Volunteer Handbook Section 2 - Branches

7/29/2019 Volunteer Handbook Section 2 - Branches

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VOLUNTEERING

IN THE

WEA

SECTION 2: INFORMATION FOR BRANCHES


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ContentsFORWARD ............................................................................................................................................... 3

WEA BRANCHES ...................................................................................................................................... 4

MAIN FUNCTIONS OF A BRANCH ........................................................................................................ 4

HOW BRANCHES WORK ...................................................................................................................... 4

WHO DOES WHAT ............................................................................................................................... 5

PLANNING WEA COURSES THROUGH A BRANCH ............................................................................... 6

THE BRANCH PLANNING CALENDAR ................................................................................................... 7

PUBLICITY AND MARKETING ............................................................................................................... 8

Ideas Checklist for Marketing and Publicity .................................................................................. 10

RUNNING THE COURSES ................................................................................................................... 11

Sessional Tutors ............................................................................................................................ 11

Observation of Teaching and Learning (OTL) ................................................................................ 11

Course Support ............................................................................................................................. 11

HEALTH AND SAFETY ......................................................................................................................... 13

Incorporating Field Work and Trips .............................................................................................. 14

Safeguarding ................................................................................................................................. 14

Confidentiality ............................................................................................................................... 15

BRANCH ACTIVITY ............................................................................................................................. 16

Branch records .............................................................................................................................. 16

Social events ................................................................................................................................. 16

Branch Annual Returns / Accounts and Reserves ......................................................................... 17


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FORWARDWe would like to welcome you to the WEA and thank you for committing your time and

energy to volunteering with us. Volunteers are the lifeblood of the WEA and we genuinely

value the skills, enthusiasm and many hours given by volunteers as you directly support a significant

part of the WEAs National, Regional, branch and local operations and activities. Without

volunteers many of our events, services and programmes would not exist and the

relationships you develop with staff, tutors, students and supporters are invaluable.

We hope that you will find the resources that make up this handbook a useful and

accessible tool to help you, whatever your role in the WEA. It has been constructed in a

number of sections to make it more user friendly and so that it can be kept fully up to date.

The sections are:

1. Information for volunteers

2. Information for branches

3. Information about Region specific processes and practice

4. Information about Governance

5. WEA Policy documents

6. Useful How To.. guides

These sections have been developed as a guide based on existing good practice and are

intended to support you in your role not provide a regimented framework. The WEA relies

on the creativity of its staff, tutors and volunteers to be responsive in local communities.

Very few things in the WEA are mandatory but where necessary these are clearly identified

in the handbook. If you wish to suggest improvements in terms of content or structure

please contact the Membership and Volunteer Development Manager. The handbook will

be regularly reviewed and updated and your comments will be taken into account.

As the WEA seeks to raise its profile and speak up for adult learners we want to engage our

volunteers as much as possible and we look forward to working with you for many years to

come. Your work in the WEA will be increasingly important as we re-confirm our

commitment to working in our local communities as well as regionally, nationally and

internationally. By working together, true to the values of the WEA and with the solidarity ofall involved, we will continue to achieve great things.

Colin Barnes Ruth Spellman

WEA President WEA General Secretary


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WEA BRANCHESThe WEA could not run without the enthusiasm and voluntary efforts of its members. We encourage

students and part-time tutors to participate in the running of the organisation at all levels and one of

the main ways they can do this is through the democratic structure of the WEA Branch. With a few

people and plenty of enthusiasm it is easy to set up a new WEA branch.

MAIN FUNCTIONS OF A BRANCHA branch can take on a wide variety of educational and social functions in its local area including:

Planning the course programme

Recruiting and supporting students

Collecting and recording students views on the provision

Actively contributing to the WEA voluntary movement

Helping to arrange accommodation and equipment for classes

Publicising and advertising, including press coverage to promote the WEA

Administration, including the collection of fees

Fundraising to support the branch and other local activity

Liaising with the regional office and other WEA branches

Promoting discussions on community learning

This section is not intended to be prescriptive. It has been put together by looking at best practice in

existing branches. The varied nature of branches will result in branches finding their own ways of

organising themselves. It is hoped that the following information will help to achieve this aim.

