Insight 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.

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.

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.

Admin Volunteer, Community Fundraising [Bristol]

Are you looking to use your admin skills to make a difference?

Information about the role

You’ll provide admin support to your local Community Fundraising team. This may include data entry, sending emails and completing research. This will make sure all our donors receive great supporter care, as well as helping us reach more potential supporters. 

Location: Bristol

Suggested contribution: One day per week (can be flexible around your commitments).

Availability: Volunteering will take place at a time that suits you, within Monday-Friday, 9am – 5pm

The above is the essential information you need to know. You can apply now by clicking ‘fill in an application’ or read on more for details. 

Main activities may include:

• Researching new audiences such as schools, local businesses and faith groups based near the Shelter office.

• Support Regional Community Fundraiser in approaching new supporters.

• Provide supporters with fundraising materials and updates on our work by post and email.

• Maintaining supporter records on our database.

• Maintaining basic income spreadsheet such as Just Giving page totals.

• Preparing fundraising packs, posters and documents.

• Distributing flyers and posters in your community to promote our fundraising events.

This role fights the housing emergency by supporting our Community Fundraisers to raise money that enables Shelter to provide advice, support and campaigning for change.

Benefits of volunteering with Shelter

Volunteers are essential to Shelter’s mission to end housing injustice. We welcome volunteers from all backgrounds. The insights and life experiences our volunteers bring to Shelter are valued as much as their contribution through volunteering.

We aim to provide our volunteers with a positive experience. This is by prioritising accessibility and tailoring the support we provide to the needs of the individual. We make sure our policies and processes are equitable, which means that no-one is unfairly disadvantaged while volunteering because of their background or identity.

Your skills and experience 

We’d love the volunteer in this role to have good communication skills and be confident with using IT. But the most impotant thing for this role is that you are passionate about joining our fight for home!

Supporting you

• You will be provided with an induction into your role, access to relevant learning and a copy of our volunteer handbook.

• The role, including learning and communications, are flexible, so can be tailored so they best suit your needs and preferences. 

• You will be able to claim reasonable volunteering expenses in line with Shelter’s volunteer policy. Where financial circumstances would be a barrier to volunteering, we may be able to offer these funds in advance. 

• You will be able to access our volunteer support package, including our colleague assistance programme and Shelter’s network of mental health first aiders.

Next steps

You can apply for this role by clicking ‘fill in an application’. If you need to apply by an alternative method, please contact us.

We will then get back to you about your application. Shortlisted applicants will have a recruitment conversation to discuss the role further.

Upon offer of role, you will be asked to declare any unspent convictions. Having a criminal record does not automatically mean you can’t volunteer with us. We will have a conversation with you to discuss the convictions in relation to the role you have applied for. Sometimes it may limit the ways you can get involved. Please contact us if you require more information.

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.

About IDEMS

IDEMS is a UK-based social enterprise developing the novel human-centred technology infrastructure and products needed to affordably, sustainably scale expert-developed social interventions in variable low-resource communities globally for the greatest social impact. 

IDEMS is now at an inflection point of innovation and growth. 

Our innovation emerges from applied R&D in long-term multidisciplinary innovation collaborations. IDEMS impact-trained mathematical scientists and applied technologists partner with field-leading experts, UN agencies, global and local NGOs and researchers, and affected stakeholders to address grand challenges in areas including education, public health and climate resilience. 

Across variable multiyear, multidisciplinary grand-challenge collaborations, IDEMS has validated the need for and is piloting impact-enabling socio-technical innovation to address a major unmet challenge: How to enable local stakeholders to adapt, take ownership of, and continuously improve, in collaboration with global experts, impact programming to meet the needs of their communities–and do this affordably, sustainably, at scale across variable low-resource contexts? 

IDEMS is developing the novel socio-technical frameworks, infrastructure and products to address this challenge. At the heart of our work is pioneering “meaningful semantic interoperability”. Grounded in the application of frontier mathematical theory and made possible by advances in AI, IDEMS innovation transforms impact programme code and content into structured, reusable atomic data elements that can be malleably reordered, recombined or replaced to create unlimited, entirely new programme applications, interoperable down to the structured atomic data element level. 

