Volunteer agreement template

This template is based on the Volunteer Agreement proposed by Volunteer England as at July 2010. It may be worth checking there are no significant changes to this when drawing up a new agreement. It is very important to use wording which could not be interpreted as leading to a contract of employment. This includes: don’t use legalese; don’t imply any material reward to the volunteer (this includes not offering training unless it is directly needed by them in this volunteer role).

 

Volunteer Agreement for VOLUNTEER

 

This Volunteer Agreement describes the arrangement between Access-Ability Communications Technology (AACT) and you. We wish to assure you of our appreciation of your volunteering with us and will do the best we can to make your volunteer experience with us enjoyable and rewarding.

 

The organisation

Your role as a volunteer is as a position. It starts on date. (It may be helpful to the volunteer to mention a possible end date if this is a fixed-term project role, but Volunteer England does not recommend stating fixed times, so consider this and possibly discuss with the volunteer to help them plan their time). Your main Contact will be name.

 

The volunteering role described here is designed to help AACT in its current situation as a small, largely voluntary organisation realise one of its immediate objectives. This objective is to …….

 

You can expect AACT to

1. Induction and training

  • outline AACT’s mission and ways of working
  • provide relevant documentation, ….

2. Supervision, support and flexibility

  • organise meeting and working alongside main Contact to help….
  • be flexible in agreeing when you and main Contact will work together. Possibly outline here any constraints or things we are aware of which we’ll take into account
  • be clear about what tasks we’d like you to do
  • make you aware of the insurance cover available while undertaking the voluntary role
  • make you aware of relevant Health and Safety policies.

3. Expenses

  • pay, if you wish, your travel expenses to get from your home (state here where you understand this to be at the time) to us at the standard rail/bus fare rates if you provide us with suitable documentation including receipts showing the actual expense you incurred.

 

AACT expects you to

  • help it fulfil its aims by acting as a volunteer
  • perform your volunteering role to the best of your ability
  • follow the relevant area Health and Safety policies while in AACT’s office and elsewhere on University of Reading property. Should it be necessary to undertake the role elsewhere, main Contact must make any relevant Health and Safety policies clear.
  • maintain the confidential information of the organisation and of its clients (if there are special conditions, for example the volunteer will have access to sensitive personal date, then refer to the Information Policy to judge whether a confidentiality agreement may need to be signed)
  • meet the time commitments and standards which have been mutually agreed to and to give reasonable notice so other arrangements can be made when this is not possible
  • make yourself familiar with our Volunteer Policy (available on our website) and raise any issues you feel unsure about with main Contact.

 

This agreement is binding in honour only, is not intended to be a legally binding contract between us and may be cancelled at any time at the discretion of either party. Neither of us intends any employment relationship to be created either now or at any time in the future.

 

Schedule of work to be undertaken

 

The main objective is to (make this and any secondary objectives as clear as possible).

 

Your role is to

  • list tasks as explicitly as possible, but leave room for them to alter as time goes on or the project progresses

 

Currently your normal place of volunteering is expected to be main place (if there is one). Outline possible variations to this.

 

Volunteer induction checklist

This list is intended to help a volunteer and their main Contact to cover points during initial induction into volunteering with AACT.

  1. The Role
  • Does the Volunteer have a Volunteer Agreement and/or has the role otherwise been explained to them?
  • Are they clear about their role and happy with their Agreement if there is one?
  • Days and Hours
  • Are they clear who their main Contact is?
  • Make sure they know how to find the information for volunteers (see under ‘Working and Volunteering with us’ on www.aact.org.uk)
  • Brief run through of the Volunteering Policy

 

  1. Health and Safety
  • Have you pointed out the fire exits and explained fire procedure, e.g. where the assembly point is?
  • Have you explained to the volunteer how to record any incident?
  • Have you checked they are aware of what to do in the event of an incident?
  • Are they familiar with the equipment they are to use and do they understand how to use it safely? (this includes taking regular breaks when using display screen equipment)
  • If the Volunteer has special needs, have you agreed with them how these will be met (e.g. building evacuation, access to certain areas)
  • If they are to be volunteering away from the ‘usual’ AACT base (currently on parts of the University of Reading campuses) are they aware that they must follow all Health and Safety and related policies of the site where they will be volunteering?

 

  1. Miscellaneous
  • Shown where teas and coffees are
  • Shown where they can place their belongings
  • Explained that AACT cannot be responsible for their personal belongings
  • Shown where the toilets are
  • Explained any security measures, such as where to put equipment when a room is not occupied and how to get a room locked.

Working with AACT

Working with AACT

Agreed by the Board Winter 2010-11. Next review due on or before: Winter 2013-14

AACT does not have its own employees. Rather, it is helped towards achieving its aims by people holding various other types of role. The aim of this short document is to list the Charity’s policies relating to: trustee-directors, volunteers, paid consultants, student interns, organizations.

