There are three children. The first is a girl, who is 10, and currently in grade 4. One of her brothers is 7 and in grade 1, and the other is 6 and in kindergarten. All three children are currently enrolled in a good private school in Rhode Island, USA. They are bright, articulate, curious and engaging, while remaining individual with differing interests.

The oldest is fiercely independent and gregarious, with a wide variety of interests that she jumps between without exploring in any depth. She likes horse-riding, piano, and ballet. She is getting excellent grades at school, is very physically active and likes to be busy.

The older boy is physically well developed for his age and is very active. He loves school. He listens well, is very kind, but tends to rush things. He is emotional and loves animals. The youngest is strong and determined like his sister, but looks up to and adores his older brother. He enjoys playing on his Wii, perhaps too much, but he is still finding what he likes and it is to be expected that computer games are among his interests.

When younger, the girl was found to have some mild dyslexia that responded well to early Orton-Gillingham intervention and which no longer requires extra support. As a result of this early discovery, and knowing that there is often a genetic connection between dyslexics, all children receive close monitoring and have up to date psychological assessments. This far-sighted approach has revealed that the older boy has some early indications of dyslexia and he is now receiving learning support specifically with his reading, using the multisensory Lindamood-Bell LIPS system. He received some speech therapy when he was younger for verbal dyspraxia, which is no longer present. The youngest boy has some pronunciation issues relating to development of his vocal mechanism that is receiving some speech therapy, but as he has not yet started to read, it is not known what support he may need in that area.

The main responsibility of the Tutor is to maintain the progress, at grade level, of each of the children during the period they are away from Rhode Island and being home-educated.

It is likely that the children will be enrolled in a distance-learning program where the content of learning is provided online but managed and taught by the Tutor. This ensures that a formal transcript is maintained while at the same time allowing for a great deal of flexibility in the teaching. For example, the children are currently learning Math using the Singapore method and it is important that this is maintained whatever the content of the material might be. Equally important is that London and its environs are seen as a resource for the Tutor and the children’s education takes advantage of this immense opportunity.

It will be important for the Tutor to work closely with the children’s mother to find and involve the children in opportunities to meet and interact with other young people through their sports and other interests.

This is a full time job, working with three children throughout the day. It is likely that the time will be split with the girl separately and the boys together, staggered over the morning and afternoon, such that the Tutor is working all day while the children do activities with their mother when not with the Tutor. The hours will generally be 9am-4pm, with a 1-hour lunch break. The Tutor will do his or her preparation in addition to these hours.

The Tutor will be entitled to a minimum of nine weeks paid vacation per annum as per the Terms. These will normally be taken at times convenient to the Client.

The Client will give the Tutor access to car as required for their work, but this will not be available for the Tutor's general use.

Travel, and all expenses this incurs, will be met by the family on all journeys where tutoring takes place.

The Client will provide the Tutor with a stipend with which the Tutor should arrange his or her own accommodation.

The family will provide, or reimburse the Tutor, for all meals that occur during tutoring time.

The successful candidate will have experience working with dyslexic children, already have or be willing to get training in LIPS and Singapore Math, be American or have worked in US schools for at least three years, and be able to relate to and share some of the children’s interests.

The Tutor should be a non-smoker and hold a clean driving license. He or she should lead a healthy lifestyle and be in good physical shape.