Community volunteer roles

Who are Governors for Schools?

Governors for Schools operates across England and Wales to improve educational standards and ensure all children and young people have the chance to realise their full potential.

We believe the key to improving school performance is effective governance. By finding, nurturing and supporting a committed network of governors, we drive positive systematic change that benefits each and every student, regardless of their background.

Governors for Schools recruits and matches volunteers with school governing boards and provides ongoing support.

What’s involved?

There are governor vacancies across England and Wales. Some schools are also looking for remote governors who don't need to live near the school they support.

Governors volunteer at board level to set the strategic vision for their school. This involves constructively challenging current processes, using your unique skills to support senior leaders, and overseeing school finances. You’ll be involved in areas such as monitoring, budget management, and data analysis. As well as putting your expertise to good use, you’ll have the opportunity to develop your professional skills. Ultimately, you’ll work towards facilitating the delivery of a broad and exciting curriculum and oversee wellbeing and inclusion initiatives. Governance represents a fantastic opportunity to develop yourself while making a real impact on the education of children and young people.

Governors work collaboratively with the headteacher and other members of the board, including parents and school staff. In most schools, full board meetings are held termly, as are committee meetings. Many governors will sit on a committee linked to their expertise or interests, such as teaching and learning or finance and resources. In addition to attending meetings, governors will need to read the papers in advance, complete training courses, and occasionally visit their school.

Governors usually support schools for a period of four years and with an estimated time commitment of 7 hours per month. During these hours, you will attend meetings, read papers, attend training sessions, and make occasional visits to school.

Who can be a governor?

The most important part of being a governor is the ability to ask questions, provide support and have the best interests of the school at heart. You don't have to be a parent or have experience in education to become a governor. Schools seek a  wide range of skills to support the board, including finance, HR, and data analysis.

Boards also need governors with a diversity of backgrounds and lived experiences to ensure a range of perspectives are considered during board meetings.

Schools welcome professional experience, as well as community insight and experience of working collaboratively.

You need to be aged 18 or above and there are certain criminal convictions that would exclude you from the role. A Disclosure and Barring Service check will be carried out by the school.

What’s the process?

You can find out more about the school governor role by attending one of our recruitment webinars.

You can complete your online profile on the website, including your motivation to take on the role, your skills and your school preferences. Your regional Partnership Manager will then look at vacancies that match your requirements. Once a school is identified, you will have the opportunity to discuss the role with them in more detail, visit the school, and observe a meeting. If appointed, a DBS check will take place and, in some cases, the school will seek references.

Ongoing support

Governors for Schools isn’t just a matching service. We want to help you thrive in your role through bespoke and ongoing support. We provide eLearning and monthly webinars covering a variety of topics to increase your knowledge of the education sector and governance. You’ll also have access to The Key for School Governors, an information hub designed to show new governors the ropes and offer a useful point of reference for existing governors.

The Organisation

Applied Microbiology International (AMI) unites the global microbiology community, breaking down borders and bridging disciplines. It empowers researchers and professionals, fostering collaboration that drives real-world scientific impact. Through strategic funding, inclusive events, and championing diverse voices, AMI addresses the sustainable development goals most aligned with its mission.

AMI promotes knowledge and innovation through its industry-leading magazine, The Microbiologist, and three internationally acclaimed journals in partnership with Oxford University Press. The organisation supports early careers, celebrates excellence with prestigious awards, and encourages interdisciplinary collaboration worldwide.

By amplifying the voices of applied microbiologists, AMI shapes evidence-based policy, inspires the next generation, and acts as a catalyst for scientific discovery, turning knowledge into solutions that benefit society.

The Role

AMI is seeking a Lay Trustee to join its modern, forward-thinking Board.

The Board meets at least three times per year via Teams, with scheduling accommodating trustees globally. One annual face-to-face meeting is held in the UK.

Trustees play a vital role in guiding and strengthening AMI. They provide support and advice on the organisation’s purpose, vision, goals, and activities, while overseeing high-level strategies, policies, and financial plans. Trustees help identify and manage key risks, review financial statements, and support the Chief Executive in delivering AMI’s mission. They contribute their expertise and networks to promote AMI’s reputation, actively engage in committees or advisory groups, and champion membership growth. Acting independently, legally, and in good faith, Trustees prioritise AMI’s interests and stay informed about its operating environment.

Key responsibilities include:

• Approving strategies, policies, budgets, and monitoring progress

• Ensuring effective risk management and financial oversight

• Supporting and challenging leadership while contributing expertise

• Promoting AMI’s aims, reputation, and membership growth

In addition, the Lay Trustee will:

• Advise on the development of a new commercial strategy aligned with AMI’s mission to drive revenue growth and diversify income streams

• Provide guidance on sales, market dynamics, customer segments, business development, product/service commercialisation, new product development, and commercial partnerships

• Serve on the Finance, Audit and Risk Committee (5 meetings per year, held remotely)

The Person

AMI is seeking individuals with an entrepreneurial mindset, fresh perspectives, and energy to contribute to a dynamic organisation with global reach. The successful candidate will play a key role in shaping AMI’s future, including contributing to a major strategic review planned for 2026.