The documents giving further information relating to each role are named here. They are published through the Charity’s website. While the roles differ, all outputs must relate directly to AACT’s mission and priorities. Anyone doing work for/on behalf of AACT should enter into an appropriate agreement including to abide by any relevant AACT policies.

Trustee-Directors

Directors are elected by the members of the Company as detailed in the Memorandum and Articles, simultaneously becoming a trustee of the Charity. All must follow the agreed policies documented in Responsibilities and duties of Trustee-Directors.

Volunteers

The Charity and the Volunteer must abide by the policies documented in the Volunteer policy. Apart from ad hoc one-off help (e.g. help at a fundraising sale) there must be a Volunteer agreement in place which lists the activities the Volunteer will undertake. The agreement must have the approval of a Trustee-Director before any activity commences.

Paid consultants

Individual’s circumstances differ and there will be occasion when special contractual conditions will apply. However, the type of agreement we normally require with a self-employed consultant is shown in the Consultancy agreement template. The outcomes expected from the consultancy and the payment terms must be clearly agreed and the agreement signed by a Trustee-Director on behalf of AACT and by the Consultant before work commences.

Student interns

An individual associated with AACT may be prepared to take on a student intern. The situation will differ from that of a volunteer in that there will be some agreement with the student’s host institution (for example: on giving feedback on performance). Whether the individual concerned is prepared to spend the time on supervision, monitoring etc required is a matter for them but as in other cases, any agreement with both student and institution must be clearly understood and agreed by a Trustee-Director before commencement. Particular care will be exercised in making any agreement on accepting an intern to ensure all parties understand there is no payment associated with the role and to be clear that the student’s institution covers insurance issues appropriately.

Organizations

We understand that organizations providing goods or services may have their own form of contract and we therefore do not have an AACT ‘standard’. Any contract must clearly state the goods or services to be provided, must be clear on matters such as insurance and must be agreed and signed by a Trustee-Director before commencement of delivery of any of the goods or services.

Accessible version of YouTube launched

This looks most interesting, especially given AACT/iMuse experience with young people in museums, where video ‘explanation’ of objects seems popular.

News Release [from JISC]
14 February 2013

Henshaws College and Jisc launch an accessible YouTube website

Henshaws College has launched an accessible version of YouTube, which was funded by Jisc through Jisc Advance. It allows people with learning difficulties and disabilities to use this mainstream technology independently.

ACCESS: YouTube simplifies the standard You Tube site making it easier to search and play videos, and allows the use of assistive technologies. It is now publicly available so everyone can benefit from this accessible method.

Mike Thrussell, assistive technology coordinator, explains the challenges facing many of his students when trying to use the standard YouTube website: “Students at Henshaws College have a range of needs from visual impairments to additional learning difficulties and disabilities. Our students love YouTube, but the standard site contains a lot of extra content such as adverts, comments and links which can be distracting. This makes the site difficult to navigate using assistive technologies such as screen-readers and as a result some students require support to use it.”

Mike has spent the last 18 months developing ACCESS: YouTube to try and overcome these issues, and allow students to use the site more independently: “I have used large fonts, visual cues and a logical layout to improve access using assistive technologies. By simplifying the site and removing content such as adverts and comments, the website is more accessible to screen readers.” For Henshaws students, this means they can independently control their leisure time without the need for support. Staff can also be confident that students will be kept safe as the site automatically filters out any inappropriate material.

Nigel Ecclesfield, programme manager at Jisc Advance says: “We are delighted to have provided the funding for the development of this wonderful tool that opens up the world of YouTube to those with visual difficulties. YouTube provides access to many exceptional educational resources and we are proud to be associated with a project that will make a real difference to the lives of many learners as they can now access these materials independently.

“For example, twenty one year old Billy is severely sight impaired and has cerebral palsy which affects his movement. He uses two large switches and scrolls through the simplified menu to navigate ACCESS: YouTube. Screen reader software then reads out each option for him so that he can select or search for videos he wants to listen to.”

Billy explains: “When I first started, I didn’t know how to use it, but now I can play videos without help. I have made my own playlists for my favourite videos including Take That and Kylie Minogue. I can use the site out of college sessions. It’s great to have the freedom to do this.”

Chris Surtees, from the North East Autism Society says: “ACCESS: YouTube is minimalistic, clean and allows a learner with additional support needs to increase their independence whilst accessing a form of media which appeals to them.”

Henshaws hopes the technology will have a positive impact even beyond the specialist education sector, as Mike explains: “ACCESS: YouTube is just the first in a whole suite of accessible websites which we are developing at Henshaws College thanks to funding from Jisc service – Jisc Advance. The launch of similar accessible websites later in the year will allow users of assistive technology to search for images online, to give honest independent evaluations using a feedback tool and to access personal email accounts. These sites have huge potential to make browsing the internet easier for a whole range of people.”

The developments come at an exciting time for Henshaws as they coincide with the college’s new Media and IT Centre which is due to open this spring. Facilities will include an IT suite, two recording studios and a print centre which will be fully accessible to students and local community groups. The building of this new facility was made possible by the generosity of Henshaws supporters. Henshaws thank the trusts, businesses, individuals and students who made this happen.

