The boy is an only child and was born in May 2012. He is a gentle and kind little boy with a wide range of interests. He loves to be read to, enjoys counting (on a good day he can get into the 70s) and already knows most of his letters. He has a decided interest in books in general and he can recite large sections of several of his favourite books. He loves trains and jigsaws (35 pieces is his current best). He is well advanced in speaking, for his age, and regularly says complete sentences with more than 30 words and with correct use of tense and personal pronoun. He is a very bright child with an active imagination, and an excellent memory. He is personable and already shows signs of a developing sense of humour and timing.

He attends several activities each week, rhyme time, gymboree, art class, swimming, and used to have weekly sessions with an experienced language development teacher which certainly shows now. The boy is socially comfortable round other children, but does tend to be put off by children his own age who are not as advanced.

The boy's parents have twice tried to start him in nursery, when he was 18 months old and again about a year later. The first time was unsatisfactory from the start, and after three weeks his parents decided that the stress and unhappiness it was causing everyone was not necessary, especially since the family has a nanny who works from 7.30am - 7.30pm, 6 days a week. On the second attempt things seemed to be going well, but after almost 2 weeks when he had not settled and was beginning to get nightmares and behave badly at home, his parents decided that perhaps it would be better to look for a Tutor who could enhance the learning that he receives during the week rather than force him to go to a place that was making him miserable.

The Tutor will start by working with the boy for up to 5 hours per week on days still to be decided. Ideally this will be spread out over the week, one hour per day. The purpose of this time is to provide an environment that continues to enrich the boy's learning, without pressuring him or aiming for any particular goals. His parents are aware of the EYFS and would like the Tutor to be cognizant of its targets, but without being constrained by them in any way. His parents are open to the Tutor using materials that are already part of suitable learning programmes, but do not want a Tutor who just follows such existing programmes. Instead, the Tutor should be able to adjust his or her plans depending on his comfort or ability with a particular skill so that he is constantly engaged and enthused.

There is plenty of room available at the Client's home, a nice garden, and good resources. The boy's parents expect the Tutor to advise them regarding the purchase of any additional particular toys or books that he or she wishes to use; they also expect an experienced Tutor to have some of his or her own equipment that the boy could use from week to week as needed instead of buying something that may only be used a couple of times.

It would be advantageous if the Tutor also had some musical ability and could help bring on skills relating to rhythm and pitch. It would also be advantageous if the Tutor had French or Spanish and could continue the boy's linguistic development in these directions.

The Tutor should expect to work an average of about 3-5 hours a week at days and times to be agreed.

It is essential that the Tutor is a non-smoker, fit and physically active, someone who leads a healthy lifestyle. It is important to the parents that all those who have a significant influence on their son's life model the kind of behaviours of politeness, consideration and a willingness to try new things, that the boy is being raised to follow.