Candidates do not need to be UK-based but must share and actively support AMI’s values and be motivated by the opportunity to make a meaningful difference through good governance and strategic leadership.

Essential experience and qualities:

• Background in business or commercial development, ideally within the STEM sector

• Proven track record of senior commercial leadership in STEM

• Strong integrity and personal credibilityMicrobiology expertise is not required.

• Global experience and mindset, open to cross-border collaboration

• Commitment to AMI’s mission, strategic objectives, and values

AMI is committed to diversity and inclusion. Applications are welcomed regardless of age, ethnicity, race, gender, religion, sexual orientation, marital status, social background, or disability. Reasonable adjustments will be supported wherever possible.

Who are Governors for Schools?

Governors for Schools operates across England and Wales to improve educational standards and ensure all children and young people have the chance to realise their full potential.

We believe the key to improving school performance is effective governance. By finding, nurturing and supporting a committed network of governors, we drive positive systematic change that benefits each and every student, regardless of their background.

Governors for Schools recruits and matches volunteers with school governing boards and provides ongoing support.

What’s involved?

There are governor vacancies across England and Wales. Some schools are also looking for remote governors who don't need to live near the school they support.

Governors volunteer at board level to set the strategic vision for their school. This involves constructively challenging current processes, using your unique skills to support senior leaders, and overseeing school finances. You’ll be involved in areas such as monitoring, budget management, and data analysis. As well as putting your expertise to good use, you’ll have the opportunity to develop your professional skills. Ultimately, you’ll work towards facilitating the delivery of a broad and exciting curriculum and oversee wellbeing and inclusion initiatives. Governance represents a fantastic opportunity to develop yourself while making a real impact on the education of children and young people.

Governors work collaboratively with the headteacher and other members of the board, including parents and school staff. In most schools, full board meetings are held termly, as are committee meetings. Many governors will sit on a committee linked to their expertise or interests, such as teaching and learning or finance and resources. In addition to attending meetings, governors will need to read the papers in advance, complete training courses, and occasionally visit their school.

Governors usually support schools for a period of four years and with an estimated time commitment of 7 hours per month. During these hours, you will attend meetings, read papers, attend training sessions, and make occasional visits to school.

Who can be a governor?

The most important part of being a governor is the ability to ask questions, provide support and have the best interests of the school at heart. You don't have to be a parent or have experience in education to become a governor. Schools seek a  wide range of skills to support the board, including finance, HR, and data analysis.

Boards also need governors with a diversity of backgrounds and lived experiences to ensure a range of perspectives are considered during board meetings.

Schools welcome professional experience, as well as community insight and experience of working collaboratively.

You need to be aged 18 or above and there are certain criminal convictions that would exclude you from the role. A Disclosure and Barring Service check will be carried out by the school.

What’s the process?

You can find out more about the school governor role by attending one of our recruitment webinars.

You can complete your online profile on the website, including your motivation to take on the role, your skills and your school preferences. Your regional Partnership Manager will then look at vacancies that match your requirements. Once a school is identified, you will have the opportunity to discuss the role with them in more detail, visit the school, and observe a meeting. If appointed, a DBS check will take place and, in some cases, the school will seek references.

Ongoing support

Governors for Schools isn’t just a matching service. We want to help you thrive in your role through bespoke and ongoing support. We provide eLearning and monthly webinars covering a variety of topics to increase your knowledge of the education sector and governance. You’ll also have access to The Key for School Governors, an information hub designed to show new governors the ropes and offer a useful point of reference for existing governors.

Every disabled person should have the opportunity to connect with others and be included in the world. Which is why we’re here, in people’s homes, centres and communities, focusing on the things a person can do, not what they can’t. We celebrate the moments of connection that bring more joy to life. Together, we always find a way, no matter how many barriers a person might face.

Sense is a leading disability charity with extensive knowledge and expertise in delivering personalised, creative and flexible support for disabled people with complex needs. Our tailored approach ensures that every person is empowered to live fully at every stage of life.

About the role:

As a Shop Volunteer you’ll be joining a friendly, welcoming team of volunteers and staff who support each other and have a lot of fun along the way. We value every volunteer and the unique perspective, skills and energy you bring. 

Whether you’re sorting donations, creating beautiful displays, or chatting to customers, every task you take on helps to build a more inclusive world. 

We value volunteer development, and as part of this role your can develop your skills further by training to become a till user alongside your regular shop volunteer responsibilities, or progressing into a Key volunteer, a role which includes opening, running, and closing the shop in the absence of the manager.

No matter your reason for volunteering – whether it’s to meet new people, build new skills or support Sense’s cause – there’s a place for you in one of our shops. 

Due to the nature of the role, we require all applicants to be aged 16 or over. You must have a UK address to volunteer with Sense.

Key responsibilities: Shop volunteer 

You’ll spend time doing a range of activities, including:

• Welcoming and assisting customers, providing great customer service, helping create a wonderful shopping experience.
• Receiving donated items from the public, thanking them for their support.
• Sorting, steaming and preparing donations for sale.
• Helping to display stock in eye-catching and exciting ways.
• Keeping the shop floor clean, safe and tidy.
• Talking to customers about Sense and the work we do.