HOW BRANCHES WORK

The happiest and most democratic Committees are those where everyone plays a part, shares theworkload and enjoys contributing to the success of the Branch. Doing things together makes some

jobs more fun and more of a social event. The smallest branch committee consists of

Chair

Secretary

Treasurer

However it is entirely up to your branch how many additional posts you create, if any. If you wish to

consider additional posts, these are ones you might consider:

Vice-chair for those occasions when the Chair is absent

Press and Publicity Representative

Class Representatives

Minutes Secretary

Venue co-ordinator

These are only suggestions and constitutionally every branch only has to elect a minimum of two

officers. After that it is free to create the particular posts that members think useful. Whether tasks

are allocated through a formal system of designated posts, or through an informal system of dividing

tasks amongst those present at a meeting, the important thing is to ensure that everyone knows

what they are supposed to be doing. One way of encouraging new members on to the committee is

by having small contained roles for people to try before making a bigger commitment. It is a good

idea to make sure that no Officer has to hold their position for too long but can rotate theresponsibilities.


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A Branch elects its Committee at the Branch Annual General Meeting (AGM) and welcomes anyone

who wants to come along to meetings. Only members of the WEA can serve as officers on Branch

committees. Members agree with the aims and values of the Association and receive regular updates

from the WEA nationally and locally, including information on courses, campaigning and fundraising

and can contribute to Association democracy. Branches often invite Class Secretaries, current or

prospective tutors, learners or members of collaborating organisations to join the committee as well.

Any established group can seem intimidating or cliquey to a newcomer so make sure you have

arrangements to welcome and explain what goes on to new Committee members. Perhaps someone

on your existing Committee who is good at welcoming people, or the last person to join, would take

responsibility for the new members induction. Liaise with the relevant member of staff to make sure

you have access to the most up to date WEA Induction materials. Committee meetings should take

place at regular intervals; branches vary greatly in the frequency of their meetings depending on the

size of the programme they are running. Some get together monthly, others perhaps only two or

three times a year. Sometimes sub-committees are formed for particular purposes, such as organising

one-off events, day schools, publicity or fundraising.

WHO DOES WHATEach committee meeting should result in an action list of who has agreed to do what which is

circulated to all members to allow for the co-ordination of activities between meetings. Dont

undertake a task and fail to carry it out without letting your colleagues know of the possible

difficulties that might arise. There will be times when people cannot fulfil particular responsibilities

for which they have volunteered but unnecessary problems can be avoided if colleagues are alerted

in time for someone else to take on the task. Exemplar role descriptorsoutline the main tasks of

branch committee members but in summary:

Chair: supports the WEA by overseeing the planning and co-ordination of courses; chairing the branch

committee, disseminating information, facilitating communication with students and reporting to the

branch Annual General Meeting. The chair also needs to be aware of the WEA governing document;

what the branch may do within it; national and regional issues and policies and succession planning

for branch committee membership.

Secretary: receives communications and passes them on appropriately; liaises with local classes

directly or through class secretaries to ensure they are running smoothly; liaises with tutors, perhaps

via a pre-course meeting so that the tutor is aware of venue information and facilities available;

arranges accommodation and co-ordination with caretakers; responds to enquiries and providesinformation to students; takes enrolment information

Treasurer: supports the WEA by keeping track of the branch finances within a framework ofWEA

financial management policies and although not constitutionally necessary, few Branches could

manage without their Treasurer to ensure that their financial records are properly kept. This includes

advising the branch about regional and national policy decisions; maintaining the Branch bank

account; collecting and recording student fees; paying local and regional invoices; preparing the

annual statement of accounts to present at the AGM. Please note: Branches are not allowed to pay

tutors directly for reasons of administering tax returns, holiday & pension right accumulations.

Committee member: supports the WEA by contributing to the work of the branch and taking on

additional roles in support of the officers.


