The student is the 16-year-old son of a NW London family. He is bright and inquisitive, well motivated and keen to excel. He has just started his A levels in Mathematics, Physics, Chemistry and Biology. The young man is ambitious and very clear about what he would like study at which University. His preferred choice means that he will need at least an A, better an A*, in all subjects if he is to stand a chance of getting onto the course. Although his Science and Maths GCSE results were good (an A in Physics and Bs in Mathematics, Chemistry and Biology) they were not exemplary, and are probably below that of other students who will be vying for places with him.

With this in mind, he has asked for a Tutor to support him with his homework, to make sure that nothing misunderstood from one day is carried into the next, and that any gaps in knowledge carried over from GCSE courses are found and filled. With this kind of after school support, he hopes that he will not only do very well in his exams, but also demonstrate to his teachers that he deserves an excellent recommendation from the school.

The Tutor will work with the student on every day that there is school the next day (i.e. not Friday or Saturday). This work will be focussed foremost on ensuring that everything covered in class during the day is fully understood and that all homework is completed correctly. If he has in-class assignments coming up, such as practicals, presentations, projects, or tests, then these too will need to be prepared in the evenings after school, or on Sundays before school on Monday. It is to be expected, given his GCSE grades, that there will be gaps in his knowledge and skills that will be exposed by his A level courses and should be filled by the Tutor. If time allows, the Tutor should start to work ahead to prepare him for what will be coming up at school so that he can excel in class.

While this is predominantly an after-school role, it is possible that there may be periods of full time home schooling. If exams are looming and mock exams have resulted in less than satisfactory scores, then it may be advisable for the student to be educated entirely at home intensively for short periods. Consideration will be given on a case by case basis should this become necessary, but the Tutor will need to be aware that should this option be exercised he or she will need to be available during weekdays instead of only in afternoons and evenings.

The ideal Tutor, then, will have firsthand experience of all four of the student's subjects and a proven track record teaching these to students who have then achieved top grades. Candidates that can offer Physics, Chemistry and Maths, but not Biology, are also encouraged to apply, as these are the areas of greatest concern for him at this stage.

The Tutor should also expect to be closely involved with the student's UCAS application, and to advise accordingly.

The Client also has a younger daughter (12) who may need some occasional help from the Tutor in the evenings or on Sundays.

The Tutor will typically start work between 4.30pm — 5pm Monday-Thursday, and from 12pm on Sundays, for 4-5 hours on each occasion.

Should there be a need for temporary home schooling, these hours will likely match the normal school day, or longer if needed. In such circumstances there will likely need to be an adjustment to the fees over this short period to reflect the significant additional load it places on the Tutor’s time for tutoring and preparation.

Equally, the Client has intimated that the family will be away some weekends. The Client will let the Tutor know that he or she will not be needed on a given Sunday with at least one week’s notice. Any unused hours because of a cancelled Sunday will roll forward and will be counted towards additional hours required by the Tutor if there is a work-crisis or if the home schooling option comes into effect.

This is a non-residential role. The Tutor will be provided with any meals which occur during tutoring time. The client will reimburse the costs of public transport in London for the Tutor. The client and student do not wish the school to know that after-school support is in place, and the Tutor will need to respect this position.