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.

The Lucy Faithfull Foundation is looking for three exceptional Trustees to help realise our vision: a world where children live free from the threat of sexual abuse.

For over 30 years, we’ve led the way in child protection — preventing abuse before it happens, supporting families, influencing policy, and running the world‑leading Stop It Now helpline. Our work is challenging, essential, and life‑changing.

Our charity has recently grown with remarkable pace and purpose. We are proud of the progress we have made and the strong financial footing we now stand on. As several of our long‑serving trustees prepare to retire, we are seeking three exceptional individuals to join our Board and help guide the next stage of our development.

We are now recruiting:

• Research Trustee who brings enhanced research expertise to strengthen the Board’s oversight of research strategy, quality, ethics and impact.
• Finance Trustee who brings enhanced financial expertise to strengthen the Board’s oversight of financial governance.
• Scotland Representative Trustee who is based in Scotland who can strengthen our strategic presence, partnerships and governance within the Scottish context.

If you bring strategic insight, strong leadership, and a commitment to safeguarding children, we want to hear from you.

What You’ll Do

• Shape the charity’s strategy and culture
• Support and challenge the CEO and Senior Leadership Team
• Oversee finances, risk, safeguarding, and compliance
• Champion our mission and raise our profile
• Attend four Board meetings a year (mix of in‑person and online), plus the AGM and relevant committees

This is a voluntary role; reasonable travel expenses are reimbursed.

What You’ll Bring

• Passion for protecting children
• Strategic thinking and sound judgement
• Strong communication and relationship‑building skills
• Commitment to equity, diversity, inclusion, and the Nolan Principles
• Ability to collaborate, challenge constructively, and lead with integrity

Why Join Us?

You’ll help steer a pioneering UK charity with national impact, working alongside experts dedicated to keeping children safe. Your contribution will shape prevention efforts today — and protect children for generations.

Ready to Make a Difference?

If you share our values and want to play a vital role in child protection, we’d love to hear from you.

Apply now and help us build a safer future for every child.

Are you passionate about creating transformative learning experiences that empower individuals and communities? 

Tell My Truth and Shame the Devil C.I.C. is seeking a skilled Instructional Designer to join our founding volunteer team. This role is central to designing, structuring and delivering educational programmes that support survivors, young people and marginalised communities to access knowledge, develop skills and achieve personal and collective growth.

Purpose of the role:

The Volunteer Instructional Designer supports our mission by designing engaging, effective and learner-centred educational materials. In this role, you will collaborate with subject matter experts, program staff and other volunteers to transform ideas and content into structured learning experiences that are accessible, inclusive and impactful.

About the Role:

As Instructional Designer, you will work closely with the Membership Director, Book Club Coordinator, and Social & Digital Media Education Lead to develop structured learning pathways, modules, and resources for our membership programmes. Your work will ensure that all learning experiences are engaging, accessible, and aligned with our anti-capitalist, community-driven, and survivor-centred mission. This is a hands-on, impactful role combining strategy, creativity, and operational delivery.

Experience Qualification and Requirements

Essential Technical Competencies:

• Experience in instructional design, curriculum development or educational programme creation in formal or informal learning environments.
• Proven experience designing and delivering community-based education, training or learning programmes.
• Experience using content creation tools (e.g., Microsoft PowerPoint, Google Workspace, Canva).
• Basic familiarity with e-learning tools, learning management systems or content creation software is a plus.
• Ability to develop structured learning pathways with clear outcomes and assessments.
• Ability to translate complex or technical information into clear, accessible and inclusive learning materials.
• Knowledge of accessibility and inclusive design best practices.
• Hands-on experience contributing to open-source projects.
• Implementing security, accessibility or system optimisation practices in real-world projects.

Desirable / Can Be Developed:

• Experience in instructional design, learning design or educational content creation.
• Developing skills in structuring learning objectives, activities and simple assessments.
• Willingness to collaborate with facilitators, subject matter experts and community members.

Qualifications:

• Formal qualifications are not required but desirable.
• Experience in education, instructional design, learning and development or a related field is valued.