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Branch Committee meetings will run more smoothly if the chair and secretary liaise beforehand to

ensure that current issues can be thoroughly aired and decisions made. In large branches many of

the tasks of the secretary and treasurer need to be delegated and monitored for completion.

PLANNING WEA COURSES THROUGH A BRANCHBranches vary enormously in size and also in how much provision they offer. A small Branch with

just a few members in a small remote rural community may run one or two courses a year whereas

large Branches may run dozens of courses a term. The WEA prides itself on being responsive so it is

important that branches really know their community when planning a programme. WEA staff

support the Branch in making decisions on which courses to offer and help identify tutors to teach

each course. Here are some things to bear in mind when planning the programme of provision:

Choosing the Subjects

Does the proposed programme offer a wide choice of subjects?

Is the proposed programme likely to appeal to a wide cross-section of your local community,

especially younger age groups?

Evidence of Demand

Have you canvassed current class members to see what they want?

Have you attempted to find out what other people in the community might want?

Have you done any market research to obtain clear evidence of interest in the courses you

are proposing?

Meeting the Needs of Your Local Community

Does your Branch have an up-to-date list of local organisations and contacts? Have you

worked or liaised with any of these organisations?

Do you know where your members come from? Are there some areas (eg, a new housingestate) from which you get few members?

Location of Courses

Are the proposed courses located in convenient places? Are they accessible by public

transport?

Is the accommodation suitable? Is it warm? Are the acoustics good? etc.

Is there access for disabled people?

Timing and Length of Courses

Does the programme have a reasonable balance of day and evening courses?

Have you thought about experimenting with the timing of courses (eg. short lunch-time

courses or early evening courses) for certain target groups?

Is the course of an appropriate length for the people it is aimed at?

Innovation and Development

Does your proposed programme include new subjects?

Does your proposed programme include new tutors?

Are you encouraging long-standing courses to move on to new areas?

Reaching Out to All

Does your proposed programme reflect the WEA's social commitment to those who are

economically, socially or culturally disadvantaged?

Has your Branch explored the possibility of providing any courses for specifically

disadvantaged groups (eg, in centres for the elderly etc.)?


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A Balanced Programme

Is your programme balanced in terms of:

Subject matter: arts, humanities, social sciences, sciences, etc?

Having both a reasonable number of "safe" courses and some new ones?

Mix of day and evening courses and dayschools and events?

THE BRANCH PLANNING CALENDARThe Branch calendar is a valuable guide to the work to be done throughout the year. The Chair

should ensure that items listed in the calendar are dealt with at committee meetings and at other

times as required. Here is a typical example but it may need amendment from time to time, either

for external reasons (eg because of Regional or National decisions) or because the branch committee

itself decides to change its mode of working.

Branch/Area

September

Enrol new classes Committee meeting

Is your branch representative available for the Regional AGM? If not can you find a

substitute?

October

November

December

Publicise spring courses

Branch AGM. Inform WEA Staff member of date

Programme Planning; Liaise with tutors

Regional AGM

Committee meeting to finalise plans for next academic year

End of term events

January

February

Enrol spring term courses

Committee meeting: Finalise next years programme including Day Schools

Submit programme request forms

March Branch meeting evaluate autumn and spring courses

Area sharing of programme plans

Book and confirm accommodation for next years classes

Complete accommodation survey form for any new venues

Deadline for course information

April

Enrol summer term courses Identify AGM date and think about speakers etc

May Adult learners week

June Branch committee meeting to plan publicity strategy for September enrolments

Evaluate summer courses

Contribute to Self-Assessment

July Publicity strategy put into action

August

Deal with pre-enrolments


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PUBLICITY AND MARKETINGEffective publicity of the programme is one of the most important, and challenging activities of a

Branch. The most successful branches are those with well thought out publicity strategies. It is a

good idea to have a publicity officer who can convene a sub-committee to share out the work as

publicity and marketing can be labour intensive. However good our courses are, people will notcome if they don't know they exist! The main responsibilities are to

devise an effective marketing strategy

co-ordinate the production of suitable publicity materials, where relevant

compile a list of suitable sites for posters, leaflets, booklets, etc.

ensure these sites are supplied at the right time and that materials are actually on display

promote courses through the local media

update mailing and contact lists

support local website and social media developments

Publicity materials are produced at three levels, national, regional and in the branch.

