Delivery 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 Fédération Internationale de la Jeunesse, in English International Youth Federation (IYF), is an international non-profit youth organization network governed by the present Statutes and the Swiss Civil Code. It is politically neutral and non-denominational, aiming to empower youth worldwide.

The IYF Bureau of Management has direct responsibility for the management and oversight of the organization and provides leadership, advisory, and management support to the IYF Headquarters and other executive branches.

Under overall guidance and supervision of the Human Resources Specialist, the HR Analyst provides leadership and support in the execution of the full range of HR services, ensuring their transparency and integrity. The HR Analyst works in close collaboration with the HQ and executive branches, Regional Administrations and project teams to provide HR support and resolve complex HR-related issues and information delivery. The HR Analyst promotes a collaborative, client-orientated approach and promotes the maintenance of high staff morale.

Mission Statement
To voluntarily represent, positively promote, and uphold the mission of “Empowering youth for a better world” in various programs and opportunities throughout the IYF interventions across member countries.

Responsibilities
(A) Ensures administration and implementation of HR strategies and policies, adapts processes and procedures:
• Full compliance of HR recording and reporting systems with the IYF rules and regulations, procedures and strategies; effective implementation of the HR management system;
• Provision of advice and information on corporate strategies, changes in rules and regulations, implementation of personnel rules, strategic use of contractual modalities, application of entitlements, change management processes;
• HR business process mapping and elaboration of the content of internal Standard Operating Procedures (SOPs) in HR management.
(B) Ensures effective administration of human resources:
• Organization of recruitment processes, including drafting job descriptions, provision of input to the job classification process, vacancy announcement, screening of candidates, and participation in interview panels. Provision of advice on recruitment in the IYF projects;
• Creation/update of positions in the system, performing the functions of HR Administrator, and timely follow-up with the Management on HR-related issues;
• Administration of the IYF rosters, including e-rosters.

Skills Required

• Recruitment & Talent Acquisition Coordination
  Experience organizing end-to-end recruitment processes: drafting job descriptions, posting vacancies, screening candidates, coordinating interviews, and supporting selection panels.
• HR Administration & Systems Management
  Ability to manage HR records, update positions in HR systems, maintain e-rosters, and ensure compliance with organizational policies and procedures.
• HR Policy Implementation & Advisory Support
  Capacity to interpret and apply HR rules, provide guidance on contractual modalities and entitlements, and support change management processes.
• Process Improvement & SOP Development
  Skills in mapping HR business processes and contributing to the development or refinement of Standard Operating Procedures (SOPs).
• Communication & Stakeholder Coordination
  Strong written and verbal communication skills to liaise with HQ, regional teams, management, and candidates, while maintaining a collaborative and client-orientated approach.

Experience 
Experience within an NGO, INGO (such as the United Nations), charity, government, non-profit, not-for-profit, international relations, international development (such as USAID) or youth empowerment or similar organization is advantageous but not essential. 

Minimum Hours per Week:

4-6 hours per week

Duration:

6+ months

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 the CARAS ESOL Team:

Our ESOL team offer English language classes to adults at a wide range of levels. This provides vital skills, opportunities and social contact and is crucial for enabling people to attend college and access other services in the future.

About the Role: 

CARAS is looking for volunteer ESOL Teaching Assistants to support our online Zoom classes on Wednesdays: 

• ESOL Entry 2+ level: 1:30pm to 2:30pm (plus a 10-minute debrief) 

Please note that ESOL classes do not run during school holidays, and we follow Wandsworth Council term dates.

As a volunteer ESOL Teaching Assistant your role is flexible and varied. It will involve supporting the Adult ESOL Teacher in the delivery of online Zoom classes, as well as providing learners with one-to-one or small-group support. 

Volunteer tasks and responsibilities: 

• Providing learners with one-to-one or small group support within ESOL classes; 

• Helping learners build confidence in digital literacy; 

• 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 lessons; 

• 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; 

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

Requirements:  

Essential  

• To be 18 years or older; 

• An interest in education and English language teaching; 

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

• To be reliable and punctual; 

• Excellent communication skills, especially with people with varying levels of English; 

• The ability to volunteer on Tuesday mornings during Wandsworth term time for a minimum of three months;  

• Able to provide five years’ worth of addresses, and willing to undergo a DBS check; * 

• Able to attend compulsory volunteer induction training (online) general and safeguarding prior to start of role 

• UK resident; has asylum-seeker or refugee status 

*DBS and proof of residency is not necessary if you are a CARAS community member who is more recently arrived in the UK. 