Main Responsibilities/ Key Duties

• Design and develop educational programmes, courses and learning resources for members and volunteers.
• Collaborate with subject matter experts, facilitators and leadership to ensure content is accurate, relevant and impactful.
• Structure learning experiences with clear objectives, assessments and progression pathways.
• Integrate digital platforms, multimedia resources and interactive tools to enhance accessibility and engagement.
• Evaluate learning outcomes and gather participant feedback to continuously improve programmes.
• Ensure all learning programmes comply with safeguarding, accessibility and data protection standards.
• Ensure all integrations follow best practices for security, data privacy and performance, maintaining
• compliance with GDPR and other relevant standards.
• Facilitate knowledge transfer by providing clear resources for onboarding new volunteers, team members and technical contributors.
• Maintain documentation of course materials, learning pathways and instructional guides for internal use.
• Support capacity-building by training facilitators, volunteers and community members in programme delivery.
• Collaborate with leadership, technical teams and stakeholders to define the long-term vision and goals for digital platforms and systems.
• Identify opportunities for innovation, including new features, technologies, tools or workflows that improve platform functionality, user experience and operational efficiency.
• Continuously monitor the open-source platform to ensure optimal performance, uptime and reliability, using monitoring tools, analytics, and performance metrics.
• Identify and diagnose technical issues, bugs, or system errors promptly, assessing root causes and prioritising fixes based on impact and urgency.

What This Role Offers You:

• Leadership experience in designing and delivering learning initiatives that directly impact communities.
• Personal and professional growth through hands-on instructional development and facilitation.
• The opportunity to shape transformative learning systems within a pioneering, values-led CIC.
• The satisfaction of empowering survivors, young people, and community members through education.

What This Role Is Not For:

• Individuals seeking purely administrative or content curation work without engagement.
• Those unwilling to adapt learning resources to diverse audiences and community needs.
• People expecting pre-packaged or rigid course structures—this role requires creativity, collaboration, and active problem-solving.

Next Steps

Shortlisted applicants will be invited to

• A values-led conversation.
• If you are ready to design meaningful learning experiences that empower communities and foster personal transformation, we want to hear from you. 
• Apply now and help build education systems that create lasting social impact.

A Final Word
Design learning turns knowledge into action. Shapes the path from curiosity to competence.

If you know that: Education is the bridge between knowledge and action.A bridge between knowing and doing

Are you passionate about harnessing digital platforms and social media to educate, empower and inspire communities? 

Tell My Truth and Shame the Devil C.I.C. is seeking a visionary Social & Digital Media Education Lead to join our founding volunteer team. This role is central to designing and delivering educational programmes that equip members with the knowledge, skills and confidence to use social media and digital tools safely, creatively and impactfully.

Purpose of the role:

The Volunteer Social & Digital Media Education Lead is responsible for designing, developing and delivering educational programmes focused on social and digital media skills. This role supports the organisation’s mission by empowering volunteers, staff and community members with the knowledge and tools to effectively use digital platforms for communication, outreach and engagement. 

About the role:

As Social & Digital Media Education Lead, you will develop and lead training, workshops, and resources for community members, volunteers, and staff. You will work closely with the Instructional Designer, Membership Director, and Technical Systems Liaison to ensure digital learning aligns with our anti-capitalist, survivor-led, and community-driven mission. This is a strategic and hands-on role where your expertise directly enables communities to navigate and leverage digital spaces safely and effectively.

Experience Qualification and Requirements

Essential Technical Competencies:

• Experience managing social media platforms, including content creation, scheduling and audience engagement.
• Experience designing and delivering digital education programmes or training courses.
• Skilled in facilitating online workshops, webinars or interactive learning sessions.
• Ability to create multimedia learning materials such as videos, presentations and guides.
• Ability to support learners in building practical digital skills.
• Knowledge of major social media platforms, digital tools and safe online practices.
• Strong communication skills for clear instruction and guidance.
• Ability to design, deliver and evaluate digital learning content effectively.
• Formal qualifications in digital media, communications or a related field or equivalent professional/volunteer experience.
• Practical experience demonstrating digital content creation, online facilitation or programme management. 

Desirable / Can Be Developed:

• Experience or strong interest in social media, digital content creation or online community engagement. 
• Strong interest in community education, inclusion and positive digital participation.
• Developing skills in creating educational or informative digital content (posts, short videos, guides or campaigns). 

