The boy is a capable and enthusiastic student who has ambitious academic goals.

Until March 2010, he attended a top-flight private boarding school in Wiltshire, where he was among the strongest entrants to enter the school in Y9. He started well, but in Y10 his grades began to fall and he gradually lost his enthusiasm for much that the school offered, both academically and in extra-curricular activities such as sports and music. In early 2010, he became involved with an unsavoury group in the school, and he was suspended when he got into trouble. When he returned to the school following the suspension, he found that many of the teachers did not allow him to move on from his mistake and this, combined with an insufficient level of pastoral care, not only further impacted his grades but also gave rise to concerns from his parents that he may have been tempted to make further poor decisions in order to ease his stress. They were not willing to risk their son getting into more trouble, so in March 2010 they took the courageous decision to remove him from the school. They then discovered that other schools were unwilling to accept him mid-GCSE, and so have decided to have him home educated through his GCSEs in 2011.

The student was taking a full range of GCSEs: Maths, English Literature, English Language, Physics, Chemistry, Biology, History, French, Spanish, and Art. He had also started an AS in Religious Studies and was enjoying the Philosophy and Ethics sections. He would like to continue these subjects to GCSE. He knows that studying one-on-one will be more productive than in a class, and would like to add, if possible, GCSEs in Art History, Photography, and Philosophy. His academic strengths lie in the arts and in languages, and he had been planning to take his French GCSE in May/June 2010. This is no longer possible, but he should be ready by the January 2011 sitting. The rest of the exams would be taken in either January or May/June 2011, when the Tutor decides that he is fully prepared.

The student is also interested in sports, and would like to continue to be involved in rugby, football, and athletics while he is home-schooled. In addition, he is interested in learning to row while based in London, and would like to start training for a full triathlon with his father. He is teaching himself guitar and dabbles with piano occasionally.

His ambitions are to aim at the very best of the British or US universities, and he will therefore need not only an exemplary set of GCSEs, but to start preparations for his SAT for University admission.

He is keen that this episode of his life be something that he can look back on with pride for what he accomplished, and is determined to work hard to get back on track.

The Tutor will be responsible for teaching the student for GCSEs in the following subjects: Maths, English Literature, English Language, Physics, Chemistry, Biology, History, French, Spanish, and Art. It would be an advantage if the Tutor could also offer, or at least study in concert with the student, GCSEs in Art History, Photography, Philosophy, AS Religious Studies, and SAT preparation. In an ideal world, one Tutor would be found who could teach all of the above subjects, but the Client appreciates that this is a tall order. Teachers who can offer almost all of the subjects and who would be responsible for coordinating supplemental by-the-hour tutors in the other subjects will also be considered.

Clearly it will be necessary for the Tutor to establish a clear timetable, and to develop the required resources, to ensure that the courses are completed in time and to the required standards. For some subjects, such as the Sciences, where access to labs and suitable equipment may be difficult, it may be necessary to change to the IGCSE syllabi. The Tutor will need to work closely with Tutors International at this level, and also regarding enrolment in externally taken public examinations.

In addition to the subject teaching, the Tutor should be able to help the student find appropriate social opportunities and venues for continuing his interests in sports and music. It is also essential that the Tutor be an excellent role model for him, someone whose personal values engender respect and trust, a non-smoker who leads a healthy and active lifestyle. His favourite teachers at school had an open, easygoing and interesting varied pedagogical style, and were firm but fair with their discipline.

The details of a daily schedule will need to be developed once the role starts, but a general framework has been discussed. A typical week will likely consist of daily instruction and activities from Monday-Friday. During these days the tutoring will usually start at 9.00am and finish at 4pm, with breaks as required.

The Client will meet the cost of meals occurring during tutoring time, but the student and Tutor will need to make arrangements for their own refreshments during the working day.

The Tutor should expect weekends off.

The Tutor is entitled to a minimum of the standard annual paid vacation as outlined in the Terms.

Since the Client is providing accommodation for the Tutor, no additional compensation will be available to the Tutor in respect of travel for this position. If the Tutor accompanies the student on an activity or takes him on an excursion that is part of the tutoring provision, the Client will reimburse the Tutor’s travel expenses in full.

The Client will provide accommodation for the Tutor in a furnished 3-bedroom house in Clapham. One room of the house will serve as the classroom.

The ideal applicant can be single or accompanied by their partner or spouse.

He or she should be a non-smoker, and lead a clean and healthy lifestyle.