Desirable  

• Knowledge of community languages, such as (including Arabic, Tigrinya, Amharic, Pashto, Dari, Farsi, Kurdish, Somali and Spanish). 

Through volunteering with us you will: 

• 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; 

• Be able to access relevant training, including ESOL safeguarding training; 

• Gain experience in teaching and interpreting. 

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

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.

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.

Working Chance is a unique, pioneering, award-winning national charity that supports women with criminal convictions into employment. We support women to create independent purposeful lives through helping them to build careers, we break cycles of reoffending and we inspire employers to embrace inclusive hiring.

This is an exciting time for Working Chance as we start developing our new three-year strategy which will come into effect from 1 September. The new strategy will see us taking an ever bolder stance on speaking up for women with convictions, solidifying our position as a thought leader on how to improve the employment rate of these women, and moving into providing consultancy for employers seeking our guidance and input on their recruitment and employment practices.

We are looking for an inspiring and committed Chair of Trustees to lead our Board at this exciting point in our development. This is a unique opportunity to shape the strategic direction of a highly respected and impactful charity, while championing a mission that addresses inequality, social justice and economic inclusion.

As Chair, you will work closely with the Chief Executive and fellow trustees to ensure strong governance, clear strategic focus, effective oversight and financial sustainability, while acting as an ambassador for Working Chance and its values. Download the Appointment Brief to learn all about the role, the charity and the recruitment process, and if you think you might be the person we’re looking for, we’d love to hear from you.

Closing date: 9am on Monday 16 March

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 WE ARE

Westmill Sustainable Energy Trust (WeSET) is a registered charity established by members of the Westmill Wind Farm and Solar Co-operatives. WeSET promotes sustainable energy deployment and education, primarily within a 25-mile radius of the Westmill Wind Farm and Solar Park, near the village of Watchfield, between Swindon and Oxford.

The Wind Farm at Westmill has been operating for nearly twenty years now, with five turbines that produce enough electricity to power about 2,800 homes. The Solar Park sits beside the turbines and produces electricity for about 1,600 homes.

Both projects are community-owned. In fact, the solar park was the first community-owned of its kind in the UK, and at its inception it was thought to be the UK’s first and the world’s largest co-operatively run, community-owned solar installation. Country Living has called Westmill one of the "6 most impressive solar farms around the world" to visit. 

Westmill is the only place in southern England where people can see wind and solar power in action on the same site. 

WHAT WE DO

One of the main ways in which WeSET connects with others is by giving tours of Westmill, where we welcome groups -  large and small - consisting of members of the public, plus community groups, primary school classes and university students. Additionally, on occasion, we also welcome planners, civil servants, councillors and others involved in making decisions about renewable energy.

THE OPPORTUNITY

We are looking for enthusiastic individuals to join our team of volunteers at WeSET to help guide people around the Westmill site. If you are passionate about sustainable energy and a low-carbon future, and are eager to share your interest with others, then we'd love to hear from you.

As a WeSET volunteer tour guide you will interact with our visitors, telling the story of how the Westmill Wind Farm & Solar Park was created, describing how our turbines were installed and how they operate, and detailing the installation and energy generation of over twenty-thousand solar panels. You would be trained and guided on the tour content and its delivery.

On some occasions, you will be working alone in welcoming and leading groups at Westmill, and on other occasions you may be working alongside other guides.

You may also prefer to work as 'guide support' which is another volunteering role available that provides practical help to our guides during the tours.

Our team of volunteers is a small but friendly group of individuals who enjoy an engaging experience, not only through tours, but also through some internal social events that WeSET arranges.

WHO WE ARE LOOKING FOR

If you already have knowledge of renewables then this would be useful. But it is by no means essential as we can introduce you! Either way, we would run you through some training and shadowing sessions to bring you up to speed.

Experience of work in a public-facing role would also be useful, but is not crucial as you will be guided on the rudiments by our existing guides, with continuing, ongoing support from WeSET's Visits Coordinator.

It's important to say that this opportunity may only suitable for people who live in north-east Wiltshire, south-east Gloucestershire, north-east Wiltshire and north-west Berkshire, as we are looking for people who can easily and quickly travel to the Westmill site. We can offer reimbursement for any travel expenses, usually within a 15-mile radius of Westmill, and this can be discussed in advance of any volunteering.

If you have a happy, friendly demeanour, with a genuine passion for sustainability, then this could be a great opportunity to share that passion and meet other like-minded people at the same time!