Qualifications:

• Formal qualifications are not required but desirable.
• Relevant study, training or experience in social media, digital communication, education, marketing or community engagement is valued.

Main Responsibilities/ Key Duties

• Design and deliver educational programmes, workshops and learning resources on social media literacy.
• Develop training on digital safety and responsible online behaviour.
• Monitor digital trends, tools and risks to ensure training content is relevant, current and safe.
• Develop engaging, practical learning experiences for diverse audiences.
• Update and adapt learning materials to reflect changes in social media platforms and digital practices.
• Align digital media training with organisational goals and programme objectives.
• Provide practical guidance to ensure learners can apply digital skills confidently.
• Support members and volunteers in applying digital skills, including content creation, online communication and platform navigation.
• Develop assessment tools, guides and documentation to track learning progress and measure outcomes.
• Maintain records of learning activities and progress to inform programme improvements.
• Foster confidence and competence among learners and staff in applying digital skills responsibly and effectively.
• Monitor compliance and provide feedback to continuously improve digital education programmes in line with organisational standards.
• Ensure all digital education activities comply with safeguarding policies, protecting vulnerable participants and maintaining a safe learning environment.
• Apply best practices in data-driven decision-making to ensure digital education initiatives are learner-focused, inclusive and aligned with organisational objectives.

What This Role Offers You:

• Leadership experience in designing and delivering digital literacy and media education programmes.
•  Personal and professional growth through hands-on engagement with diverse community members.
• Opportunity to shape the digital literacy and empowerment framework within a pioneering, values-led CIC.
• The satisfaction of enabling members to confidently navigate digital spaces, share their stories and amplify community impact.

What This Role Is Not For:

• Individuals seeking purely administrative or technical work without engagement or training responsibilities.
• Those unwilling to uphold safeguarding, data protection and ethical online practice standards.
• People expecting pre-set, rigid curricula—this role requires creativity, adaptability and proactive problem-solving.

Next Steps

Shortlisted applicants will be invited to

• A values-led conversation.
• If you are ready to educate, empower, and guide communities through digital spaces while fostering meaningful social impact, we want to hear from you. 
• Apply now and become a key driver of transformative digital education.

A Final Word

Data is about people, not numbers. Trust is built through care and accuracy.

If you know that: Respect keeps relationships strong.

The Membership Director is responsible for building, growing, and protecting the heart of the CIC:
our membership community. Membership is not a mailing list. It is a collective of people choosing to belong, contribute, and build together.
This role shapes:

• How people enter the organisation
• How they stay connected
• How they feel valued, informed, and aligned
• How community becomes sustainability

Experience Qualification and Requirements

Essential 

• Ability to commit grassroots full-time effort during the build phase (rest follows completion, not the clock)
• Comfort working unpaid while foundational systems and culture are established
• Deep alignment with community-led, anti-capitalist values and collective ownership
• High levels of consistency, focus, and self-direction in ambiguous, early-stage environments
• Clear understanding that meaningful change requires discipline, structure, and follow-through, not aesthetics or hype
• Commitment to always working through organisational values: Each One Teach One, Love As Law, Knowledge of Self
• Prior experience in one or more of the following: community building or stewardship, membership programmes or participation models , customer, supporter, or community experience roles, systems thinking and organisational design, digital platforms, CRMs, or data-informed engagement, purpose-driven, grassroots, or movement-led organisations
• Ability to balance strategic thinking with practical implementation
• Strong relational skills, including listening, facilitation, and respectful boundary-setting
• Comfort holding complexity, conflict, and accountability with care
• Willingness to be both architect and steward of culture
• Integrity, clarity, and long-term commitment

Desirable 

• (Intentionally left open for growth as the role evolves in an early-stage organisation)

Qualifications

• Formal qualifications not required

Main Responsibilities/ Key Duties

Membership Strategy & Structure

• Design and implement the CIC’s founding membership model, defining clear entry points, engagement pathways, and retention approaches rooted in participation rather than extraction.
• Shape intentional progression routes that support members to move from supporter → contributor → leader, ensuring growth in responsibility, agency, and influence over time.
• Align membership pathways with donor journeys, ambassador programmes, and volunteering routes, ensuring coherence across engagement, fundraising, and advocacy without conflating value with money.