1. National

The national web site http://www.wea.org.uk carries a wide range of information about the WEA

and a searchable database of all our courses. Regional Offices receive an increasing number of

inquiries from people who have used the course search on the web. Branch courses are entered into

the national database by Regional Office.

The Marketing Department at national office liaises with national media to achieve coverage of WEA

activities whenever possible. They are working with a web to print company to pilot national

templates for publicity materials.

2. Regional

Regional offices produce course booklets for some programmes which are usually ready for

distribution in early July. These are usually distributed by the printer to students from the last two

years. Regional offices can also provide printed labels with the names and addresses of your past

students for distribution of branch leaflets. See the next section for details of other services

provided by your region.

3. Branch

Branches are encouraged to produce their own branch leaflets using appropriate templates which

ensure a house style, promote the WEA branch and meet the requirements ofmatrix accreditation.

Distribution

However attractive the publicity material you produce it is only of value if it is displayed or placed in

places where people can see it. Identifying the best places in your locality is something on which it is

worth spending time. Leaflets and posters should be ready at least 6 -12 weeks before classes start.

Distributing publicity is probably the most time consuming of Branch activities so draft in as many

Branch members as you can.

Ask your local library, shopping centre, council, supermarket, community centre, health centre etc. if

you can book space to advertise your programme. They may have room for a poster or put out your
http://www.wea.org.uk/http://www.wea.org.uk/


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leaflets if they haven't the space for a display. Tutors can help provide visual material to illustrate

their course. Most Branches have a selection of photographs - the bigger the better - showing

people enjoying themselves in WEA classes but make sure permission has been obtained to use

images of individuals in promotional material using the forms available from the regional centre. You

may be able to borrow display and information boards from the regional centre for temporary

displays.

Contact your local newspapers and radio with Error! Reference source not found.and see if you can

get your courses listed in other local publications such as Adult Education brochures and village or

parish newsletters. Websites are increasingly being used very effectively for marketing purposes.

Many branches subscribe to local community websites and Local Education Authorities mostly have

lifelong learning websites. Some Branches have members with appropriate skills enabling them to

set up their own web sites. If you think you would like to do this, make sure that you have someone

with the time and skills to keep your pages up to date and consult with the region to ensure that the

website includes all of the organisation information from the publicity templates and meets matrix

standards.

Set up a database of past and current learners so that you can send information to them personally.

Many branches find that email communication is a really effective way of getting targeted

information to potential students. Remember that you must be careful with personal information so

use blind copy in group mailings. Keep a list of any enquirers over the year so that you can keep

them informed about new courses. It saves effort (and money if you can get them to put a stamp on

it) if you give students an envelope to address to themselves at the end of a course so that you can

send them details of future ones. You can also get this information from the class registers.

Build up a list of local organisations who may be in contact with people interested in WEA courses

(Womens Institute, interest groups, church groups, voluntary organisations, pressure groups etc).

Members of the Branch Committee are bound to belong to other organisations and can provide a

direct two-way publicity link with them.

Some Branches organise enrolment sessions and invite tutors along to promote their courses. These

can be fun events, either day or evening, and an excellent way of developing interest in the branch

Cost

Be realistic, if your Branch spends 200 to attract just a couple of new learners, your money has not

been well spent. Think carefully about how to make your expenditure cost effective and carefully

evaluate your publicity strategy to ensure you have value for money. You will want to monitor how

your learners found out about their course so that you can see which publicity has been successful

and which has not.

Information and advice

Students are entitled to information and advice about whether they are joining the right course and

what further opportunities there may be when the course finishes. The Branch is usually the first

point of contact for the students so if you are unable to answer queries or need further information

dont hesitate to contact your WEA staff member or Tutor who may be able to help. There are also

contact numbers for many other Guidance services listed in the Error! Reference source not found..