IDEMS innovation unlocks impact at scale by enabling: 1) local programme adaptation to meet the highly variable digital, social and economic realities of low-resource contexts, 2) multidirectional data sharing and sensemaking for continuous systemic and local programme improvement, and 3) local ownership and control for a new model of affordable, sustainable, and community-accountable impact innovation. 

In this context, IDEMS faces the challenge of being a deeply innovative technology company, requiring significant mission-aligned impact financing to develop pioneering innovation, with an uncompromising mission to serve the public good. 

The Opportunity
IDEMS is seeking to appoint a Non-Executive Director to join its Board at this exciting stage of growth.

Role Purpose
The Non-Executive Director will provide independent oversight, strategic guidance, and constructive challenge, helping ensure IDEMS delivers on its social mission while strengthening organisational sustainability and impact.

While IDEMS operates at a deep academic and technical level, the role does not require deep technical or mathematical expertise. The Non-Executive Director’s value lies in their ability to develop an understanding of the systemic barriers to responsibly, inclusively scaling social impact in low-resource contexts–and of how existing approaches to scaling impact with technology at best often fail to deliver meaningful impact and at worst introduce new harms and dependencies. 

From that understanding, the Non-Executive Director will bring clear strategic perspective that includes offering high-level challenge and insight to help shape direction, identifying funding and partnership opportunities, strengthening decision-making, and ensuring alignment with social mission.

Key Responsibilities

• Contribute to the strategic direction of the organisation
• Provide independent scrutiny and governance oversight
• Support the executive team through challenge and advice
• Help ensure alignment between mission, impact, and sustainability
• Act as an ambassador for IDEMS, supporting fundraising, partnerships and visibility

Person Specification
We are particularly interested in individuals who bring a combination of the following (we do not expect any one person to have all of these):

• Senior leadership or board-level experience
• Interest in social impact, international development, or education
• Strong understanding of, or experience with, social and non-equity-based enterprise investment (of particular interest)
• Understanding of technology, data, or innovation ecosystems (desirable)
• Experience in governance, finance, scaling organisations, partnerships, or impact evaluation

A commitment to IDEMS’ values is essential, including collaboration, respect for complexity, and a focus on long-term impact.

Time Commitment
Approximately 5–10 days per year, including Board meetings and at least one full day at an in-person team meeting.

Why Join IDEMS?

• Be part of a globally recognised social enterprise addressing complex challenges
• Work with a diverse, international team
• Contribute to innovative approaches to technology for public good, including advancing new models for responsible, accountable AI
• Help shape an organisation focused on long-term, meaningful impact

Voice 21 – Trustee with fundraising expertise 

About Voice 21
Voice 21 is the national oracy education charity. We support schools to build speaking and listening into the curriculum, teaching, learning and wider school life so that every child can use their voice to thrive in school, work and life. Our training and development programmes for teachers and school leaders transform learning through talk, expanding access to high-quality oracy education, particularly for children who need it most.

Why join the Voice 21 Board of Trustees now?
Since its inception in 2015, Voice 21 has built a national movement to put oracy at the heart of education in the UK. In November 2025, the government responded to Professor Becky Francis’s Curriculum and Assessment Review by adopting the definition of oracy used by Voice 21 and by the independent Oracy Commission in its 2024 report,  We Need to Talk: ‘Articulating ideas, developing understanding and engaging with others through speaking, listening and communication’.

The government has also committed to publish national guidance on oracy, modelled on the Writing Framework, and to strengthening oracy teaching within subjects. The Schools White Paper published in February 2026 reinforced this direction, positioning oracy as the fourth “R” alongside reading, writing and maths.

Oracy is now firmly part of national policy, and Voice 21 continues to build evidence of its impact on young people’s attainment, wellbeing, belonging and career readiness.

This policy shift represents a major campaigning success for Voice 21 and others who campaigned  alongside us. Our new 2030 Strategy aims to seize this moment and secure high-quality, evidence-based oracy education for every child, particularly for those children in schools serving disadvantaged communities.

Investment will be critical to achieving this ambition. Fundraising currently provides 20% of our income. Our goal is to increase this to 40%, doubling fundraised income to support delivery of our 2030 strategy.

The Role: Trustee with fundraising expertise

Voice 21 is keen to strengthen its board-level knowledge and skills by adding a fundraising specialist trustee. We are looking to appoint a strategic fundraising leader who has substantial experience of successfully developing fundraising departments and growing voluntary income. As trustee, you will provide strategic oversight, constructive challenge and advice on fundraising strategy.