Community Building

• Create a membership culture where people consistently feel seen, informed, included, and valued, regardless of role, status, or capacity.
• Establish sustainable rhythms of communication, updates, shared learning, and reflection that foster belonging, trust, and transparency.
• Enable decentralised participation by supporting member-led initiatives, peer leadership, and collective decision-making rather than top-down control.
• Act as a steward of healthy community dynamics, encouraging dialogue, accountability, and mutual care.

Systems & Data

• Oversee the setup and ongoing use of membership systems (e.g. CiviCRM or equivalent), ensuring they serve people rather than manage them.
• Track and interpret membership growth, engagement, and retention, using insight to strengthen participation and address disengagement early.
• Work collaboratively with Digital, Finance, and Social teams to maintain clean, accurate data and ensure ethical, transparent, and values-aligned data use.

Values & Culture

• Protect the integrity of the membership community by upholding CIC values in all structures, communications, and decisions.
• Identify and address misalignment early, clearly, and respectfully, prioritising restoration and learning over exclusion.
• Co-create and uphold community standards rooted in care, accountability, and shared responsibility—not surveillance or control.

Founding Responsibility

• Help design the future paid Membership Department, including roles, systems, and workflows that reflect collectivism and sustainability.
• Contribute to long-term organisational planning, ensuring membership is a pillar of resilience and shared ownership.
• Act as a culture carrier, modelling commitment, discipline, and collective leadership throughout the build phase.

This Role Is NOT for You If

• You want quick money
• You need external validation to stay motivated
• You prefer rigid hierarchies
• You are uncomfortable with responsibility
• You are only here for a title

What You Gain

• A founding leadership role in a growing CIC

The chance to help design:

• Future paid roles

• Income structures

• Working culture

• Deep personal transformation through meaningful work

• Real contribution to social and cultural change

• Collective success, not individual competition

As the CIC scales, this role is expected to evolve into a paid senior leadership position, shaped by those who built it.

A Final Word

We are not offering security.

We are offering possibility.

We are not promising ease.

We are building truth, structure, and collective power.

If you know the old world is ending —

and you want to help build what comes next —

This role is for you. 

Are you a technically skilled problem-solver ready to contribute to transformative social impact? 

Tell My Truth and Shame the Devil C.I.C. is seeking a pioneering Open-Source Platform Engineer to join our founding volunteer team. This role is central to building and maintaining the digital infrastructure that will power our survivor-led, community-owned membership ecosystem for 2026 and beyond. You will be directly shaping the systems that enable vulnerable and marginalised communities to access resources, engage safely and participate in transformative personal development.

Purpose of the role:

The Volunteer Open-Source Platform Engineer contributes to the development, maintenance and improvement of open-source software platforms that support the organisation’s mission. This role involves collaborating with developers, contributors and stakeholders to build scalable, reliable and efficient solutions while ensuring code quality, security and accessibility.

About the Role:

As our Open-Source Platform Engineer, you will design, develop, and maintain the core technology stack for our membership platform, ensuring it is secure, scalable, and aligned with open-source principles. You will work closely with the Membership Director, Technical Systems Liaison, and other team members to integrate community-facing tools, data systems, and collaborative features that support our anti-capitalist, values-led mission. This is a hands-on, impact-driven role where your technical expertise directly enables social change.

Experience Qualification and Requirements

Essential Technical Competencies:

• Experience designing, integrating and maintaining APIs, as well as managing secure authentication and data practices.
• Familiarity with cloud-hosted and on-premises system environments, including deployment and maintenance.
• Proven experience in open-source development, software engineering or systems architecture.
• Ability to clearly document technical processes, system workflows and platform architecture.
• Skilled at communicating complex technical concepts to non-technical stakeholders.
• Contributing to open-source projects or collaborative software development initiatives.
• Strong problem-solving and troubleshooting abilities to debug code, optimise performance and implement improvements.

Desirable / Can Be Developed:

• Basic understanding of open-source software principles and collaborative development practices. 
• Familiarity with at least one programming or scripting language (e.g. Python, JavaScript, Bash or similar).
• Developing knowledge of system reliability, security best practices and performance monitoring.
• A problem-solving mindset, curiosity and enthusiasm for learning new tools and technologies.

