental and inclusive mindset
• Reliability and commitment, especially in the lead-up to the summer show
• Flexibility to support a creative, sometimes unpredictable environment

Prior to volunteering, we ask all volunteers to:

• Attend an induction meeting
• Provide two references
• Complete a DBS check (we will arrange this)
• Commit to volunteering one session per week for 3 x 10 week terms throughout the year. For continuity for our service users, we ask that you commit to volunteer for a minimum of a year with us.

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 join our Local Governing Committees (LGCs) as school governors. 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.

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 to be involved in 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.

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.

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.

Background Information

Villa 21 is a large unstable housing settlement South of Buenos Aires. It mostly lacks paved roads and sewerage; many houses are made of perishable materials and have no running water or drainage. The neighborhood faces serious health problems, as it is located on the creek that divides the capital city of the province, and is highly contaminated, causing respiratory and gastrointestinal diseases that primarily affect children. The soup kitchen is visited by approximately 50 people from the neighborhood for lunch every day. The space is also available to support teenagers when there are volunteer teachers willing to help them.

The support from social organizations is fundamental in this very poor neighborhood, mainly because its precarious situation affects families that need to face a lack of infrastructures and serious problems of public sanitation. Indeed, many families live in houses where they have problems with light and where they don't have running water nor a drainage system, in an area which has huge weaknesses in terms of sewer systems and road pavements. Moreover, it is located near a river which is highly contaminated by the chemicals released by nearby factories, and this generates respiratory and gastrointestinal diseases that mainly affect the children. Although faced with this situation, people don't receive any help from the government to improve their standards of living that are now miserable and harmful to their health. There are some housing construction projects in the works but they are slow-coming and displacing the inhabitants that are the most affected by the contamination of the river. In addition to this precariousness, today, ambulances refuse to come into the area.

Why is this project important for the community?

The soup kitchen cooks for the kindergarten and the people from the town. Thus, this organization is based on working with families and children from first to seventh grade, supporting them in their growing and development process, with a team of professionals and social workers. This Community Center was founded in 1994 and began as a soup kitchen until it expanded into a kindergarten with the help of the mothers from the area.

The main goal of the Community Center is to offer the children's families a place of education and integral support. Moreover, the kitchen and center help to compensate these families’ economic situation. It is a place of exchange between teachers, social workers, parents and volunteers from the area and from Voluntario Global that work together for the safe upbringing of the children. It is also a place where the unemployed women from the area are able to have training sessions that take place periodically with professionals.

Role of the Volunteer

From 7:00 am to 2:00 pm, the kitchen prepares breakfast and lunch for the kids in the kindergarten and it also prepares food for the community members. The volunteer will be able to help in many tasks such as assist the women in the kitchen by washing and cutting vegetables, preparing the dessert for the children and help in the cleaning process after everything is served.

What do you learn as a volunteer?

When helping at the Soup Kitchen, you learn to appreciate the value of the small things, how to truly connect with people and the power that these relationships can have on your life and the lives of others, on the communities and the future. It doesn’t matter where you’re from, what language you speak, what kind of house you live in or what kind of job you have. In the end, we are all human and we get so mixed up in focussing on other unimportant aspects that we forget that deep down we’re all the same. You will realise that even the smallest thing you do, can make someone else's day.

How does your work impact on the community?

Your help is invaluable for the workers and for the community members because this center is an integral part of their everyday life. Furthermore, the ladies and workers would not be able to participate in this cultural exchange if there aren’t any volunteers willing to help. The women also love helping the volunteers learn a bit of Spanish because they are like family to them. Here, the volunteer can learn so much about the Argentinian culture and see how many traditional dishes are prepared. It’s a place where you can completely feel the support of a community and you never leave the kitchen without a smile on your face.

INDEPENDENT READING GROUP VOLUNTEER (FACE-TO-FACE) 

CARAS Youth ESOL Programme – Monday, Wednesday mornings  

About CARAS: 

Community Action for Refugees and Asylum Seekers (CARAS) is a registered charity that has been supporting refugees and asylum-seekers since 2002 empowering them to integrate and engage in the local community. 

Arriving as an asylum seeker/refugee can be a disempowering experience. Difficulties with language, accessing services and overcoming prejudice are ever-present. As an organisation we are committed to work alongside refugees to overcome those challenges, and to help them build their lives. 

We offer group support and targeted support work. We offer a range of activities including: ESOL classes; social and recreational activities such as youth club, drama, trips, and family activities; educational support for young people; and casework and advocacy support. 

Our values are at the centre of all our work: 

• Kindness: CARAS will nurture all who are part of our community, helping everyone to develop their skills, talents, and interests. 

• Justice: CARAS will strive for social justice following a rights-based approach in all our work and challenging instances when rights are not upheld in wider society. 