Ideally your career will have focused on high value and relationship fundraising (philanthropy, trusts, corporate partnerships). As a subject specialist, you will help to expand and deepen fellow trustees’ understanding of fundraising strategy and operations, providing knowledge, guidance, challenge and advocacy.

Your expertise will be invaluable at this pivotal moment for Voice 21, as the charity prepares to launch an ambitious new strategy, with a goal to double fundraised income by 2030. Your insights will be particularly appreciated by the experienced Head of Fundraising, CEO and Director of Operations – including contributing critical/analytic skills to help evaluate fundraising ideas and opportunities – though your primary focus will be advising on fundraising at governance level.

Knowledge And Experience: 

• Significant senior fundraising experience, with proven ability to secure major income.

• Personal experience working with high profile figures, senior leaders in major companies, people with high levels of personal wealth who are seeking charitable missions like ours to support.

• Understanding of charity leadership, including developing and implementing organisational strategy.

• Broad understanding of fundraising management across income streams.

Why this role matters:

This is an opportunity to make a real difference in tackling the disadvantage gap at a pivotal moment for oracy education. You will have the chance to influence a dynamic Board and staff team with great ambitions for our 2030 Strategy.

Time commitment:

• Board meetings: three per year, in person in London (9am–12pm)

• Annual strategy day (9am - 3pm)

• Finance Committee: four virtual meetings per year (approximately 2 hours per meeting) 

• Opportunities to attend Voice 21 events throughout the year.

Safeguarding:

This role is subject to an enhanced DBS check.

Application details:

To apply:

• a CV and a covering letter of 1- 2 pages; 

Please include: 

• Details of your interest in joining Voice 21 as a trustee; 

• An outline of your current work / relevant experience; 

• A note of any training and development needs you think you’ll have if you are appointed. 

Valuing every voice

Voice 21 believes that every voice should be heard and valued. We are committed to the equal treatment of all current and prospective employees and trustees do not condone discrimination on the basis of age, disability, sex, sexual orientation, pregnancy and maternity, race or ethnicity, religion or belief, gender identity, or marriage and civil partnership. Voice 21 is a diverse and inclusive workplace and we strongly encourage suitably qualified applicants from a wide range of backgrounds to apply and join us.

Volunteer role (reasonable expenses reimbursed)
 
Location: Remote (Poole-based charity; meetings held online/hybrid)
Time commitment: Around 4 to 6 hours per month on average, with extra time needed around budgeting and year-end accounts
Term: 1 year, eligible for re-election annually
Board meetings: Approximately 6 per year (online/hybrid)
 
What you’ll do
You’ll join the Board as Trustee Treasurer and help provide clear, steady oversight of the charity’s financial governance. Working with fellow trustees and any staff or external support, you’ll help ensure the charity’s finances are well managed, transparent, and aligned with its purpose and values.
 
You’ll help the board make confident decisions so the charity can sustain and grow its work. You don’t need prior trustee experience if you can offer financial insight, integrity, and a willingness to contribute at board level.
 
If you’re an experienced Treasurer, or you’d like this to be your first trustee role, we’d love to hear from you.
 
Key responsibilities
You’ll help the Board to:

• Maintain oversight of financial affairs and ensure appropriate controls and procedures are in place
• Ensure proper accounting records are maintained, and resources are safeguarded and used in line with the charity’s purposes
• Review income, expenditure and cash flow, and flag risks or concerns early
• Provide oversight of payroll processes and contractor payments, supporting segregation of duties where possible
• Support key financial policies such as reserves (and investment policy where relevant)
• Lead or support annual budget-setting, monitor performance against budget, and support sustainability and longer-term planning
• Ensure the Board receives clear financial information and present updates at trustee meetings to support informed decision-making
• Oversee annual accounts, liaise with the independent examiner (or auditors if applicable), and support timely Charity Commission submissions
• Act as the Board’s lead on financial governance matters

 
What you’ll get from the role

• A full trustee induction, plus support to get up to speed on the charity’s finances and current processes
• The chance to make a real difference behind the scenes, helping the Board make confident decisions
• Opportunities to develop your governance experience and deepen your financial oversight skills
• A welcoming board environment where constructive challenge is valued

