There are three children. The oldest boy is 9 and will be going into year 5. His younger sister is 7 and will be going into year 3. The youngest boy is is 5 and going into year 2. In the 2010/11 academic year the children attended an international school in Switzerland where the curriculum was a mixture of different content based mainly in the US and UK systems. The family’s initial plans were to return to the US and enrol their children in schools in Boston from 2012, with a year of home school and travel in between. Unexpectedly, the family has changed their plans and now expect to remain in London for the foreseeable future, so that children will need to be prepared for applications to suitable school and supported in the transition from their current position so that they will thrive in the new schools.

The oldest boy is a shy, quiet, gentle natured child who loves wildlife, dinosaurs and travel. He loves to please and is very kind. He has struggled with reading was recently assessed with moderate dyslexia. The specialist who carried out the assessment advised that daily support following Orton-Gillingham, Lindamood Bell or Wilson will enable him to catch up the 6-18 month deficit he currently has. This additional support has been in place for several weeks and is going well. Understandably, he is still a reluctant reader and so needs some inspiration to make it fun for him. He loves maths and science experiments and has a great attention span when he is interested in a project. He attends judo twice weekly and loves to be outside. He is a good skier and enjoys swimming. He has a good sense of humor and loves to laugh. A hard worker, he likes learning. Dinosaurs and the pre-historic world have fascinated the young man since early childhood and his favorite place on earth is the Natural History Museum in London! He has travelled extensively since he was a baby and loves to visit new places. He is somewhat of a loner enjoying adult company more than that of other children. He is however very close to his younger siblings and eight cousins with whom he spends a lot of time.

The middle child is an extrovert, very creative with strong opinions. She has really enjoyed her first proper year at school and enjoys reading and writing. She notices everything! She is very sociable and the definite leader of the family. She loves having fun and being outdoors. She enjoys swimming, dancing and riding her bike. She is somewhat of a tomboy and loves to invent games. Like her older brother, she really likes wildlife, in particular whales, and has tremendous enthusiasm and willingness for new things. She loves arts and crafts and can spend hours painting, drawing, playing with clay etc.

Although the youngest has only been to nursery school, he is teaching himself to read and write and has made quick progress — one advantage of being the youngest! He seems very bright and academically inclined. He is stubborn and highly charming! He seems older than his years and is very independent. He is the most adventurous of the three and loves to explore. He loves swimming and being on the water. He has a sunny disposition but needs to be challenged, since things come easily to him. He is physically extremely adventurous, and a good swimmer and skier like his brother. He is chatty and precocious and loves meeting new people. Like his siblings, he is used to moving and deals well with change.

Both boys are being assessed for possible speech issues. Should these assessments indicate that there is something that merits intervention it will be arranged in addition to their tutoring.

There are two distinct parts to this job: the periods when the family are in London and the periods when they are travelling.

In London, the Tutors will work with all three children five days a week on average, typically Monday-Friday, from 9am-4pm with breaks as required. One of the Tutors will work with the two younger children, while the other works with the elder boy. The children’s mother will look after the children in the afternoons while the Tutors do their preparation.

There will be a three-week period of travel later this year and a six-week period early next year. The British Tutor is not expected to accompany the family on the three-week period, but will prepare materials for the existing Tutor and her husband to deliver while the family are away. For the six-week period of travel to Australia and New Zealand next year, both of the Tutors will travel with the family.

The teaching time while away will continue the children’s education, but will necessarily need to have a more flexible timetable to take into account the particular circumstances of travelling and the local resources. In general, though, the travelling Tutors should expect to be working with the younger children separately from the older boy, and this may mean an increase in the Tutors’ hours. The Tutors will therefore need to be well organised, flexible and adaptable. Although the family will try to maintain a routine while travelling there may be occasions when plans are changed at short notice.

The successful candidate for this role will need to be familiar with the highest standards of the best London private schools at all the children’s grade levels. He or she will also need to have the personal qualities to take the lead tutoring role when it comes to the necessary adjustments to the curriculum and ways of teaching so that the children are fully prepared for the next phase of their education.

While in London, the Tutors should expect to work an average of about 30 hours a week with the children, with preparation time in addition to this. The Tutors will be entitled to a minimum of 9 weeks paid vacation per annum as per the Terms, taken at times convenient to the Client. It is expected that the majority of this time off will be taken in the summer vacation period or towards the end of the contract term.

When travelling, the London-based Tutor will continue in a resource and support role for the travelling Tutors, although obviously with much reduced workload, while the travelling Tutor will have increased hours and responsibilities.

There will be a good amount of travel in this job for one or other Tutor or both. In the summer, the Tutor will likely work with the children from their Boston home.

The Client will provide separate, furnished accommodation with Internet for the Tutors. This will be in a large house in London W1, which will also serve as the schoolrooms. The Client will be responsible for all bills on this property with the exception of any of the Tutors private phone calls. If the Tutor chooses to live elsewhere in London this is his or her choice, but the Client will not be responsible for paying anything other than the cost of public transport getting to and from the tutoring location in Mayfair.

While travelling, the Tutor will have his or her own accommodation, whether this may be a room in a hotel, an apartment, a berth on a yacht, or a cabin on a cruise ship.

The Tutors are responsible for their own meals in London. When travelling, the Client will be responsible for all the Tutor’s bed and board.

It is essential that the Tutors are non-smokers, people who are fit and lead a healthy lifestyle, and in so doing set the children a good example.

The Tutors will be responsible for arranging and financing their own health and travel insurance.