If you would like to help lead visitors around Westmill, while helping to promote clean green energy, then please contact us, detailing a little about you, where you are based, your background and any relevant experience.

Role Description: 

This role sits within our new Coproduction and Transformation Project

The role of the Co-Production Volunteer is central to the success of the Co-Production and Transformation and Engagement Project. Volunteers bring lived experience, local knowledge, and critical perspectives to support the redesign of mental health services, so they are inclusive, accessible, and rooted in the real needs of those who use them.

This role exists to ensure that service users, carers, and community members have a meaningful voice in shaping decisions that affect care delivery. Volunteers will work alongside professionals, clinical teams, and other stakeholders to challenge assumptions, identify gaps, highlight strengths, and co-create improvements. Whether drawing from personal experiences of mental health challenges, supporting someone through the system, or working in the community, volunteers act as equal partners in transformation. They help build bridges between professionals and service users, promote accountability, and encourage a culture of openness and innovation.

Through structured engagement such as workshops, advisory groups, feedback panels, and co-design activities, the Co-Production Volunteers will contribute to the long-term sustainability and responsiveness of mental health services. Their insights help ensure that care is not only clinically effective but also emotionally safe, culturally sensitive, and aligned with what matters most to the people it serves.

Main Tasks

· Attend monthly co-production workshops, steering groups, or feedback sessions

· Share personal and/or collective experiences to inform service transformation

· Provide administrative support- send and respond to emails, input information on our database

· Review materials and provide feedback (e.g., policies, pathways, information leaflets)

· Participate in recruitment panels, focus groups, and pilot testing where appropriate

· Help create accessible, inclusive spaces that welcome diverse voices

· Promote equality, dignity, and psychological safety within meetings

· Support evaluation activities and co-authoring of reports or recommendations

· Uphold HFEH Mind values and behaviours

We are looking for someone who:

· Has lived experience of mental health challenges

· Good communicator

· Passionate about improving NHS West London Mental Health services

· Are a non-judgmental and friendly individual 

· Lived experience of mental health services (personal or as a carer/family member/community member)

· A commitment to improving mental health care and reducing stigma

· Willingness to share personal insights in a respectful and constructive way

· Openness to listen and engage with others from diverse backgrounds

· Ability to attend meetings and participate reliably (online or in person)

· Basic communication and interpersonal skills (speaking, listening, expressing views)

· Comfortable working as part of a group, including with professionals and other volunteers

· Respect for confidentiality and group boundaries

· Ability to reflect, ask questions, and provide feedback on ideas, documents or processes

· Interest in learning about co-production, service transformation or health improvement

· Respect for inclusion, anti-discrimination, and safeguarding practices

· Willingness to learn digital tools (such as Zoom or MS Teams) with support if needed

· An understanding of the local community context and the challenges people may face accessing care

Those from or have an interest in:

• Black and Minority Ethnic Communities
• Civic Responsibility and Communities
• Disability
• Employment, Education and Training
• Health and Social Care
• Homeless and Housing

What's in it for the Coproduction Volunteer? 

Joining our Service User Network is a fantastic opportunity to get involved with a nationally recognized charity, whilst supporting positive changes within the NHS West London Trust. We provide initial and ongoing training, as well as plenty of opportunities for progression within the organization. You will also be a part of a supportive team with great awareness of wellbeing and the mental health sector. 

Primary Location:          Walton Firs Activity Centre, Convent Lane, Cobham, Surrey KYT11 1HB
Secondary Location:     Dixcart House, Addlestone Road, Bourne Business Park, Addlestone, Surrey KT15 2LE
Remuneration:                Voluntary (reasonable expenses will be reimbursed)
Time Commitment:       Between 15 and 40 hours annually, depending on personal capacity. Role commitments include five board meetings per year including the annual general meeting, and periodic sub-committees and public events.

1. Organisational Information:

1.1 The Walton Firs Foundation is a Surrey-based registered charity (Charity registration number: 1113830), and a company limited by guarantee without share capital (Companies House registration number: 05695208). The Foundation’s charitable mission is to support young people’s personal development and social inclusion, through enabling their engagement in outdoor education, vocational training, and volunteering programmes. Since its establishment in 2006, the Foundation has enabled over 250,000 young people from across the south-east of England to learn, develop and enjoy in nature, including many whose backgrounds and circumstances have previously restricted their access to the natural environment. The Foundation is a recipient of The Queen’s Award for Voluntary Service, in recognition of its developmental impact on the lives of young people. In 2024/25, the Foundation recorded a total income of £852,977, and a net trading surplus of £81,286.