Key responsibilities: Till volunteer

Being a till volunteer includes all the same responsibilities as a shop volunteer, however, when you’re ready, we’ll provide you with additional training to:

• Serve customers on the till in a warm and friendly way.
• Put sales through the till, packing them and thanking the customer for shopping with us.
• Talk to customers about Gift Aid and other fundraising initiatives.

If you are interested in becoming a till volunteer straight away, please select ‘Till volunteer’, as well as ‘Shop volunteer’, when asked which volunteer role/s you are interested in during your application.

Key responsibilities: Key volunteer 

Being a Key volunteer includes all the same responsibilities as a shop and till volunteer. However, if you’re interested in taking on additional responsibilities, you can train to become a Key Volunteer, helping the shop manager by:

• Helping supervise the shop and other volunteers.
• Supporting the shop manager to make sure customers have a great experience.
• Opening and closing the shop when needed.
• Cashing up at the end of the day. 

If you are interested in becoming a Key volunteer straight away, please select ‘Key volunteer’ when asked which volunteer role/s you are interested in during your application.

Skills and qualities:

This role would suit you if you’re:

• Passionate about Sense’s work to support disabled people with complex needs.
• Calm, kind and have a friendly personality.
• A team player who enjoys working with others.
• Enthusiastic, motivated and someone with a positive attitude.
• Respectful of others. 

What we offer you:

As one of our volunteers, you’ll get:

• Full training with ongoing support and guidance from your team.
• A chance to meet new people.
• A great way to develop new skills and share your existing skills.
• The feeling you get knowing you’re making a difference to the lives of disabled people with complex needs.
• A reference to support future applications for paid or voluntary roles.
• Support from our Mental Health First Aiders, should you need it. 

Our values:

Everything we do is underpinned by five core values. These values shape the way we work every day. Our values are:

• We include
• We collaborate
• We find a way
• We challenge
• We celebrate

Organisation: Manchester Young Lives
Locations: MYL Adventure Playgrounds (Wythenshawe, Moss Side, and Ardwick)
Time Commitment: Minimum one evening per week (3hrs)
Reporting to: Play and Youth Manager
Main contact: children, young people, staff/volunteers, parents/carers, partner agencies

We have several volunteering opportunities across our programmes.

• Play sessions: 4pm and 6pm (ages 6 to 13 years)
• Youth sessions: 6:30pm–8:30pm (ages 11 to 18 years
• Holiday playschemes: 12pm to 4pm (school holidays)

About the Charity

Manchester Young Lives is a charitable organisation dedicated to supporting children and young people aged 6–18years to develop confidence, wellbeing, and positive life skills. We provide safe, inclusive spaces where children and young people can play, learn, socialise, volunteer, grow and learn life skills through the power of play and youth work approaches.

Main purpose of the role

The Volunteer Play and Youth Worker will work both indoors and outdoors as a part of the team to support the delivery of play-based and youth activities for children and young people aged 6 to 18 years. Working alongside staff and other volunteers, the role helps create a safe, engaging, and supportive environment that promotes fun, learning, social and personal development.

Key Responsibilities

• Support the preparation and running of play and youth sessions to provide a varied, safe and stimulating environment in both indoor and outdoor settings.
• Help create a safe, welcoming, and inclusive environment for all participants
• Build positive, age-appropriate relationships with children and young people
• Encourage participation, teamwork, creativity, and positive behaviour
• Support children and young people with a wide range of needs, abilities, and backgrounds
• Assist with setting up, organising, and tidying activity spaces and equipment
• Work collaboratively with staff and volunteers to ensure sessions run smoothly
• Adhere to MYL policies and procedures in particular safeguarding, Health and safety, confidentiality, equality, diversity and inclusion.

Skills and Experience

 Essential

• A genuine interest in working with children and young people aged 6–18 years
• Friendly, reliable, and approachable
• Ability to work well as part of a team
• Good communication and listening skills

Desirable

• Experience working with children or young people (voluntary or paid)
• Understanding of play work, youth work, or community-based work
• Creative, sporting, or practical skills to support activities
• Basic awareness of safeguarding and child protection

Personal Qualities

• Enthusiastic and positive
• Patient, caring, and supportive
• Respectful of diversity and inclusion
• Willing to learn and follow guidance

Training and Support

• Full induction into the charity and its services
• Volunteer training programme provided
• Ongoing support and supervision

What You’ll Gain

• Opportunities to develop skills and gain experience in play and youth work
• Work experience and training opportunities
• Hands-on experience working with children and young people
• The opportunity to make a real difference in young people’s lives
• A volunteer reference after an agreed period (usually 6 months)

Manchester Young Lives is committed to safeguarding and promoting the welfare of children and young people. The highest priority is given to following guidance and regulations to safeguard children and young people.

Volunteers are required to undergo safer recruitment checks including an Enhanced Disclosure from the Disclosure and Barring Service (DBS)

​Who are Governors for Schools?

Governors for Schools operates across England and Wales to improve educational standards and ensure all children and young people have the chance to realise their full potential.

We believe the key to improving school performance is effective governance. By finding, nurturing and supporting a committed network of governors, we drive positive systematic change that benefits each and every student, regardless of their background.

Governors for Schools recruits and matches volunteers with school governing boards and provides ongoing support.

What’s involved?