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Ideas Checklist for Marketing and Publicity

Written

Mail outs

FlyersPosters

Leaflets

Personal letters

Annual reports

Newsletters

Personal Contact

Word of mouth

Networking

Local organisations

-voluntary

- statutory

- subject related

Telephone

Presentations

Outreach

Surveys

Consultation

Focus groups

Events

ExhibitionsConferences

Festivals

Fetes

Open evenings/mornings

Drop-ins

Awareness Days

Adult Learners Week

Street

ShopsPost Offices

Noticeboards

Billboards

Bus shelters

Buses

Media

Newspapers

-paid for adverts

- editorials

- interviews

- listings

Local Radio

Local TV

Newsletters

Specialist magazines

Trade magazines

Yellow Pages

Free sheets

Sponsorship

Patrons

Products

Celebrities

Internally

Staff

Volunteers

TrusteesManagement committees

Electronic Communication

Websites

Emails

Links

Social media

Partners

Libraries

(including Mobile libraries)

Resource Centres

Community

Adult Education Centres

Doctors surgeries

Dentists surgeriesCommunity Centres

Places of Worship

Sports Centres

Play Groups

Schools (including staff rooms)

WI

Information Shops

Politics

Local Councillors

MPs

MEPs

Points of contact

Office

Shop fronts

Reception

StaffCommunal areas

Toilets


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RUNNING THE COURSES

Sessional Tutors

Sessional tutors are important people in the WEA's work. They are the subject specialists and

enthusiasts. They can sometimes feel isolated and your Branch needs to look after yours. Many

Branches invite Tutors to meetings, and particularly to the AGM. Make contact with your Tutorsbefore classes start and confirm the equipment they need, whether they need directions and how

they would like the classroom arranged. Once the class starts the Class Secretary will be the person

who looks after the Tutor and whom the Tutor can contact if there are any problems. You may be

able to help Sessional Tutors with advice about:

the venue's Health and Safety arrangements

special equipment

how adaptable the room is in terms of seating and tables

whether to have a half term break

the arrangements for a coffee or tea break during the class.

We expect our tutors to have a qualification (usually a degree) in the subject areas that they are

teaching. We ask that new tutors either have a teaching qualification or be working towards one.

Observation of Teaching and Learning (OTL)

Every new tutor will be visited in their first term of teaching. Experienced tutors will be visited at

least once every two years. The visits are carried out either by a member of the WEA education staff

team or a sessional observer. The sessional observers carrying out the OTLs are Tutors with several

years' experience of teaching for the WEA. They have been interviewed, trained and accepted onto

the Observer panel. They sit in on classes and write a report. The report is discussed with the Tutor,

who has the opportunity to add comments, and it is then copied to the Tutors line manager. The

Observer provides support, and ensures that teaching and learning are of a high standard. They are

not the same as Inspectors, who are employed by Ofsted to conduct a formal assessment of the

WEAs provision. Branches will be notified when the WEA receives its two day notice of Inspection,

likely to be early in the 2012/13 academic year.

Course Support

Tutors particularly need help at the first meeting as there are a number of administrative activities

to be undertaken as well as settling a new group. Tutors will particularly appreciate help with

completion of enrolment forms if students have not pre-enrolled on-line. The tutor is responsible for

course paperwork, including checking enrolment forms are properly completed and taking the

register. S/he will welcome your support though! The tutor has the prime responsibility for all

aspects of the course. They will have planned the teaching and learning activities for each session

and will be aware of where they may need help. As well as general help with resources they may

identify particular students that need some additional help and support. Depending on the level of

need this can be provided formally through WEA staff or informally through the branch.

First session

Someone from the branch should be prepared to welcome the tutor and the class members -

especially new ones. Some people may be unfamiliar with the WEA so make sure that the

welcome" gives a bit of information about who we are, what we do and the fact that you are

volunteers! Take a supply of general WEA leaflets to the first session as well as copies of the course


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outline and any other notices that you want to make people aware of.