1.2 The Foundation owns and manages Walton Firs Activity Centre, a fifty-acre facility that provides forty land-based outdoor education activities and residential capacity to accommodate up to 1,100 young people. The activity centre is commissioned by a wide range of children’s and youth service providers and by primary, secondary and SEND schools to deliver high quality curriculum enhancement programmes and outdoor learning activities. In addition, the activity centre directly-delivers a range of services for local young people, including holiday and afterschool activity projects, work experience programmes, and The Duke of Edinburgh’s Award. In 2024/25, Walton Firs Activity Centre delivered 479 service commissions and engaged 32,000 young people in outdoor learning activities and programmes.

1.3 Currently, the Foundation has six trustees / directors, who work with the company secretary under the leadership of the chairman of the board, to provide oversight and scrutiny of, and support and guidance to, the chief executive officer and the activity centre management team. A group of twenty-five charity patrons provide overview over the trustees / directors.

1.4 For more information about the Walton Firs Foundation and Walton Firs Activity Centre, please visit our website

2. Role Purpose:

2.1 The Trustees / Directors of the Walton Firs Foundation serve simultaneously as a charity trustees and as company directors, and manage statutory duties under the Companies Act 2006. They are responsible for the strategic direction, operational governance, and financial status of the organisation, and work closely with the chief executive officer to ensure the Foundation delivers its charitable objects and activities for the public benefit, in compliance with the Charity Commission’s regulations and company law. The role’s key accountabilities include ensurance of the Foundation’s capacity to manage high-quality outdoor education experiences and facilities for young people, whilst complying with all relevant legislative and regulatory requirements.

3. Key Responsibilities:

Governance and Compliance:

3.1 The Trustees / Directors:

3.1.1 Ensure the organisation complies with its governing document, charity law, company law, and other relevant legislation / regulations including health and safety, safeguarding, data protection, and employment law.

3.1.2 Ensure the organisation is managed ethically and with integrity, and avoid conflicts of interest or misuse of charity / company assets.

3.1.3 Ensure that organisational policies, procedures, and practices comply with legal requirements and sector best practice.

3.1.4 Ensure the safeguarding and promotion of the wellbeing and safety of children and young people.

Strategic Leadership:

3.2 The Trustees / Directors:

3.2.1 Contribute to setting the organisation’s strategic direction, vision, mission, and values.

3.2.2 Monitor the organisation’s performance against agreed objectives and outcomes.

3.2.3 Ensure the organisation’s activities align with its charitable objects and activities, and provide measurable public benefit.

Financial Stewardship:

3.3 The Trustees / Directors:

3.3.1 Ensure effective and efficient management of the organisation’s resources, including safeguarding assets and ensuring funds are used exclusively to pursue the charity’s objects and activities.

3.3.2 Approve annual budgets, business plans, and financial statements.

3.3.3 Oversee risk management, ensuring appropriate internal controls, reserves, and sustainability planning.

Board and Organisational Development:

3.4 The Trustees / Directors:

3.4.1 Actively participate in board meetings and relevant committees.

3.4.2 Contribute expertise, constructive challenge, and support to the chief executive officer.

3.4.3 Support fundraising and income generation, ensuring compliance with the Fundraising Regulator’s Code of Practice.

3.4.4 Promote the organisation’s work to stakeholders, partners, and the wider community.

4. Statutory Duties as a Charity Trustee:

4.1 In accordance with the Charity Commission regulations, the Trustees of the Walton Firs Foundation:

4.1.1 Act in the charity’s best interests – prioritise the needs of the charity beneficiaries above personal or external interests.

4.1.2 Manage the charity’s resources responsibly – ensure effective use of charity funds, assets, and staff and volunteers.

4.1.3 Act with reasonable care and skill – use personal and professional competencies and experience to inform charity decision-making.

4.1.4 Ensure accountability – be answerable to beneficiaries, patrons, the Charity Commission, funders, and the wider public.

5. Statutory Duties as a Company Director:

5.1 In accordance with the Companies Act 2006, the Directors of the Walton Firs Foundation:

5.1.1 Promote the success of the company for the benefit of its customers.

5.1.2 Exercise independent judgment and make organisational decisions objectively.

5.1.3 Exercise reasonable care, skill and diligence based on personal and professional expertise and the standards expected of a company director.