 
This role will suit you if you
 
Essential

• Have knowledge of (or affinity with) Christian Science and/or faith-based community work and the ability to represent the charity’s purpose and values appropriately and sensitively
• Can read, interpret and explain budgets, management accounts and cash flow to non-finance trustees
• Bring integrity, sound judgement, and the confidence to ask the right questions
• Work well with others and can offer constructive challenge and support
• Can commit the time and follow through on agreed actions

 
Desirable

• Charity finance or trustee experience
• Accounting/bookkeeping/controls/risk background
• Experience working with an independent examiner/auditor
• Familiarity with charity reporting (including SORP awareness)
• Experience chairing or contributing to a finance committee

 
About us
You’ll be supporting a Poole-based registered charity (England & Wales) that serves as a central resource for Christian Science literature and activities. You don’t need to be a Christian Scientist to apply, but you should be comfortable supporting and representing the charity’s purpose and values as a trustee.
 
Inclusion and accessibility
We welcome applications from people of all backgrounds and life experiences. If you need adjustments at any stage of the process, please tell us what would help.
 
Safer recruitment, eligibility and declarations
We’re committed to safeguarding and to taking reasonable steps to protect everyone who comes into contact with the charity. Appointments will be subject to proportionate safer recruitment checks and declarations, which may include references and verification of identity.
 
This includes confirmation that you are not disqualified from acting as a charity trustee under the Charity Commission’s automatic disqualification rules, and a conflict of interest declaration with agreement on how any conflicts will be managed.
 
A DBS check will only be considered where it is legally eligible and proportionate to the activities of the role.
 
How to apply
Please submit your CV along with a statement of up to one page explaining your interest in supporting the charity’s purpose and values in a Trustee capacity, and any relevant experience.

• Closing date: 23 June 2026 (we review applications as they’re received)
• Interviews: Remote via Microsoft Teams

Note: We reserve the right to close early if we appoint before the closing date.
 
REF-228 788

 

 

Lead Volunteer

Mind Retail

 

About the role

Without the help and support we receive from our Lead Volunteers and volunteer teams we wouldn’t be successful at what we do. Our Lead Volunteers play a key role by supporting the shop management team with the day to day running and management of our shops - helping us to raise crucial funds from the sale of pre-loved, donated stock to fund Mind's vital mental health support services.

Our shops are vibrant hubs in local communities across England and Wales. In our Lead Volunteer role, you’ll play a key part in building this community, helping to create a culture where every person is valued and supported - and where people have fun!

You can gain a wide variety of knowledge, skills and experience by becoming one of our valued Lead Volunteers, including:

· Experience working as part of, and leading, a diverse team

· Shop management, retail management and key holder experience

· Opportunities to improve your management, leadership and interpersonal skills

· Stock organisation, processing, pricing and merchandising skills

· Cash handling skills, including management cash functions

· Understanding of sales information, including takings

· Commercial knowledge and skills

· Understanding of policies and procedures

· Administrative skills

· IT skills

· Additional learning and development opportunities, including your own eLearning account with access to personal and professional development courses

Our Lead Volunteer roles are also flexible, so they're perfect for fitting in around your commitments. We value any time that you can give us, so whether it’s a few hours a week or a few days – we’d love to hear from you!

We need great people like you to help us in the fight for mental health. Will you join us?

Click on the role profile to find out more about our Lead Volunteer role and read on to hear some stories from our existing Lead Volunteers!

 

About You

• Commitment to our values & behaviours
• Enthusiastic and committed to achieving shop targets
• Flexible and adaptable approach
• Ability to work as a team and on your own initiative
• Able to build good working relationships
• Ability to work within Mind Retail’s policies and procedures
• Willingness to learn
• Good customer service skills
• Good communication skills

 

About Mind Retail

Mind Retail are a network of almost 200 shops across England and Wales, generating a net income of around £21 million per year. We have ambitious plans to grow over the next few years and we're going to be fighting for mental health in a way we never have before. We won't stop until everyone with a mental health problem gets the support and respect they deserve.

 

Safer Recruitment at Mind Retail

We are committed to safeguarding and promoting the welfare of our employees and volunteers and we expect anyone working or volunteering with us to share this commitment. This role may involve the supervision of young volunteers who are under 18. Because of this, the minimum age for this role is 18 and under our Safer Recruitment Policy, you’ll also be required to agree to an enhanced DBS check.