Enrolment Forms

Ask students to complete all the information required and to sign the form. The Enrolment Guidance

provides more detailed information. Some students may wish you to complete the form with the

information they give you but they must sign the form themselves. If you are filling in a form on astudents behalf, then you will need to ask for some quite sensitive information. Students who have

pre-enrolled via the internet or by telephone via the Regional Office will be provided with a

completed enrolment form which they need to check and sign. Later you can get the Tutor to sign

the forms and return to the Regional Office. The student retains the tear off sheet with the learning

contract and re-enrolment number.

Fee waiver

If someone is claiming an income related statutory benefit you must see evidence of the benefit,

before completing the enrolment form.

The Register and Individual Learning PlansThis can be filled in beforehand if you have pre-enrolment information or after the first meeting

from the information on the Enrolment Forms. The tutor may ask you to help with this task. It is

very important that the register is completed accurately as it is an audited document. In addition to

the administrative paperwork, the tutor will ask the students to complete an Individual learning

Plan. This identifies any individual learning goals the student may have and records their starting

points against the group learning goals. These records are really important as they help the tutor to

plan the course to meet the needs of the group, by establishing individuals levels of knowledge.

At the last meeting

At the last meeting the Tutor will hand out Learning Records and give everyone the opportunity toevaluate their learning: how far they have progressed towards the Learning Outcomes, what else

they have learned and what they might study next. It is important students have the opportunity to

recognise their achievements from the course. Examination of the Learning Records, by the Tutor,

also enables them judge their own level of performance. The Tutor must complete the register and

return it to Regional Centre, together with the Learning Records and Tutor Report. If the next term's

courses are already arranged, don't let students go home without making a note of when the next

course starts. If possible hand out a leaflet or flyer about the next course and ask them to

encourage others to attend.

Course viability

We cannot run Skills Funding Agency funded courses with less than 12 students. Where pre-

enrolments are low and there is unlikely to be a guaranteed viable class, cancellation should be

made before the first session, saving the cost of tutor salary and notice. If you cancel any course

contact the regional centre and your WEA staff member immediately to let them know what is

happening. You must return the cancellation form if the course is cancelled.

Dealing with issues

Local problems with venues can occur. If you have to move to another venue, do remember to keep

people informed especially the Regional centre, your WEA staff member, your tutor and students.

Occasionally a tutor disappoints. If this occurs, talk to your designated member of the education

staff without delay and ask them to attend a session as soon as possible so that the problem can be

evaluated and action taken if necessary.


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HEALTH AND SAFETYThe Association has a Health and Safety Policy that covers employees of the WEA, volunteers and

also our students. Branch activity is covered by the WEAs Public Liability Insurance which

indemnifies it against claims arising out of injury or damage caused during the running and

organising of courses for adults and the organising of occasional social events and field trips.

All students are entitled to learn in a safe, healthy and supportive environment. Our Tutors have a

responsibility to ensure that students:

are fully aware of the health and safety aspects of the venue(s) for the class

are fully aware of any risks to do with activities in their particular subject and, where

appropriate, are aware of and have taken individual measures to minimise these risks

always act in ways that minimise health and safety risk

During the first session, tutors should ensure that all students are aware of the Health & Safety

aspects of the course.

It is wise to delegate someone to keep an eye on 'common sense' aspects of safety in your venue. If

the venue is used regularly by other organisations, there may be safety/fire drills from time to time.

If you are a sole user of a building you should satisfy yourself that accesses are well lit, that electrical

sockets are working, that equipment/cables do not cause a hazard to students, that someone takes

responsibility for closing windows, locking them and doors and generally meeting the requirements

of the hiring organisation.