• Empowerment: CARAS works alongside people, recognising and respecting their skills and strengths and striving together for better outcomes. 

• ‘With’ not ‘for’: CARAS will put the voices, opinions, experiences and needs of its beneficiaries at the heart of all that we do. 

About Youth ESOL: 

Our award-winning ESOL project offers English language classes to young people at a wide range of levels. This provides vital skills, opportunities and social contact and is crucial for enabling young people to do well at school or college.

About the Role: 

• CARAS is looking for Reading Group Volunteer to support our face-to-face study programme for young people.
• The reading group is in Tooting and is an important element of a study programme for young people aged 14 to 18 who are out of formal education.
• Students will be supported to read at length and complete challenges that are adapted to their ability level.
• The reading group aims to foster independence and a joy of reading among the young people and requires volunteers to learn about the young peoples' interests in order to help them select an appropriate text.
• The ESOL teacher will provide volunteers with tips to support reading and understanding for emerging learners of English, such as phonics and elicitation strategies.
• Volunteers will work with 1-5 students, mostly reading out loud with them or helping them to decode unfamiliar language.
• Please note that ESOL classes do not run during school holidays, and we follow Wandsworth Council term dates. 

Volunteer tasks and responsibilities: 

• Providing learners with one-to-one or small group support within the Reading Group sessions; 

• Helping to set up the classroom and provide learners with classroom resources; 

• Contributing to debriefs to inform the ESOL teacher how each student found the lesson/task and the students’ areas of greatest challenge and success;  

• Attending and contributing to volunteer debriefs after each session; 

• Making use of any community languages you may know to help students during the class; 

• Working collaboratively as a team and helping to shape the project; 

• Supporting people to develop their knowledge and skills, encouraging and inspiring participants to reach their full potential; 

• Assisting participants to recognise and celebrate their achievements; 

• Listening and supporting students to select, read and understand a text; Showing flexibility to the wide range of ability levels in the classroom; 

• Following CARAS’ confidentiality, safeguarding, health & safety, equal opportunities, data management and all other policies as relevant.  

Requirements: 

Essential

• To be 18 years or older; 

• An interest in education and English language teaching;

• Currently resident in the UK; has asylum-seeker or refugee status 

• * Able to provide five years’ worth of addresses, and willing to undergo a DBS check; *DBS and proof of residency is not necessary if you are a CARAS community member who is more recently arrived in the UK.  

• Able to attend volunteer induction training (online) prior to start of role 

• Able to travel to our community centre in Tooting (food and travel expenses can be reimbursed); 

• To be non-judgemental and able to engage with young people from diverse backgrounds; 

• To be reliable and punctual; 

• Good communication skills, especially with people who are new to English; 

• An interest in books and stories, writing and poetry 

• The ability to volunteer on Wednesday during Wandsworth term time for a minimum of four months; 

Desirable: 

• Knowledge of community languages, such as Arabic, Tigrinya, Amharic, Pashto, Dari, Farsi, Kurdish, Somali or Spanish; 

• Experience of reading with young people or learners of English, or teaching ESOL or phonics. 

Through volunteering with us you will: 

• Gain experience of English language teaching; 

• Meet new members of your local community; 

• Learn about different cultures; 

• Learn about issues relating to refugees and people seeking asylum; 

• Work as part of a friendly, welcoming team; 

• Develop your skills and competencies such as literacy and phonics strategies for emerging learners of English; 

• Be able to access relevant training, including safeguarding training. 

• Be able to obtain a reference from us relating to your placement after 3 months of regular volunteering. 

Shout is the UK’s only free, confidential, 24/7 text messaging support service for anyone who is struggling to cope. When people text 'Shout' to 85258, they are connected to a Shout Volunteer for a text conversation. Our volunteers provide a safe space for people to share what's causing them distress, while showing warmth and compassion.

Tasks and Responsibilities

If your application is successful, you’ll be enrolled in a training group. New groups start every two weeks.

Shout Volunteers receive 25 hours of free training in communication, listening, managing and assessing risk, and problem solving. The training is self-paced and done online. You’ll learn how to bring people in distress to a place of calm and practice skills that will be useful to you throughout life.

As we are investing in you throughout your time with us, our hope is that you will complete the training in a timely manner and look at this as a longer term commitment. The experience you gain over time is valuable and our goal is to have volunteers commit to 200 hours on the platform, which can take up to two years to complete, as we ask you to take one 2-4 hour shift per week. 

Our Volunteer Training Support team is here to support you, answer any questions and provide feedback during training and throughout your time with Shout. You’ll be joining an incredibly supportive volunteer community and have access to the resources you need to do your role.

As a volunteer, you’ll be supporting people in distress, so it’s important we see the skills required to do that while you are in training. While most trainees complete the training and go on to volunteer, not everyone will pass the training. If this happens, there are other ways you can still support us.