5.1.4 Avoid conflicts of interest and declare any that arise.

5.1.5 Refuse benefits from third parties that could compromise their independence.

5.1.6 Ensure accurate records and filings are maintained with Companies House.

6. Person Specification:

6.1 Essential Criteria:

6.1.1 Commitment to the charity’s objects and activities: the provision of developmental outdoor education opportunities for the benefit of young people.

6.1.2 Knowledge and understanding of the legal duties, responsibilities, and liabilities of charity trustees and company directors.

6.1.3 Capacity to think strategically and contribute to organisational policy and procedural development.

6.1.4 Effective communication, interpersonal and advocacy skills.

6.1.5 Integrity, objectivity, and willingness to assert personal views and opinions.

6.1.6 Availability to attend meetings and engage fully in governance activities.

6.2 Desirable Criteria:

6.2.1 Experience of the delivery and management of education, youth work, outdoor learning, or related sectors.

6.2.2 Financial, legal, or governance expertise.

6.2.3 Fundraising, marketing, or business development experience.

6.2.4 Human resources, accountancy, project management experience.

6.2.5 Educational curriculum design and delivery, capital project management experience.

6.2.6 Health and safety and quality control and assurance procedures experience

6.2.7 Volunteer engagement and development experience

6.2.8 Lived experience or understanding of the needs and aspirations of young people.

7. Additional Information:

7.1 Trustees / Directors are appointed for a term of four years, renewable subject to board approval.

7.2 The Trustee / Director role is unpaid, but reasonable out-of-pocket expenses will be reimbursed where requested.

7.3 Training and induction will be provided for Trustees / Directors, and ongoing development opportunities supported as required.

This role is advertised as part of TPP's Free Giving Back Services. This volunteer advertisement copy has been supplied to TPP and applicants apply direct to the organisation. Please contact the organisation directly if you have any questions about this volunteer role.

Emerge Worldwide is seeking a strategic and creative Social Media Lead to lead — and actively deliver — our digital communications.

This role is both strategic and practical. You will design content, publish content, host online discussions and actively manage platforms.

You will lead and set clear strategy, direction and plans for Emerge Worldwide’s Social Media communications, create engaging content, supervise the Team and encourage community mobilisation.

You will work closely with the Communications Deprtamnet and colloborate with the Education, Events & Fundraising and Policy departments and external stakeholders.

Strategy & Direction

• Develop and implement the Social Media & Digital Strategy aligned to campaigns and organisational priorities.
• Set KPIs and growth targets.
• Lead monthly planning meetings and oversee content calendars.
• Manage and support Social Media Volunteers, including performance management / feedback meetings.
• Content Creation, Design & Publishing

Design, create and publish high-quality digital content across platforms.

• Manage day-to-day posting and scheduling.
• Create graphics, reels, videos, carousels, and campaign visuals.
• Capture live content from events where required.
• Ensure all content aligns with brand standards.
• Language, Messaging & Communications Collaboration

Work closely with the Communications Department to ensure:

• Trauma-informed and safeguarding-aware language
• Consistent tone of voice

Alignment with policy and campaign messaging

• Review and refine messaging before publication where necessary.
• Ensure sensitive topics are handled ethically and responsibly and all information meets safeguarding, confidentiality and GDPR standards.
• Cross-Department Collaboration

Collaborate with all Emerge Worldwide departments

• Translate departmental work into engaging digital content.
• Support campaign launches and digital activations.

Analytics & Growth

• Monitor analytics and produce monthly performance reports and feed into quarterly impact reports.
• Optimise content based on insights.
• Grow reach, engagement and supporter conversion.

What are we looking for?

• Experience managing and actively posting across social media platforms.
• Strong graphic design capability (Canva or equivalent).
• Experience creating and editing short-form video content.
• Ability to write compelling, engaging, trauma-informed content.
• Good attention to detail and accuracy.
• Ability to transform small snippets of information into interesting and engaging stories suitable for Social Media platforms
• Experience collaborating with communications teams on tone and messaging.
• Experience working across teams and gathering content from stakeholders.
• Strong organisational skills and ability to manage content calendars.
• Passion for ending sexual exploitation and trafficking.
• A motivated, enthusiastic individual who is has proven working experience and is passionate about social media and marketing, and producing tangible results.
• Good interpersonal skills dealing with people sensitively and respectfully from a wide range of backgrounds.
• Strong strategic development, project management and articulate communication skills.
• Experience of managing a team and projects
• Experience of managing multiple campaigns, with excellent organisational and time management skills, delivering effective targeted outcomes
• The ability to inspire people to act and get involved internally and externally
• Proactive and shows initiative, with the ability to work unsupervised
• Friendly, approachable manner – able to build rapport with a range of partners     and staff, and provide a collaborative team environment

What difference will you make?
The Social Media Lead plays a strategic and safeguarding-critical role in advancing Emerge Worldwide’s mission to prevent grooming, sexual exploitation and sex trafficking.