There are governor vacancies across England and Wales. Some schools are also looking for remote governors who don't need to live near the school they support.

Governors volunteer at board level to set the strategic vision for their school. This involves constructively challenging current processes, using your unique skills to support senior leaders, and overseeing school finances. You’ll be involved in areas such as monitoring, budget management, and data analysis. As well as putting your expertise to good use, you’ll have the opportunity to develop your professional skills. Ultimately, you’ll work towards facilitating the delivery of a broad and exciting curriculum and oversee wellbeing and inclusion initiatives. Governance represents a fantastic opportunity to develop yourself while making a real impact on the education of children and young people.

Governors work collaboratively with the headteacher and other members of the board, including parents and school staff. In most schools, full board meetings are held termly, as are committee meetings. Many governors will sit on a committee linked to their expertise or interests, such as teaching and learning or finance and resources. In addition to attending meetings, governors will need to read the papers in advance, complete training courses, and occasionally visit their school.

Governors usually support schools for a period of four years and with an estimated time commitment of 7 hours per month. During these hours, you will attend meetings, read papers, attend training sessions, and make occasional visits to school.

Who can be a governor?

The most important part of being a governor is the ability to ask questions, provide support and have the best interests of the school at heart. You don't have to be a parent or have experience in education to become a governor. Schools seek a  wide range of skills to support the board, including finance, HR, and data analysis.

Boards also need governors with a diversity of backgrounds and lived experiences to ensure a range of perspectives are considered during board meetings.

Schools welcome professional experience, as well as community insight and experience of working collaboratively.

You need to be aged 18 or above and there are certain criminal convictions that would exclude you from the role. A Disclosure and Barring Service check will be carried out by the school.

What’s the process?

You can find out more about the school governor role by attending one of our recruitment webinars.

You can complete your online profile on the website, including your motivation to take on the role, your skills and your school preferences. Your regional Partnership Manager will then look at vacancies that match your requirements. Once a school is identified, you will have the opportunity to discuss the role with them in more detail, visit the school, and observe a meeting. If appointed, a DBS check will take place and, in some cases, the school will seek references.

Ongoing support

Governors for Schools isn’t just a matching service. We want to help you thrive in your role through bespoke and ongoing support. We provide eLearning and monthly webinars covering a variety of topics to increase your knowledge of the education sector and governance. You’ll also have access to The Key for School Governors, an information hub designed to show new governors the ropes and offer a useful point of reference for existing governors.

Who are Governors for Schools?

Governors for Schools operates across England and Wales to improve educational standards and ensure all children and young people have the chance to realise their full potential.

We believe the key to improving school performance is effective governance. By finding, nurturing and supporting a committed network of governors, we drive positive systematic change that benefits each and every student, regardless of their background.

Governors for Schools recruits and matches volunteers with school governing boards and provides ongoing support.

What’s involved?

There are governor vacancies across England and Wales. Some schools are also looking for remote governors who don't need to live near the school they support.

Governors volunteer at board level to set the strategic vision for their school. This involves constructively challenging current processes, using your unique skills to support senior leaders, and overseeing school finances. You’ll be involved in areas such as monitoring, budget management, and data analysis. As well as putting your expertise to good use, you’ll have the opportunity to develop your professional skills. Ultimately, you’ll work towards facilitating the delivery of a broad and exciting curriculum and oversee wellbeing and inclusion initiatives. Governance represents a fantastic opportunity to develop yourself while making a real impact on the education of children and young people.

Governors work collaboratively with the headteacher and other members of the board, including parents and school staff. In most schools, full board meetings are held termly, as are committee meetings. Many governors will sit on a committee linked to their expertise or interests, such as teaching and learning or finance and resources. In addition to attending meetings, governors will need to read the papers in advance, complete training courses, and occasionally visit their school.

Governors usually support schools for a period of four years and with an estimated time commitment of 7 hours per month. During these hours, you will attend meetings, read papers, attend training sessions, and make occasional visits to school.

Who can be a governor?

The most important part of being a governor is the ability to ask questions, provide support and have the best interests of the school at heart. You don't have to be a parent or have experience in education to become a governor. Schools seek a  wide range of skills to support the board, including finance, HR, and data analysis.

Boards also need governors with a diversity of backgrounds and lived experiences to ensure a range of perspectives are considered during board meetings.

Schools welcome professional experience, as well as community insight and experience of working collaboratively.

You need to be aged 18 or above and there are certain criminal convictions that would exclude you from the role. A Disclosure and Barring Service check will be carried out by the school.

What’s the process?

You can find out more about the school governor role by attending one of our recruitment webinars.

You can complete your online profile on the website, including your motivation to take on the role, your skills and your school preferences. Your regional Partnership Manager will then look at vacancies that match your requirements. Once a school is identified, you will have the opportunity to discuss the role with them in more detail, visit the school, and observe a meeting. If appointed, a DBS check will take place and, in some cases, the school will seek references.

Ongoing support

Governors for Schools isn’t just a matching service. We want to help you thrive in your role through bespoke and ongoing support. We provide eLearning and monthly webinars covering a variety of topics to increase your knowledge of the education sector and governance. You’ll also have access to The Key for School Governors, an information hub designed to show new governors the ropes and offer a useful point of reference for existing governors.