Qualifications:

• Formal qualifications are not required but desirable.
• Practical experience through open-source contributions, personal projects, study or volunteering is valued.
• Willingness to learn and complete required induction or training.

Main Responsibilities/ Key Duties

• Develop, implement and maintain the open-source membership platform and associated tools to support community engagement and organisational objectives.
• Build scalable, secure and accessible systems that facilitate user registration, content management and interactive community features.
• Build robust content management systems (CMS) to enable efficient creation, organisation, publishing and retrieval of digital content for community members and volunteers.
• Integrate third-party tools, APIs and plug-ins to extend platform functionality in alignment with organisational goals and requirements.
• Collaborate with technical and non-technical team members to understand community and organisational needs, translating them into functional and user-friendly systems.
• Provide technical guidance and insights to inform strategic decisions around system architecture, integrations, platform design and development priorities.
• Monitor platform performance and troubleshoot issues, proactively identifying and resolving technical problems to ensure smooth operation.
• Ensure documentation supports compliance and best practices, including data protection, accessibility standards and organisational policies.
• Use documentation as a tool for continuous improvement, identifying gaps, optimising workflows and refining platform usability based on feedback.
• Document technical processes, system architecture and user guides to maintain organisational knowledge, support future development and assist team onboarding.
• Contribute to the ongoing strategy for digital systems development and platform innovation, suggesting improvements, new features and best practices for long-term sustainability.
• Facilitate knowledge transfer by providing documentation that supports onboarding of new volunteers, technical contributors and staff members.

What This Role Offers You:

• The opportunity to shape the digital foundation of a pioneering C.I.C. and directly impact survivor-led and community-driven initiatives.
• Hands-on leadership experience in open-source systems design and platform development.
• Personal growth through working in an innovative, mission-driven environment tackling real-world social challenges.
• The satisfaction of contributing to a platform that empowers marginalised communities, amplifies survivor voices and builds collective culture.​

What This Role Is Not For:

• Individuals seeking traditional corporate structures, hierarchies or purely financial reward.
• Those unwilling to work within an anti-capitalist, collaborative, values-led framework.
• People expecting pre-built systems or rigid processes—this role requires creativity, problem-solving and adaptability.

Next Steps

Shortlisted applicants will be invited to

• A values-led conversation.
• If you are ready to apply your technical skills to a high-impact, community-driven initiative and help build systems that empower survivors and marginalised communities, we want to hear from you. 
• Apply now and be part of creating something truly transformative.

A Final Word
Platforms enable communities to connect.

If you know that: Turn organisational needs into practical. User-friendly digital solutions support communities to connect.

Manor Gardens Welfare Trust has been at the heart of Islington since 1913, where we were set up to address 10% rates of infant mortality. More than a century later, we're still pioneering: our Dahlia Project is the UK's first specialist psychotherapy service for FGM survivors, our award-winning Surplus Café, and leadership of the Islington Food Partnership have made us a serious force in community food justice, our advocacy work supports some of the boroughs most vulnerable residents in 16 community languages, and our youth services work with young people at risk of gang violence and exploitation in one of London's most deprived boroughs. We own three Grade II listed buildings in Upper Holloway, directly support over 2,500 people a year, and reach 10,000 more through outreach and partnerships. 

What we do

From multilingual advocacy and community wellbeing to youth work, therapeutic services, and food security, we work across the intersections of disadvantage, with particular expertise in supporting refugee and minoritised communities, survivors of FGM and sexual violence, young people at risk of exploitation, and people facing mental health challenges. We are a small organisation with an outsized impact, and we take seriously our responsibility to influence policy as well as deliver services.

What we're looking for

We're seeking trustees with expertise in one or more of the below areas:

Fundraising and income development — You will have significant experience leading or overseeing fundraising strategy, with a strong track record across trusts and foundations, statutory commissioning, or other income streams relevant to a charity of our size and complexity. You understand what sustainable income looks like for a community health organisation navigating a difficult funding environment.

Services and community leadership — You will have deep experience leading or developing services for under-represented, minoritised, or marginalised communities, ideally in the voluntary and community sector. You understand what excellent, culturally competent, trauma-informed practice looks like — and how to govern it well.