Our Standards for Learner Induction state:

Learners receive Health

& Safety information

and advice

All learners are informed of the Health & Safety arrangements

associated with the teaching venue, to include:

- fire safety and evacuation

- access to first aid and emergency arrangements

- location of toilets, drinking water

All learners are informed of the Health & Safety risks and

precautions associated with their course (including external visits)

Tutors for courses in designated subject areas will complete a

Health & Safety Risk Assessment Form prior to the course starting

and in the early stages of the course log risk precaution guidancegiven to individual learners

In addition you should be aware of current Health and Safety regulations which apply to all users of

electrical equipment in public places. Do not assume that because tutors use their own equipment,

you can leave them to it. They are advised that they have a legal liability to have their equipment

checked and certified annually, but you should bring any omission to their attention. Regional

Offices organise regular PAT testing sessions. If you have any concerns about an issue related to

Health and Safety in any of the venues you use, or an item of equipment you are using, please

contact your WEA staff member or Regional office immediately.


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Incorporating Field Work and Trips

The following points should be taken into account when considering the inclusion of field work:

It is important that the proportion of the course to be devoted to field trips is clearly defined

before the course starts.

Student views should be accommodated as far as possible concerning the timing of field

excursions. In cases where the dates of field excursions have to be arranged prior to the

course, potential students should be informed of this before committing themselves to the

course.

Publicity prepared for the course or event should indicate as clearly as possible the

arrangements for field trips.

Tutors are required to complete an Outdoor Activities Assessmentform for field trips.

Students can find it useful to share transport on field trips. Lack of transport can be a severe social

problem so encourage members to share lifts and, if appropriate, mention the possibility in publicity.

However, if you offer or accept lifts from other students or WEA staff you should be aware of the

following:

Do not have an expectation that lifts will be available for the field trips

The course tutor, or other students, may suggest sharing transport but this does not imply

that there is any pressure on anyone to offer or accept lifts

Before you offer a lift, check your car insurance. Most policies, both comprehensive and

third party, cover liability for injuries to other people, including passengers. However, you

should check with your company as terms and conditions may vary between insurance

providers over time

When it comes to travelling, you are responsible for your own safety. We recommend that

you tell a friend or family member (whether you are giving or receiving a lift) the following:

o who you are travelling with

o the date and time(s) you are travelling with another learner

o where you are travelling to

o the time you expect to return back home

You should take a mobile phone with you if you can

If you give a lift it is best to arrange to pick up your passenger(s) in a public place, close to

public transport if possible, so that alternative transport options are available for them

should the arrangement fall through. The WEA advises its learners not to meet at a home

address initially, for safety and security reasons

This guidance is not intended to discourage you from travelling with another person, but it is to

help you consider appropriate measures to ensure your personal safety.

Safeguarding

Creating a Safe Learner environment includes being aware of issues around Safeguarding. This

covers the full range of preventative measures in place to protect young people and vulnerable

adults from potential danger, including sexual, physical, emotional and financial abuse, neglect

and acts of omission and discriminatory abuse. All students and staff (including tutors, crche and

support workers, volunteers and trustees) are responsible for creating an environment thatpromotes wellbeing and ensures personal safety.


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Error! Reference source not found. includes a safeguarding statement which states WEA policy:

In each region there is a designated safeguarding person(s). An up to date list can be found on the

WEA websitehttp://www.wea.org.uk/policies/safeguarding/. Tutors and volunteers should make it

clear to students that they can raise concerns directly with their tutor or with the designated WEA

person in their region if they prefer. The designated person will normally take the decision whether

to refer an incident to Statutory Agencies or the Safeguarding Authority unless local partnership

agreements advise that a partners referral process is to be followed

Accidents, incidents and near misses

It is the Tutors responsibility immediately to report any Health and Safety incident in a class.

Branches should also inform the WEA designated member of staff as soon as possible. The Regional

Director has overall responsibility for Health and Safety issues and can be contacted if there are any

issues of real concern.

Confidentiality

It is important that all information about students or potential students is treated confidentially.

Where there is a request for help please assure them that this will be treated confidentially except

where there is a legal requirement of disclosure, e.g. where a criminal offence has been committed

or where child abuse is suspected. If you are passing on details to a member of WEA staff you should

get the students permission and give them the option of contacting the WEA staff member directly

if they prefer. The same principle must be applied to the registration process, particularly with

regard to a students financial situation. All this information is confidential and should be dealt with

in a sensitive way. Care should always be taken to ensure that information about an individuals

circumstance is not shared with other members of the group.