Every disabled person should have the opportunity to connect with others and be included in the world. Which is why we’re here, in people’s homes, centres and communities, focusing on the things a person can do, not what they can’t. We celebrate the moments of connection that bring more joy to life. Together, we always find a way, no matter how many barriers a person might face.

Sense is a leading disability charity with extensive knowledge and expertise in delivering personalised, creative and flexible support for disabled people with complex needs. Our tailored approach ensures that every person is empowered to live fully at every stage of life.

About the role:

As a Shop Volunteer you’ll be joining a friendly, welcoming team of volunteers and staff who support each other and have a lot of fun along the way. We value every volunteer and the unique perspective, skills and energy you bring. 

Whether you’re sorting donations, creating beautiful displays, or chatting to customers, every task you take on helps to build a more inclusive world. 

We value volunteer development, and as part of this role your can develop your skills further by training to become a till user alongside your regular shop volunteer responsibilities, or progressing into a Key volunteer, a role which includes opening, running, and closing the shop in the absence of the manager.

No matter your reason for volunteering – whether it’s to meet new people, build new skills or support Sense’s cause – there’s a place for you in one of our shops. 

Due to the nature of the role, we require all applicants to be aged 16 or over. You must have a UK address to volunteer with Sense.

Key responsibilities: Shop volunteer 

You’ll spend time doing a range of activities, including:

• Welcoming and assisting customers, providing great customer service, helping create a wonderful shopping experience.
• Receiving donated items from the public, thanking them for their support.
• Sorting, steaming and preparing donations for sale.
• Helping to display stock in eye-catching and exciting ways.
• Keeping the shop floor clean, safe and tidy.
• Talking to customers about Sense and the work we do.

Key responsibilities: Till volunteer

Being a till volunteer includes all the same responsibilities as a shop volunteer, however, when you’re ready, we’ll provide you with additional training to:

• Serve customers on the till in a warm and friendly way.
• Put sales through the till, packing them and thanking the customer for shopping with us.
• Talk to customers about Gift Aid and other fundraising initiatives.

If you are interested in becoming a till volunteer straight away, please select ‘Till volunteer’, as well as ‘Shop volunteer’, when asked which volunteer role/s you are interested in during your application.

Key responsibilities: Key volunteer 

Being a Key volunteer includes all the same responsibilities as a shop and till volunteer. However, if you’re interested in taking on additional responsibilities, you can train to become a Key Volunteer, helping the shop manager by:

• Helping supervise the shop and other volunteers.
• Supporting the shop manager to make sure customers have a great experience.
• Opening and closing the shop when needed.
• Cashing up at the end of the day. 

If you are interested in becoming a Key volunteer straight away, please select ‘Key volunteer’ when asked which volunteer role/s you are interested in during your application.

Skills and qualities:

This role would suit you if you’re:

• Passionate about Sense’s work to support disabled people with complex needs.
• Calm, kind and have a friendly personality.
• A team player who enjoys working with others.
• Enthusiastic, motivated and someone with a positive attitude.
• Respectful of others. 

What we offer you:

As one of our volunteers, you’ll get:

• Full training with ongoing support and guidance from your team.
• A chance to meet new people.
• A great way to develop new skills and share your existing skills.
• The feeling you get knowing you’re making a difference to the lives of disabled people with complex needs.
• A reference to support future applications for paid or voluntary roles.
• Support from our Mental Health First Aiders, should you need it. 

Our values:

Everything we do is underpinned by five core values. These values shape the way we work every day. Our values are:

• We include
• We collaborate
• We find a way
• We challenge
• We celebrate

Who are Governors for Schools?

Governors for Schools operates across England and Wales to improve educational standards and ensure all children and young people have the chance to realise their full potential.

We believe the key to improving school performance is effective governance. By finding, nurturing and supporting a committed network of governors, we drive positive systematic change that benefits each and every student, regardless of their background.

Governors for Schools recruits and matches volunteers with school governing boards and provides ongoing support.

What’s involved?

There are governor vacancies across England and Wales. Some schools are also looking for remote governors who don't need to live near the school they support.

Governors volunteer at board level to set the strategic vision for their school. This involves constructively challenging current processes, using your unique skills to support senior leaders, and overseeing school finances. You’ll be involved in areas such as monitoring, budget management, and data analysis. As well as putting your expertise to good use, you’ll have the opportunity to develop your professional skills. Ultimately, you’ll work towards facilitating the delivery of a broad and exciting curriculum and oversee wellbeing and inclusion initiatives. Governance represents a fantastic opportunity to develop yourself while making a real impact on the education of children and young people.

Governors work collaboratively with the headteacher and other members of the board, including parents and school staff. In most schools, full board meetings are held termly, as are committee meetings. Many governors will sit on a committee linked to their expertise or interests, such as teaching and learning or finance and resources. In addition to attending meetings, governors will need to read the papers in advance, complete training courses, and occasionally visit their school.

Governors usually support schools for a period of four years and with an estimated time commitment of 7 hours per month. During these hours, you will attend meetings, read papers, attend training sessions, and make occasional visits to school.

Who can be a governor?

