The student is a lovely, well-mannered and respectful girl. She is comfortable in the company of adults and is clearly an intelligent student. It is quite evident that she has lost her way in the classroom. She is behind her peers across the board, and is consistently scoring in the bottom quartile, often more than 20% under the median. Feedback from the school following her most recent assessments suggest foundational insecurity with basic literacy functions including spelling, punctuation, and word-use, as well as misunderstandings in the language of mathematics.

It is particularly disappointing for her and her family that they are in this situation because she entered school as one of the top five students from her excellent previous school. The slide seems to have started upon entering the new school. Perhaps because the competition with her peers was much higher, where she had previously been able to rely on her natural intelligence, this strategy has not been sufficient to keep her in the top ranks. Her rather disappointing recent academic performance has understandably affected her self-confidence and is part of a generally negative picture that has the school feeling that she is not showing the personal maturity they would expect at this stage. For example, she no longer contributes in class as much as her teachers would like, and she can be reluctant to respond to the teachers' questions even when she knows the answer.

The successful Tutor must be a qualified, experienced teacher who is able to deliver the full British curriculum at Primary age. She or he must have a proven track record with the 11+ common entrance exams and equivalent private school internal assessment structures. Although there has never been any formal assessment of any learning impediments, it would be useful if the Tutor has the knowledge and experience to employ various learning techniques associated with mild dyslexia as this may help to boost the student's performance in the short term. Her current learning style may also need some adjustment, and it would be best if such adjustments could be made in such a way that she is given long-term skills for good learning rather than just something that works for now.

The student's problems in mathematics can be worked on through consolidation of both basic functions (multiplication tables, conversions between fractions, percentages and decimals, square numbers etc) and the actual language of mathematics. Drilling of the most frequently used parts of the course, and repeated practice will also be highly beneficial. By understanding the phrasing of the questions better, her chances of success will be much higher and her work should advance quickly.

The tutoring role is not limited to Maths and English. She will also need support and with her other subjects - Science, History, Geography, ICT, French, PSHE, RS and Art.

This role requires a dedicated Tutor who is available in the evenings during the week, and for 5 hours per day at the weekends, from early January 2013. In an ideal world the first week of tutoring will start December 14th 2013. Tutoring will take place in the evenings during the week. At the moment, due to the student's after school activities, this will likely be the following hours: Monday, Wednesday and Friday: 6pm to 8.30pm, Tuesday and Thursday: 7pm to 8.30pm, Saturday and Sunday: Up to 5 hours (times to be confirmed, but mostly mornings)

It is possible that the student will temporarily suspend after school activities during this intensive study period, and if this is the case the tutoring hours will change to: Monday-Friday: 6pm to 9pm, Saturday and Sunday: Up to 5 hours (times to be confirmed, but mostly mornings).

The student is a charming little girl. She enjoys sports, and plays netball and swims on her school teams - she is not afraid to try new things and is rightly proud of the good work that she can produce. Her low confidence, reluctance to participate in class, and fundamental gaps in English and Maths are holding her back. The right Tutor will help her to mitigate these issues and re-engage with the learning process. She has great potential, and with the right support there is no reason why she shouldn't make dramatic improvements across the board.

The Tutor should be well educated with a wide range of interests and broad subject knowledge. She or he should be eloquent, able to explain concepts simply, and able to inspire the student with enthusiasm for any given subject. As well as teaching the subjects and, with it, helping the student to regain her former confidence, the Tutor should become a mentor to her, someone able to guide her regarding her wider decisions and general approach to challenge. The Tutor should be a natural communicator with a kind and caring disposition, and possess a firm-but-fair manner.

For the most part the hours will follow a stable timetable agreed with the parents, but the Tutor should also allow for flexibility as above.

This is an intensive role that does not afford the Tutor any full days leave between the start date and the summer exams. However, standard holiday entitlement will accrue (23 working days over a 6 month contract) and may be taken after the exams or in the summer holiday period after the end of term.

The Tutor is expected to work during any public holidays that fall between the start date and the end of the summer exams. Specifically, and for the avoidance of doubt, this means that the Tutor will work up to 5 hours per day throughout the February 2014 half term week, and throughout the 2014 Easter vacation period and during any bank holidays requested by the Client, unless specifically directed otherwise by the Client.

Further, if the student should miss all or part of a day of school due to weather or illness, it is expected that the Tutor will be available to Tutor some of this time in addition to the above hours, perhaps even on same day notice.

This assignment does not include any accommodation provision or meals.

The Tutor is responsible for arranging and paying for her or his own meals, unless they occur during tutoring hours. There may be occasions where the Client invites the Tutor to dine with them in order to have time to talk about the student's progress.

There are no plans for any travel for the duration of the contract. Should this change, the Client will be responsible for the Tutor's full expenses arising from any travel for the position throughout the contract term.

No car is provided for the Tutor. The Tutor is expected to pay for her or his own travel to/from her or his home to the place of work.

The Tutor should be a non-smoker, lead a physically active lifestyle, and be healthy and fit. She or he should be engaging, and have a good sense of humour and a sunny disposition, yet be a serious educator who understand their responsibility in this important support role.