Human resources — You will have significant HR expertise and an understanding of what good people management looks like in a complex, mission-driven organisation. Whether your background is in-house, consultancy, or the voluntary sector, you'll be able to bring a thoughtful, practical perspective to workforce questions at board level and contribute to our HR and Communications sub-group, as well as the wider board.

In either case, you'll bring strong communication skills, genuine commitment to equity and inclusion, and the strategic clarity to contribute meaningfully at board level.

What you'll join

Our board of six trustees brings expertise spanning third sector leadership, asset management, law, HR, finance, and communications. We meet five times a year, with three sub-groups (Fundraising and Services; HR and Communications; Finance and Facilities) that meet as needed. The time commitment averages around six hours per month. Trustees are appointed for three-year terms, with the potential for renewal.

Knowledge

Understanding of the legal duties, responsibilities and liabilities of trustees.

Qualities and Behaviours

Strategic vision;

Commitment to inclusion, equalities and diversity and to the vision and mission of our charity;

Commitment to MGWT’s values;

Interpersonal and communication skills;

Collaborative approach;

Honesty and integrity;

Willingness and ability to devote the necessary time and effort to the role.

We warmly welcome applications from people with lived experience of the issues we address, and from those who are under-represented in charity governance more broadly.

Lead a small trusted local mental health charity at an important moment of growth.

The Counselling Partnership provides affordable, professional counselling to adults across North Surrey, and will be celebrating its 25th Anniversary next March.  Our dual-impact model supports both individuals facing mental health challenges and trainee counsellors developing safe and effective practice.

The charity is entering a period of expansion in the scope and scale of mental health support to the local community. We are looking for someone who has big picture thinking to help provide strategic leadership and help guide the organisation sustainably into its next phase. 

We're looking for new Board Members who are interested in making a real difference to the future of Graeae.

A pivotal member who is recruited for their specialist skills or knowledge and because they are representative of those with a stake or interest in Graeae’s work. In law, Trustees of Graeae have three particular duties – compliance, care and prudence – which are set out in the recruitment pack.

We are interested in hearing from Deaf, Disabled and neurodivergent individuals and looking to recruit 3-4 people with experience in one or more of the following:

• Financial management
• Law
• Producing (commercial and subsidised sectors)
• Business planning and management
• Equity, diversity and inclusion
• Delivering digital projects
• Fundraising
• HR

Being a Graeae Board Member can be stimulating, challenging and rewarding. It offers the chance to work with a dedicated, committed, resourceful and professional group of people (staff team, Board and advisers) in an innovative and challenging environment.

About us

The London Foundation for Banking & Finance’s (LFBF) is a registered charity incorporated by Royal Charter. Our charitable purpose ‘is the advancement of knowledge of and education in financial services and to carry out research and publish the results for the benefit of the public.’

LFBF also recognises the highest level of professional competence by awarding chartered status to individuals who have demonstrated their commitment to continued education and professional excellence within Financial Services.

Our Story

The London Foundation for Banking & Finance (LFBF) started life back in March 1879, when a group of bank workers came together to establish leadership and professional practice principles for the industry. They created the first Institute of Bankers in England and Wales to offer educational resources to those in the sector.

Over the years, the organisation developed its own industry leading qualifications to create a gold standard of banking and financial education. It also established itself as a leading voice in the banking world, providing invaluable insights into all areas of the industry and promoting the highest standards of professional competency.

Today, we exist to support the advancement of knowledge and education in financial services. Previously, we were called The London Institute of Banking and Finance (LIBF), and we were renamed following the sale of our education and training activities in March 2023.

Today, our focus is on:

• Supporting our members and creating community: We support financial services professionals, nurturing diversity, innovation and professional excellence. We believe that working with the financial services industry is crucial for building financial capability.
• Sharing insights and best practice: We produce research and thought leadership in financial capability and through our think-tank, the Centre for the Study of Financial Innovation. We believe that change requires evidence and innovative thought.
• Building financial capability: We work directly and through sponsorship and partnerships to reach individuals across the UK, empowering them with the skills they need to become financially capable. We believe everyone should have an opportunity to be financially capable.