YOUR SECURITY

It is important that you feel secure while you are volunteering with the WEA. If you would prefer

not to give your home address or telephone number you could use Regional Office as the contact

number/address on your publicity material and messages will be passed on to you. Email

addresses and mobile phone numbers are secure as a caller will not easily be able to identify your

name or your location until you choose to give it. It is also worth considering setting up a branch

specific email address rather than using a personal one.

The WEA is committed to providing a welcoming environment where everyone is respected, valued,

and can feel safe and secure. If you feel that you or other learners are unsafe for any reason at all,

including discrimination, abuse, harassment or bullying, speak to a member of staff.

If you do not feel you can talk to your tutor, ring your Regional Office and ask to speak to a member

of the safeguarding staff, or contact WEA's national safeguarding contact who is, Claire Illingworth,

HR and Development Manager (Tel: 0113 2001178 Email:[email protected].)

Most policies are on our website www.wea.org.uk/policies or can be obtained on request from

your Regional Office.
http://www.wea.org.uk/policies/safeguarding/http://www.wea.org.uk/policies/safeguarding/http://www.wea.org.uk/policies/safeguarding/mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.wea.org.uk/policies/safeguarding/


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BRANCH ACTIVITY

Branch records

The Branch will need to decide who keeps each of these records:

a database of learners' names and addresses perhaps for two or three years, for mailinginformation about new courses, AGM etc

minutes of committee meetings

financial records

details of accommodation

crche information registration regulations and procedures, names and addresses of

crche workers and related organisations e.g. playgroups

details of other organisations who may want to work jointly with your branch or who have

similar interests, or resources to share

previous courses as well as lists of people and places contacted for publicity purposes

previous course publicity material, including leaflets, flyers, newsletters/ newspaper copy

newspaper, newsletter and local radio contact names, telephone numbers, addresses, and

copy dates.

Administrative and storage equipment

It's vital to keep abreast of the paperwork and to find somewhere to file all the publications and

papers that flow in from Association and Regional Offices. Basic office equipment makes good

Branch administration a lot easier. Branch Officers will need to find out where they can obtain

cheap photocopies near to their homes or where to buy bargain stationery.

It helps if the person taking enrolment enquiries has access to an answering system; a wordprocessing facility is equally important for those members producing publicity or minutes. Branches

will need to use a proportion of their funds to buy basic items such as box files, ring binders, plastic

envelopes as well as envelopes, calculator, coloured paper, and a record book for the accounts.

Software such as Microsoft Office can be bought at a discounted rate through the WEA IT Support.

Expenses

Remember that any of the Branch Committee should be paid out-of-pocket expenses for stationery,

postage, telephone calls, photocopying, travelling, etc from Branch funds.

Social events

Many Branches organise regular social events, which make working for the WEA fun. They can also

serve a useful function in encouraging new people to get involved in the Branch, and in fostering

public relations generally. Linking social events with the Branch Annual General Meeting may be a

good idea. Other possibilities include:

an autumn event, partly social and partly a chance for learners to contribute ideas for future

courses

public lectures with refreshments

parties (particularly at Christmas)

outings - perhaps linked to a particular course or just for its own sake. Picnics and walks are

popular. a launch event for the forthcoming academic year


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Fundraising

Some Branches fundraise so that they can offer free or low cost courses. Some ideas for raising

money are:

applications to local funds and charities

book sales, raffles, sponsored events, car boot sales

selling tea and coffee at meetings.

Branch Annual Returns / Accounts and Reserves

The Regional Office will send you a Branch Annual Accounts form to be returned at the end of the

financial year (31 July). Branches are also required to follow the regional branch reserve policy,

which may include information about regional support for developing specific projects. See the

Regional Handbook for information on local processes.

Volunteer Handbook Section 2 - Branches

Documents

Transcript of Volunteer Handbook Section 2 - Branches