The most important part of being a governor is the ability to ask questions, provide support and have the best interests of the school at heart. You don't have to be a parent or have experience in education to become a governor. Schools seek a  wide range of skills to support the board, including finance, HR, and data analysis.

Boards also need governors with a diversity of backgrounds and lived experiences to ensure a range of perspectives are considered during board meetings.

Schools welcome professional experience, as well as community insight and experience of working collaboratively.

You need to be aged 18 or above and there are certain criminal convictions that would exclude you from the role. A Disclosure and Barring Service check will be carried out by the school.

What’s the process?

You can find out more about the school governor role by attending one of our recruitment webinars.

You can complete your online profile on the website, including your motivation to take on the role, your skills and your school preferences. Your regional Partnership Manager will then look at vacancies that match your requirements. Once a school is identified, you will have the opportunity to discuss the role with them in more detail, visit the school, and observe a meeting. If appointed, a DBS check will take place and, in some cases, the school will seek references.

Ongoing support

Governors for Schools isn’t just a matching service. We want to help you thrive in your role through bespoke and ongoing support. We provide eLearning and monthly webinars covering a variety of topics to increase your knowledge of the education sector and governance. You’ll also have access to The Key for School Governors, an information hub designed to show new governors the ropes and offer a useful point of reference for existing governors.

Homeless Health Peer Advocate - Salford

Aim of the role

As a Homeless Health Peer Advocate, you will form part of our team helping those experiencing homelessness to achieve better health outcomes.

Homeless Health Peer Advocacy is a pioneering model of advocacy style support. It aims to work towards an inclusive health system where everyone has access to the healthcare they need; ultimately moving people out of homelessness. We want to make it easy for people to access healthcare and improve their health. We know that Homeless Health Peer Advocacy creates a foundation for moving out of homelessness.

Suggested time commitment

Flexible – this volunteering opportunity will take place within our working hours, Monday-Friday: 9-5

Location

Home and Office (Manchester) and Community (Salford)

Supervised by

Ped Durling (Project Coordinator), Esther Baker (HHPA Peer Coordinator)

Main Tasks

This is a varied role, and you could do some or all the following activities:

• Arranging and committing to regular time each week to support clients to get help with their health needs.
• Acting as an advocate for the client, preparing for and supporting with appointments, results, letters and helping them to speak up for themselves.
• Updating your supervisor about calls to people experiencing homelessness and reporting any information/advice/guidance that has been requested
• Reporting any concerns about safety
• Providing feedback to help improve and develop the service
• Sometimes you may meet a client for a one-off appointment, or you might be working with a client over several weeks or months, depending upon their health needs. 

Skills and Experience

Please note this role is ring-fenced for those with lived experiences or multiple disadvantages.

We are looking for:

• People with lived experience of homelessness or risk of homelessness (all forms e.g., rough sleeping, sofa surfing, hidden homelessness)
• Experience of multiple disadvantage: domestic abuse or sexual violence, experience of the criminal justice system, mental ill health, neurodivergence, substance misuse, barriers to accessing healthcare.
• Friendly with good listening skills

• Able to listen and respond to information provided
• A positive, can-do attitude
• Good timekeeping and reliability

• The ability to communicate clear information

Induction, Learning & Development

To enable you to take part in this opportunity Shelter will:

• Provide you with a Volunteer Handbook and all Policies and Procedures
• Provide training: including Equality & Diversity, Health & Safety, Data Protection, and Safeguarding
• Provide access to our suite of internal training programmes and other appropriate Shelter training
• Provide on the job induction
• Pay out-of-pocket expenses in line with Shelter’s volunteer expenses policy

What you will gain

• Experience in homeless health advocacy with a leading national charity working with people experiencing homelessness.
• The opportunity to use your lived experience of homelessness to help develop trusting relationships with other people experiencing homelessness.
• Access to progression support and reflective practice
• The opportunity to meet new people and be part of a team.
• Equipment, like a phone etc to help you in your role.
• References provided if required to potential employers if you are looking for work.
• Regular catchups with your supervisor and opportunity to reflect on your input and role

Next steps

Please complete an online application for this role. After you have applied, we will hold an informal recruitment conversation to discuss the role further.

Please note, you will be asked to declare any unspent convictions and complete a Criminal Record Check. Having a criminal record does not mean that you cannot volunteer with us. It may limit the different ways that you can get involved, but please contact us if you require more information.

If you would like any more information on the role or advice on how to apply, please contact us.

This is a voluntary position that supports the work of our services and is not replacing the work of a paid member of staff. This role profile does not form part of any contract of employment.