Selection Criteria

A Shout Volunteer is kind and compassionate, a good listener, and has the ability to remain calm when supporting people in crisis. You will also:

• Understand the difference between being friendly and being a friend

• Be aware of your own mental health and wellbeing

• Be open-minded

• Be supportive

• Be reliable

• Be discreet and able to respect confidentiality at all times

• Be accepting and non-judgemental

• Be passionate about contributing some of your time to a cause such as Shout

• Adopt a growth mindset, and be willing to accept feedback

Requirements

• You must live in the United Kingdom or New Zealand while volunteering. 
• You must be over 18 years of age.
• You will need a reliable internet connection and a private place to take your shift.
• All of your volunteering must be done using a laptop or desktop computer and Google Chrome.

It’s worth spending time thinking about the nature of the role, and whether it’s right for you. We support all texters, regardless of race, religion, sexual identity or issue. You will need to be comfortable addressing topics frequently discussed with texters (suicide, self-harm, depression, etc.) without compromising your own mental health. 

Before you apply, please consider whether either of the following applies to you:

• Have you recently experienced grief, loss or change issue/s? For example; someone close to you has been ill or has died, you’ve lost your job, your relationship has ended.

• Is your current mental health and wellbeing in a place such that the stress and pressure of listening to the challenges of others would bring additional burden to you personally?

Benefits to Volunteers

The role is rewarding and can save lives. Shout Volunteers tell us they gain a sense of pride, satisfaction and purpose from taking conversations. They also tell us that their own wellbeing increases, they learn valuable skills and gain experience they can use at work and in their personal lives.

Volunteering can also be a great addition to your CV. You do not need to have any past experience in mental health to be a Shout Volunteer - we’ll provide you with all the training and support you need to do the role.

Application Process

You will need to create your account and fill in the application using a laptop or desktop computer and in a Google Chrome browser. This is a standard requirement for all of our systems at Shout, from the application through to the platform.

You should leave up to an hour to complete the form. As Shout is a text based service and we do not conduct in person interviews for our volunteer candidates what you write in your application and the strength of your references are how we get to know you. 

We appreciate when candidates take the time to write thoughtful, considered answers. We recommend you review your application with an eye toward things like spelling, grammar and punctuation. While some of our texters will occasionally reach out using more informal text speak, our volunteers respond in full sentences and double check their messages for accuracy before hitting send. 

Your application will be reviewed once we have received responses from both of your references. We ask for a personal reference and a professional reference. The personal reference can be a friend or colleague but the other must be someone who knows you professionally or has supervised you in some way. 

This could be a manager or supervisor from where you work or a teacher or educator from where you study. We recommend you choose references who are able to speak to your ability to fulfil the selection criteria outlined above.

We do not accept references from family members. This includes your partner or their relatives, your children, siblings, aunts, uncles, cousins, grandparents or godparents. 

Please allow up to a month for us to review your application and return a decision. 

If your application is approved, you can book your place on training. Training groups usually start every two weeks and spaces are available to book a couple of months ahead. While you are in training and before you are allowed on the platform we will carry out a background check.

We have an exciting opportunity to become a Trustee and / or Governor and be part of team who really do change children’s lives.

The Charity runs an SEMH School, and we are seeking several volunteers to join our current team of Trustees and Governors.

We would be very interested to speak to you if you share our passion about our Charity and have a genuine interest in the welfare, care and development of children with social, emotional, or mental health consideration.

We are specifically interested to find Trustees and / or Governors who have experience in the following areas:

· Education

· Finance

· HR

· Charity Sector

· Children’s Social Care

The Charity requires Trustees who will:

· Take a strategic role on the Board, holding the Senior Management Team (SMT) to the ethos and principles of the Charity in line with its founding documents.

· Provide support and balanced guidance to the SMT, acting as a critical friend.

· Ensure accountability of the SMT, regarding financial management.

· Provide challenge in a measured and open way.

Governors will be concerned with the school only.

Volunteers can opt to be both a Trustee and a Governor, or just one or the other. 

Talbot House Children’s Charity is committed to safeguarding and promoting the welfare of its pupils, and the successful applicant will be subject to an enhanced DBS Disclosure. The Charity will arrange and pay for all DBS checks. Please see our Safer Recruitment Policy for full details.

You can apply via our website jobs page, or contact HR via email for an application pack, or call Deirdre Pearson our CEO, for an informal discussion.

These roles are voluntary; however, the Charity does require a level of commitment for the role. Our Trustees and Governors meet up to 4 evenings per year for full Board / Governor meetings. There are also termly monitoring visits for Governors. Full induction and ongoing training will be provided; a mentor from the existing board will be assigned so that you are supported fully.

Many companies encourage employees to volunteer in this way as part of their corporate social responsibility policies, allowing attendance at our meetings without affecting other terms and conditions (if you are currently employed, please check with your own HR department who can provide further details).