 About the role

Our trustees play a vital role ensuring that The London Foundation for Banking & Finance (LFBF) achieves its charitable purpose. They oversee the overall strategic management and administration of the charity. They also ensure that LFBF has a clear strategy and that our work and goals are in line with our vision. Just as importantly, they support and challenge the executive team to enable LFBF to grow and thrive, and through this, achieve our mission.

Board members have a collective responsibility. This means that trustees always act as a group and not as individuals.

Role responsibilities

The primary responsibilities of the trustee are as follows:

• Support and provide advice on LFBF’s purpose, vision, goals and activities.
• Approve strategic objectives and policies and monitor and evaluate their implementation.
• Oversee LFBF’s financial plans and budgets and monitor and evaluate progress.
• Ensure the effective and efficient administration of the organisation.
• Ensure that key risks are being identified, monitored and controlled effectively.
• Review and approve LFBF’s financial statements.
• Provide support and challenge to LFBF’s CEO in the exercise of their delegated authority and affairs.
• Keep abreast of changes in LFBF’s operating environment.
• Contribute to regular reviews of LFBF’s own governance.
• Attend Board meetings, adequately prepared to contribute to discussions.
• Attend LFBF events as appropriate.
• Use independent judgment, acting legally and in good faith to promote and protect LFBF’s interests, to the exclusion of their own personal and/or any third party interests.
• Contribute to the broader promotion of LFBFs objects, aims and reputation by applying their skills, expertise, knowledge and contacts.

As a small charity, there will be times when the trustees will need to be actively involved beyond Board meetings. This may involve scrutinising board papers, leading discussions, focusing on key issues, providing advice and guidance on new initiatives, presenting externally, or other issues in which the trustee has special expertise.

You will have

We are looking for people willing to bring enthusiasm and commitment to the role, and who will broaden the diversity of thinking on our board.  

We are particularly interested in recruiting those with experience across these sectors or groups:

• financial education / financial sector
• membership
• education
• research
• communications
• working with younger people
• digital / artificial intelligence
• marketing
• fund raising

Due to a number of our current trustees reaching their term in the coming months, we are looking to recruit up to 4 new trustees. In the main we are looking for experienced trustees however one trustee role will be available for those with little or no previous governance experience as we will provide a full induction and training.

In particular we are looking for:

• Knowledge and experience across 1 or more areas of our remit e.g. financial capability, education, membership, research, communications or in the areas of digital / artificial intelligence, marketing or fund raising
• Willingness and ability to understand and accept their responsibilities as trustees and to act in the best interests of the organisation.
• Ability to think creatively and strategically, exercise good, independent judgement and work effectively as a board member.
• Effective communication skills and willingness to participate actively in discussion.
• A strong personal commitment to equity, diversity and inclusion.
• Enthusiasm for our vision and mission.
• Willingness to lead according to our values.
• Integrity, probity and high ethical standards. 
• Commitment to Nolan’s seven principles of public life: selflessness, integrity, objectivity, accountability, openness, honesty and leadership.

Further details including the anticipated time commitment for this role can be found within the Recruitment pack. To access the Recruitment pack, click on Quick Apply. 

Trustees – Education & Music Charity

Are you a senior education or finance professional looking to give back to the sector?

Services For Education is a well‑established education charity working with hundreds of schools to deliver music education, school improvement services and professional development. We are seeking new Trustees to join our Board.

What the role involves

Trustees play a vital role in:

• Setting and overseeing strategic direction
• Providing constructive challenge and support to senior leaders
• Ensuring strong governance, safeguarding impact and sustainability

The role focuses on strategy and assurance, not operational management.

Who we’re looking for

We would particularly welcome applications from individuals with:

• Primary or secondary headship, or senior leadership in a Multi‑Academy Trust
• Financial leadership or accountancy expertise

If your experience is in a different area, but think we would benefit from your perspective, then you are warmly welcomed to apply.

You do not need previous trustee experience – strong professional judgement, curiosity and a commitment to education are what matter most. We are particularly keen to hear from candidates who will bring diverse perspectives and lived experience to our Board.

Time commitment

• Approx. 6 virtual Board meetings per year
• Optional committee membership
• One annual in‑person twilight session

Please visit our Careers page for full details and downloadable Trustee briefing pack.