1. WHY THIS ROLE EXISTS
Release Therapy for Women provides safe, therapeutic spaces for women across Sussex. Our groups are the heart of what we do, and our Therapeutic Group Support Assistants play a crucial role in ensuring these sessions run smoothly.
You will work alongside a Lead Facilitator to create a warm, inclusive, and physically comfortable environment.
2. KEY RESPONSIBILITIES
Creating a Welcoming Space
* Environment Setup: Arrive early to set up the therapeutic space, ensuring it is tidy, welcoming, and comfortable.
* Sensory Awareness: Pay attention to lighting, noise levels, and seating arrangements to support our neurodivergent participants and those with social anxiety.
* The "Warm Welcome": Greet participants as they arrive, particularly focused on making new members feel at ease and helping to serve drinks.
Supporting the Session
* Facilitation Assistance: Support the Lead Facilitator with practical tasks (handing out materials, managing refreshments, or keeping time).
* Participant Support: Provide a calm, grounded presence. While you are not the primary therapist, you may offer one-to-one emotional support (e.g., sitting with someone who needs a moment outside the circle).
* Closing the Space: Assist in packing away and briefly debriefing with the Facilitator after participants have left.
Inclusion & Data
Actively model inclusive behaviour, ensuring women of all ages, faiths, and sexual orientations feel safe.
* Equality Monitoring: Assist in the distribution of our anonymous Equalities Monitoring forms. In line with our 2026 vision, you will help explain to participants that their data helps us secure the funding needed to keep our groups free for everyone.

3. PERSON SPECIFICATION
Knowledge and Experience
* Counselling Foundation: You have previous counselling experience or have undertaken introductory counselling training.
* Therapeutic Understanding: An understanding of (or a strong interest in) the group therapeutic process and the importance of boundaries and confidentiality.
* Inclusive Values: A deep commitment to equality and a passion for making therapeutic spaces accessible to marginalised groups.
Skills and Abilities
* Empathy & Presence: A calm, grounded, and non-judgemental approach to supporting women in distress.
* Reliability: The ability to commit to a full 6–10 week group cycle to provide continuity of care for our participants.
* Communication: Strong interpersonal skills and the ability to work collaboratively with a Lead Facilitator.
* Local Insight: Ideally, you will live in or have strong ties to Brighton, Worthing, or Shoreham/Southwick.

* This post is only open to female applicants as being female is deemed to be a genuine occupational requirement under Schedule 9, Paragraph 1 of the Equality Act 2010.

The successful candidate will join a highly regarded women-led, women-centred, and trauma-informed charity.

4. WHAT WE OFFER YOU

* Professional Growth: Gain hands-on experience in a therapeutic community setting.
* Support & Supervision: Access to optional clinical supervision when needed to discuss your experiences and wellbeing.
* Inclusive Culture: Be part of a diverse volunteer team (19% neurodiverse and 25% ethnically diverse).
* Training: Induction into our therapeutic model, safeguarding, and cultural competency.
* Expenses: Reimbursement of local travel costs.
5. RECRUITMENT & ONBOARDING
* Trial Period: Participation in one session as an observer/assistant before a full commitment.
* Safeguarding: This role is subject to an enhanced DBS check and a requirement to attend our annual safeguarding training.

About Kith & Kids
We provide activities, opportunities, information, and support for people with a learning disability or autism, their parents and siblings.
For all our projects and activities we are dependent on volunteers.

Our Spring Project
9.30am to 5.30pm, Sat 28th March – Wed 1st April, in north London

We are currently looking for energetic and enthusiastic volunteers, to join us on our fantastic fun-filled Spring Social Development Project.

Volunteers and our members who have disabilities get to know each other as they take part in fun and challenging workshops including sports & games, arts & crafts, cooking and enjoying a day out in London.

What you'll do
On the project you and a fellow volunteer will be paired with one of our members with a learning disability or autism. You'll support and encourage them to take part in a wide range of activities led by professional therapists and workshop leaders.

Our core activities are sports & games, arts & crafts, drama, and music. Previous additional workshops have also included photography, football and cooking and you’ll plan your own exciting outing around London with a fellow volunteer and the Kith & Kids member you're linked with.

Not only is it a time full of fun and games for you and our members, but you are also a vital part in supporting our members to develop their social skills in a day-to-day environment.

Come along and get involved!

Male volunteers especially welcome (we need more – women too)!!

Requirements

What you need
You do not need experience. Full disability awareness training will be provided before you begin volunteering with us.
The only requirements we ask of you are enthusiasm, energy and to be open-minded.
Minimum age for volunteers is 18.

How much time?
The project runs for 5 days, 9.30am to 5.30pm, Sat 28th March – Wed 1st April.
Everyone gets the most out of the project if you come for the full five days as you'll build a close relationship with the member you'll have been supporting and will create the most impact.

What we can offer you
We can reimburse your travel expenses and provide a delicious lunch each day.
We'll also provide excellent training before the project, and lots of helpful support.

By volunteering on our project, you'll also:

• Use and develop your skills
• Learn something new, get involved in fun activities with others
• Increase your confidence
• Meet new people and make friends
• Gain experience for (other) work
• Give something back to the community
• Do something fun and satisfying in your spare time
• Challenge yourself
   

What about training?
Volunteers must attend two training sessions and complete a free DBS check before you begin volunteering.

This is a great opportunity to get to know everyone at Kith & Kids: your fellow volunteers, some of our members you will be working with, and gives the opportunity to develop some new skills and expand your knowledge in our workshops.

Topics we cover include:

• Communication
• Autism
• Supporting emotions
• Safeguarding
• Creativity & Participation
• Epilepsy
   

When do I need to come?
Volunteers must attend two training sessions and complete a free DBS check before taking part.

We'll be running face-to-face training in north London starting on the 15th February with lots of other dates to choose from.

In the meantime, we'll be meeting volunteers online from mid-January.

Training will take place in North London – once we have met you online for a chat, we will send you confirmation of our training venue details.