This role is not simply about posting content. It is about shaping narrative, increasing prevention, strengthening partnerships and ensuring that women and girls encounter accurate, trauma-informed information in digital spaces.

Through a clear digital strategy and consistent messaging, the Social Media Lead strengthens Emerge Worldwide’s credibility and national voice. A strong online presence builds trust with survivors, professionals, schools, corporates and policymakers — opening doors for training, partnerships and funding that directly support prevention and empowerment initiatives.

Consistent, high-quality posting has preventative impact. Educational content about red flags, online grooming, coercive control and intersectional vulnerabilities can help young people recognise harmful behaviour earlier. Parents, carers and teachers may identify warning signs sooner. Increased awareness can interrupt exploitation before it escalates.

Collaboration with the Communications Department ensures language is trauma-informed and safeguarding-aware. Sensitive issues are handled ethically, reducing the risk of re-traumatisation and creating a digital environment where survivors feel seen, respected and safe.

Cross-department collaboration ensures campaigns, policy work, education programmes and fundraising initiatives are amplified effectively. This leads to increased attendance at training, stronger campaign mobilisation, greater public engagement and enhanced funding — all of which contribute to tangible protection and support for vulnerable girls and young women.

By analysing performance data, the Social Media Lead helps Emerge Worldwide reach high-risk demographics more effectively. Data-informed decisions improve targeting, engagement and resource allocation, ensuring messaging reaches those most vulnerable.

In summary, the outcomes of this role contribute directly to early identification, public education, cultural awareness and increased access to prevention services. The Social Media Lead helps transform awareness into action — strengthening Emerge Worldwide’s impact in advocating for women and girls against grooming, sexual exploitation and sex trafficking.

Face Painter Volunteer

About The Role

As a face painter you will be out and about in the grounds, engaging with visitors to create memories and helping them and you to have a great day out!

We believe that the best way for people to understand and connect to wetlands is to experience them, so we awe-inspiring nature up close at Martin Mere Wetland Centre, visitors can explore unique wetland habitats and the amazing array of birds and mammals that inhabit them. Our volunteers help to welcome and inspire visitors.

Volunteers are an essential part of the WWT team. You’ll get a warm welcome, including information on training, equipment and anything else you need. 
 
If you are interested in volunteering for WWT but don’t wish to apply online, please email us or give us a call and leave a message with your name and number. 
 
Just to let you know, some of our roles are very popular. To help our teams and minimise disappointment for people kind enough to want to support us, we might take roles down before the closing date if we get a lot of applications. If you do miss a role, or are looking for something particular, you can sign up to opportunity alerts. 
 

About You 

This role will suit you if you:

• Have good communication skills and an outgoing personality
• Looking for some relevant work experience
• Have a willingness to talk to visitors both on a one-to-one level and to larger groups
• Are interested in education related activities and the natural environment
• Have excellent customer service skills
• Enjoy working with families and children
• Have previous experience of face painting
• Are happy volunteering on your own initiative under the direction of the Visitor Experience Manager

Please note that unfortunately this role is not suitable for Under 18’s.

About Us

We’re WWT, and we’re on a mission to restore the super-powered ecosystems we call wetlands. There’s never been a more important moment for our work, and we’ve got some phenomenal people on the case.

Whether they’re taking a new visitor under their wing, or conducting ground-breaking research further afield, our team are second to none. And there’s nothing we love more than watching them soar.

Whatever you do here, you’ll be helping to restore wetlands and unlock their power. So, the only question left is, what role will you play?

Why you’ll love volunteering at WWT:
 

• Feel good knowing you are helping to restore wetlands, and our world
• Be surrounded and inspired by like-minded wetland lovers
• Hear from the people who inject their energy, passion and expertise into wetlands and wildlife – talks, walks, webinars, tea and cake…
• Free entry to all our wetland centres, including your family
• Volunteer discount on shopping and memberships
• Access to webinars and practical information to help you manage daily life

How to Apply: 

For more information on this fun role, and others, and to apply, please visit our website. 

We look forward to hearing from you!