 

Our Commitment

We embrace the different perspectives that each of us bring. We want our staff and volunteers to be authentic and bring their whole selves to work. We want Mind to be a workplace that truly reflects the diverse backgrounds and experiences of the people we support. Where everyone is appreciated – regardless of race, gender, age, religion, identity and experience.

 

Hear from some of our existing Lead Volunteers…

 

Stuart, Lead Volunteer at our North Shields Mind Shop

Why did you want to become a Lead Volunteer?

I chose to volunteer at Mind, specifically because of the cause – I support the charity in what they want to achieve. Mind also supported me through the lockdown period during the pandemic, which I found very isolating.

I’ve volunteered for Mind for 20 years - I started volunteering for Mind in 2005. At the time, I had a full-time job, but I wanted to try volunteering. I’ve volunteered in a number of Mind shops, including Wallsend, Whitley Bay, Gateshead (which was where I became a Lead Volunteer) and finally, North Shields.

I wanted to become a Lead Volunteer to gain more experience, which I can then pass onto others. I now undertake key holder duties in my current shop. It was a little scary to begin with, but there was plenty of support from the wider region and I feel really proud to now be doing the role.

What knowledge and skills have you gained or developed whilst being in the Lead Volunteer role?

I’ve developed my technology skills – I’ve learnt how to use the till, how to use the computer including emails and Microsoft Teams, how to complete eLearning and the new Gift Aid hub. I struggled a bit before with technology, so it’s really helped me to be exposed to it more. I’ve also developed cash handling skills and how to deal with external contractors. My confidence has really grown and I’m also now able to cover local stores too!

What do you enjoy most about being a Lead Volunteer?

I really enjoy giving amazing customer service and working with the team of staff and volunteers – we have lots of fun whilst we work! The shop has a great atmosphere. My Shop Manager has said she couldn’t do without me! I would really recommend for anyone to come and volunteer with Mind – it’s a great way to meet new people.

 

 

Lead Volunteer at our Turnham Green Mind Shop

Why did you want to become a Lead Volunteer?

I wanted to become a Lead Volunteer because I wanted to take on more responsibilities and keep myself as productive as possible. By taking on more responsibilities, I’m able to support the wider team with certain activities within the shop. It’s also helped me become less focused on my myself and my own problems. I suffer from low self-esteem and felt that by becoming a Lead Volunteer, it would help strengthen my self-worth.

What knowledge and skills have you gained or developed whilst being in the Lead Volunteer role?

As I have never worked in retail, becoming a Lead Volunteer has given me more insight into how the retail industry and how Mind Retail operates day-to-day. I have become more patient and not as isolated as before. My communication skills have improved too.

What do you enjoy most about being a Lead Volunteer?

Certain customers are confiding in me about their mental health. I find it great to be able to assist and provide some support. We all just need an ear to listen…

It’s also great to be able to make decisions too. The team I work with at the shop are very supportive and understanding – they look after me and I feel like a belong to a small family. The team really understand that our shops are not just shops! They’re a place where everyone, including those with mental health problems, can feel safe and listened to.

 

 

Lead Volunteer

Mind Retail

 

About the role

Without the help and support we receive from our Lead Volunteers and volunteer teams we wouldn’t be successful at what we do. Our Lead Volunteers play a key role by supporting the shop management team with the day to day running and management of our shops - helping us to raise crucial funds from the sale of pre-loved, donated stock to fund Mind's vital mental health support services.

Our shops are vibrant hubs in local communities across England and Wales. In our Lead Volunteer role, you’ll play a key part in building this community, helping to create a culture where every person is valued and supported - and where people have fun!

You can gain a wide variety of knowledge, skills and experience by becoming one of our valued Lead Volunteers, including:

· Experience working as part of, and leading, a diverse team

· Shop management, retail management and key holder experience

· Opportunities to improve your management, leadership and interpersonal skills

· Stock organisation, processing, pricing and merchandising skills

· Cash handling skills, including management cash functions

· Understanding of sales information, including takings

· Commercial knowledge and skills

· Understanding of policies and procedures

· Administrative skills

· IT skills

· Additional learning and development opportunities, including your own eLearning account with access to personal and professional development courses

Our Lead Volunteer roles are also flexible, so they're perfect for fitting in around your commitments. We value any time that you can give us, so whether it’s a few hours a week or a few days – we’d love to hear from you!