Henshaws welcome any comments or feedback on the ACCESS: YouTube website. mike.thrussell@henshaws.org.uk

-Ends-

Contact: Charlie Covington, press officer, Jisc, c.covington@jisc.ac.uk, 07841951296.

Notes to editors
Henshaws Society for Blind People (registered charity no. 221888) is a specialist charity providing expert support, advice and training to anyone affected by sight loss. We also work with people with other disabilities, and because sight loss and disability affects family, friends and colleagues, we work with them too.
Henshaws is one of the oldest charities in the UK, opening in Manchester in 1837. This year we Our services support children and babies, their families, young and older people by providing reassurance, practical support and in some cases simply companionship.
We work throughout the North of England, with centres and communities in Harrogate, Knaresborough, Manchester, Merseyside and Newcastle.
Henshaws College, our further education college in Harrogate, specialises in visual impairment and caters for students with disabilities aged between 16 and 25. The college enables every student to reach his or her maximum level of independence, gain vocational skills and supports the transition into adult life.
Each of our centres offers different services and programmes – but they all have a common goal: to enable the people who use our services to live an independent and fulfilling life.
Henshaws College, Bogs Lane, Harrogate, North Yorkshire, HG1 4ED
Tel: 01423 886451 www.henshaws.org.uk

Jisc
Jisc is an independent education charity, owned by AoC, GuildHE and UUK. It provides UK higher education, further education and skills sectors support on the use of digital technologies. It provides advice and guidance through Jisc Advance and owns a subsidiary company, Jisc Collections and Janet Limited, which provides an academic telecommunications network infrastructure and content services for over 18 million users across the UK.

Jisc’s vision is to make the UK the most digitally advanced education and research nation in the world. Jisc’s mission is to enable the education sector in the UK to perform at the forefront of international practice by exploiting fully the possibilities of modern digital empowerment, content and connectivity.

Find out more at www.jisc.ac.uk or contact Charlie Covington of the Jisc press office on c.covington@jisc.ac.uk, 07841951296 or press@jisc.ac.uk.

Assistive technology is specialist equipment or software, including screen readers, switches or eye gaze systems, which allow people with disabilities to use computers and other devices which would otherwise be inaccessible to them.

Stanley Spencer Gallery goes live!

iMuse partner, the Stanley Spencer Gallery, Cookham, has gone live today with its first AACT iPad installed for visitor use.

Chrissy Rosentahl, volunteer and project lead in the Gallery, ruminates on the practicalities of using a shared iPad in real life.

We launched today in the Gallery …. Valentine’s Day! Much love…. I have spent more hours cutting up tennis balls, sticking Velcro to the floor, unsticking Velcro from the floor and scratching my head about security than I have spent sorting out content – but I suppose that’s the point of the exercise.

Working with iMuse has been great – because it has inpsired us and motivated us to use the iPads in the Gallery to deliver extra content. Now we have to see if we have delivered something our visitors actually want.

I have just been training today’s Custodian to unplug and wake up the iPad and to enable Guided Access. That has not been without its problems. For fingers unused to touch screen ‘click the Home Button three times’ is not as simple as it sounds…. Do you do it with a finger nail slowly, with the pad of the finger quickly…?? It depends…..

I have written instructions – which are probably more confusing than necessary as I have tried to cover all possible problems – so it’s back to the drawing board on that – I have left the Custodian in the Gallery with the feedback forms (simple) and their first visitor (a woman in her 70’s) – who immediately showed interest and picked it up….

More later…

British 10K Run 13 July 2014

Fancy a fantastic run with our small, friendly team through the best sites of London?

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Can you raise £200?

Then the British 10K Run is for you!

  • T-shirt
  • Free entry to the Run

Contact us:

email info@aact.org.uk

or fill in the form below

We have stuff to help you raise the ££s

  • JustGiving
    Make your page with JustGiving
  • BT MyDonate
  • Giving by text message

and use Twitter, Facebook to get your friends giving

Here’s some runners from Steve Simon who we worked with on one of our iMuse/Ure Museum projects to get you inspired!

[contact-form to=’info@aact.org.uk’ subject=’10K run form from aact website’][contact-field label=’Name’ type=’name’ required=’1’/][contact-field label=’Email’ type=’email’ required=’1’/][contact-field label=’Website’ type=’url’/][contact-field label=’Comment’ type=’textarea’ required=’1’/][/contact-form]

iPads in schools

Programme dates: October 2012 – ongoing
An outcome from the Video for Communication project,iPads have been loaned to three special schools and another, mainstream school with special educational needs pupils. The idea is to let teachers try out the accessibility features and support with their pupils before making a major investment.

Preliminary feedback has been enthusiastic though there are undoubtedly potential problems in scaling up such an approach. Useful, practical information is available from Fraser Speirs blog.

We aim to collate feedback from the schools to inform others in Spring 2013.