Trustees and Governors will be able to claim expenses providing they are incurred in carrying out their duties as a Trustee and / or Governor.

The Charity’s core values are:  

People – passionate people are at the heart of Talbot House. 

Place – providing a safe, nurturing environment where we are all equally valued and encouraged.  

Pride – we take pride in celebrating our achievements and inspire self-belief. 

To achieve this we create a warm, safe and welcoming environment with experienced and nurturing staff who are committed to our values across all elements of the Charity.

You really could help us make a difference; we look forward to hearing from you soon.

Description of the project

Milpa Community aims to be an open place to exchange ideas, to learn, inspire, and to build the community leadership we need for tomorrow’s world. Its mission is to empower young people from the surrounding area with the skills to be able to have a job, gain confidence and grow surrounded by a communitarian way of living.

We believe that by creating more community experiences, we empower people, youth especially, so they can build their own future and have a better life. In that way, we work toward local development and try to reach sustainability in its three dimensions: environmental, social and economic.

Highlights:

• Empower yourself and others working inside a community-based NGO in Buenos Aires.
• Learn and practice about agroecology. Enjoy working on gardening, landscaping, community development, international development & NGO management

What can you learn as a volunteer?

Volunteers will be able to learn about many topics and maximize what they learn before by helping us to maintain the garden and grounds. Volunteers with previous specific knowledge can prepare workshops or develop specific tasks. Volunteers will enhance their knowledge in practice, helping in the tasks of daily maintenance of the garden, in the organization of community space with the armed schedule, lists of participants’ management and administration tasks of space.

Why is this program important for the community?

The members of the community we work with are families that work hard every day to better their financial situation. 

Many of the young people from the surrounding neighborhoods have not been able to finish their basic studies and therefore can only dream of going to university. The Pacheco Community Center gives them the opportunity to learn a practical trade, work in a team and be prepare for labor market integration.

We focus on training. We help young people build new capacities. Not only can they learn about gardening, landscaping and begin an immersion in agroecology philosophy, but also the Pacheco Community Center has a greenhouse for the students to plant fruits and vegetables, which they will be able to sell and generate their own income.

Role of the Volunteer

The volunteers that come from different parts of the world to exchange knowledge and experience and to work alongside the community members create a mutual spirit of solidarity.

• Learn by helping in practical classes with youth to maintain the garden and grounds.
• Help watering during 20 minutes in the mornings outside the greenhouse if the weather is too dry.
• Help teachers to prepare didactic material for theoretical classes (like diagrams, pictures, boards)
• Help social coordinators to manage the organization of community space with the armed schedule, lists of participants’ management and administration tasks of space.
• Help preparing and attending breakfast or afternoon snack (according daily schedule) for youth.
• Help preparing special monthly workshops: Open day to the community when families and friends share and afternoon with talks, games and relaxing time.

Start Dates

Project is ongoing, and you can join on Spring or Summer (in Argentina)

Language Skills

You need to speak Spanish (intermediate level).

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:

• Developing core literacy skills (reading, writing, sentence structure, vocabulary)

• Strengthening confidence, empathy, and communication through storytelling

• Learning about different cultures, family structures, traditions, and daily life in another part of the world

• 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

• Facilitate six themed writing sessions at a primary or secondary school in London (sessions take place during school hours)

• Create an inclusive and welcoming atmosphere where all students feel safe to write and express themselves

• 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

• Guide pupils in reading and responding to letters received from international pen pals

• Encourage vocabulary development, sentence structure, and narrative skills using the provided facilitator resources

• Use creativity and cultural awareness to promote engagement and curiosity

• Complete light administrative tasks (~1 hour per session), including:

  • Reviewing students’ letters for safeguarding

  • Submitting short post-session reflections or feedback forms

• Attend a short online training session and stay in communication with the UK Reads team

Time Commitment

• Approx. 6-8 hours/month over the academic year

• Each session includes:

  • ~1 hour in-school delivery time

  • ~1 hour admin/reflection time

• Plus training, planning, and communication time as needed

• 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:

• Strong spoken and written English

• Comfortable working with children and young people in a school setting

• Reliable, organised, and able to follow session plans

• Open-minded, culturally sensitive, and adaptable to different learning styles

• Able to commit to a minimum of 6 sessions over the academic year (during school hours)

• Based in London or able to travel to schools across the city

• Willing to complete a DBS check and safeguarding training

Desirable (but not required):

• Experience in education, youth work, creative writing, literacy support, or mentoring

What You’ll Gain

• A highly rewarding volunteer experience with visible impact on young learners

• Full training and a ready-to-use facilitation guide

• Support from a dedicated project coordinator throughout your placement

• Reimbursement of reasonable travel costs

• A reference upon successful completion

• The opportunity to be part of a meaningful international exchange project

• 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.