We need great people like you to help us in the fight for mental health. Will you join us?

Click on the role profile to find out more about our Lead Volunteer role and read on to hear some stories from our existing Lead Volunteers!

 

About You

• Commitment to our values & behaviours
• Enthusiastic and committed to achieving shop targets
• Flexible and adaptable approach
• Ability to work as a team and on your own initiative
• Able to build good working relationships
• Ability to work within Mind Retail’s policies and procedures
• Willingness to learn
• Good customer service skills
• Good communication skills

 

About Mind Retail

Mind Retail are a network of almost 200 shops across England and Wales, generating a net income of around £21 million per year. We have ambitious plans to grow over the next few years and we're going to be fighting for mental health in a way we never have before. We won't stop until everyone with a mental health problem gets the support and respect they deserve.

 

Safer Recruitment at Mind Retail

We are committed to safeguarding and promoting the welfare of our employees and volunteers and we expect anyone working or volunteering with us to share this commitment. This role may involve the supervision of young volunteers who are under 18. Because of this, the minimum age for this role is 18 and under our Safer Recruitment Policy, you’ll also be required to agree to an enhanced DBS check.

 

Our Commitment

We embrace the different perspectives that each of us bring. We want our staff and volunteers to be authentic and bring their whole selves to work. We want Mind to be a workplace that truly reflects the diverse backgrounds and experiences of the people we support. Where everyone is appreciated – regardless of race, gender, age, religion, identity and experience.

 

Hear from some of our existing Lead Volunteers…

 

Stuart, Lead Volunteer at our North Shields Mind Shop

Why did you want to become a Lead Volunteer?

I chose to volunteer at Mind, specifically because of the cause – I support the charity in what they want to achieve. Mind also supported me through the lockdown period during the pandemic, which I found very isolating.

I’ve volunteered for Mind for 20 years - I started volunteering for Mind in 2005. At the time, I had a full-time job, but I wanted to try volunteering. I’ve volunteered in a number of Mind shops, including Wallsend, Whitley Bay, Gateshead (which was where I became a Lead Volunteer) and finally, North Shields.

I wanted to become a Lead Volunteer to gain more experience, which I can then pass onto others. I now undertake key holder duties in my current shop. It was a little scary to begin with, but there was plenty of support from the wider region and I feel really proud to now be doing the role.

What knowledge and skills have you gained or developed whilst being in the Lead Volunteer role?

I’ve developed my technology skills – I’ve learnt how to use the till, how to use the computer including emails and Microsoft Teams, how to complete eLearning and the new Gift Aid hub. I struggled a bit before with technology, so it’s really helped me to be exposed to it more. I’ve also developed cash handling skills and how to deal with external contractors. My confidence has really grown and I’m also now able to cover local stores too!

What do you enjoy most about being a Lead Volunteer?

I really enjoy giving amazing customer service and working with the team of staff and volunteers – we have lots of fun whilst we work! The shop has a great atmosphere. My Shop Manager has said she couldn’t do without me! I would really recommend for anyone to come and volunteer with Mind – it’s a great way to meet new people.

 

 

Lead Volunteer at our Turnham Green Mind Shop

Why did you want to become a Lead Volunteer?

I wanted to become a Lead Volunteer because I wanted to take on more responsibilities and keep myself as productive as possible. By taking on more responsibilities, I’m able to support the wider team with certain activities within the shop. It’s also helped me become less focused on my myself and my own problems. I suffer from low self-esteem and felt that by becoming a Lead Volunteer, it would help strengthen my self-worth.

What knowledge and skills have you gained or developed whilst being in the Lead Volunteer role?

As I have never worked in retail, becoming a Lead Volunteer has given me more insight into how the retail industry and how Mind Retail operates day-to-day. I have become more patient and not as isolated as before. My communication skills have improved too.

What do you enjoy most about being a Lead Volunteer?

Certain customers are confiding in me about their mental health. I find it great to be able to assist and provide some support. We all just need an ear to listen…

It’s also great to be able to make decisions too. The team I work with at the shop are very supportive and understanding – they look after me and I feel like a belong to a small family. The team really understand that our shops are not just shops! They’re a place where everyone, including those with mental health problems, can feel safe and listened to.