Just sign up and you'll receive details of what to do next

We are following a number of safety measures when meeting service-users & volunteers. Taking temperature checks on arrival, asking a number of Covid-related questions before entry, wearing face masks where necessary, suggesting for volunteers to take a lateral flow test before attending an activity. These measures are regularly reviewed.

• Do sign up on our website and you'll instantly receive an email asking you to verify you really do want us to send you info.
• Please click 'Yes', then you'll receive further info about the activity and how to book an informal online interview.
• Make sure you check your junk mail for our emails, including the verification one!

Uncurbed Collective is recruiting a new Co-Chair of Trustees to lead alongside existing Co-Chair and founder trustee Janet Charlesworth.

This is a moment of evolution for the organisation. As we continue to grow our disability-led work and strengthen our governance, we are seeking a Co-Chair who believes in shared leadership, collective responsibility, and values-driven decision-making.

This role is not about individual authority. It is about working in partnership, listening well, and supporting the organisation to think strategically while staying grounded in its values.

Alongside your fellow Co-Chair, you will:

• Guide and support an engaged, values-led Board of Trustees
• Help shape Uncurbed’s strategic direction and long-term sustainability
• Champion disability-led governance and shared power in practice
• Work closely with the CEO to ensure strong, transparent leadership and accountability

We are open to a wide range of backgrounds and experiences. You might bring:

• Experience of board leadership, chairing, or senior strategic roles
• Lived experience of disability and/or a strong commitment to equity, access, and inclusion
• Confidence working collaboratively, rather than hierarchically
• Curiosity, generosity, and a willingness to learn alongside others

You do not need to have held a Co-Chair role before. We are particularly keen to hear from people who may not see themselves reflected in traditional governance pathways.

Support and culture

Uncurbed operates a shared leadership model. You will not be expected to do this alone, nor to arrive with all the answers. Trustees work relationally, with care, challenge, and mutual support.

We actively encourage informal conversations before applying.

To apply or ask questions, contact us directly. Access support is available throughout the process.

What are we looking for?

This is a non-executive leadership role. You won’t be involved in day-to-day operations — instead, your focus will be on supporting strong governance, holding space for inclusive strategy, and ensuring the board functions well.

We are looking for someone who can bring clarity, structure, and values-led leadership — and who is confident sharing power within a co-chairing model alongside a trustee with lived experience of disability.

You don’t need to be an expert in disability or the arts — but you do need to be open to learning, able to hold a strategic view, and committed to changing who gets to lead.

You should bring:

• Experience as a Chair or senior trustee in a charity, cultural, or values-led organisation
• Knowledge of good governance and the responsibilities of a non-executive board
• Skills in strategic planning, organisational development, or scaling with integrity
• Confidence in chairing meetings and supporting a group to make clear, inclusive decisions
• A belief in equity, accessibility, and co-leadership as core parts of good governance
• Strong communication skills, emotional intelligence, and a collaborative mindset

We are particularly interested in applicants with experience of:

• The arts, access, or cultural policy
• Strategy, finance, legal structures, or fundraising
• Public health, education, or community development
• Systemic change or inclusive leadership development

You will work closely with the CEO/Artistic Director and Co-Chair to lead the board well — helping us grow sustainably, stay aligned with our mission, and centre lived experience in decision-making. You’ll also play a key role in recruiting and supporting new trustees as the board evolves.

We know leadership is a learning process. If you bring curiosity, commitment, and clarity — we’ll support you to grow with us.

What difference will you make?

You’ll co-lead a board committed to access and culture change — supporting disabled artists to lead, and ensuring the organisation continues to grow with integrity, purpose, and shared power.

We are recruiting for Volunteers to to join our team in the National Domestic Abuse Helpline Team.

Job Title: National Domestic Abuse Helpline Volunteers

Location: Homeworking
Salary: Voluntary role and therefore Salary not applicable
Contract type: Voluntary

Hours: 3-4 hours per week. (We are currently looking for candidates who can support us for shifts between 10am-10pm. Any day, Monday – Friday and 10am-6pm Saturday & Sunday)

We want kind and empathic people to work at Refuge, who believe in equality, diversity, and inclusion, are experts in their area of knowledge, want to make a positive difference and improve the lives of the women and children we support.

This is an opportunity to join Refuge as a Helpline Volunteer to provide high quality practical and emotional support to survivors of domestic violence and their children living in our refuges.

We are looking for volunteers to ensure those who contact us are provided with a safe, supportive and welcoming service as well as providing trauma-informed emotional support to women who are experiencing domestic abuse and other forms of violence against women and girls (VAWG). You will also aid survivors in their understanding the dynamics of domestic abuse and the different forms it takes.

For further information on the key accountabilites for this volunteering role, please see our job profile document.

This post is restricted to women due to the nature of the role. The Occupational Requirement under Schedule 9 (part 1) of the Equality Act 2010 applies.

Closing Date: 09:00am 2nd March 2026

Interview Dates: From Monday 30th March 2026 to Thursday 9th April 2026 (online)

Induction dates:Monday 11th May 2026 – Friday 15th May 2026 inclusive 9.30am-4.30pm (online) (Please note that you would need to be availble for these dates)