There are two boys, ages 4 and 2. This job principally concerns the older boy.

The boys have lived all of their lives in Italy. Their mother, their schoolteachers, and nearly everyone else they encounter speaks Italian almost exclusively. The only exception is their British father, who speaks to them in English. However, given the nature of his work, his time with them is limited. Consequently, their English has not developed on a par with their Italian. They understand most that is said to them, but are not able to converse well at all, although the older boy has started showing more confidence recently.

The older boy is currently at a local Italian pre-school. His brother attends a creche. The family would like to move to London, and they would like the older boy to go to a good independent school. At the moment, his educational development, and particularly his English language, is not of a high enough standard for this to be a possibility. He is by no means bilingual. He speaks fluently and freely in Italian, but his English is extremely limited. Additionally, his education so far has not been of the style that would be normally expected for someone his age in England, and he has not received much of the standard EYFS curriculum he would have received if his early years education had been in a predominantly British environment. It is hard to tell, but it would not be a surprise to find that he is around a year behind the standard for someone trying for 4+ school entry, with his lack of English as an additional consideration.

The student is a well-behaved, perfectly nice young boy. He is independently minded, and enjoys playing outdoors. He is a good swimmer and is social. The family home is quite rural and surrounded by land that has enabled him to develop independence and be free with his curiosity. In conversation in English he was able to listen well for a short period of time, but doesn't volunteer conversation or listen for long enough.

The Italian school system does not encourage parents to read with their children or teach them anything approaching recognition of letters or words. In some ways it discourages even starting teaching the learning of reading until children are six. Consequently, the student has not been exposed to many of the domestic experiences that his peer group in the better nursery and pre-reception classes would have considered as a norm.

The student was born in July, and so his parents are not averse to a school entrance as one of the oldest children in his class. This extra maturity may help him catch up and keep up with his peers if he is able to earn a place in the kind of school his parents are aiming at.

The younger child is a perfectly normal little boy who also likes to play outdoors. It is envisaged that the Tutor will give some of the time to getting him started on the EYFS so that he is also prepared better for the move to England, although clearly he is unlikely to be involved in a competitive entry.

The Tutor will work principally with the older boy on a full time basis. It is likely that he will be removed from his local school and be home schooled, although he may remain partly connected for some continued social interactions there. The main objective is to prepare him for assessments to allow him to gain entry to a good UK independent school. The Tutor will have experience of requirements and delivery of the EYFS and of preparation for the 4+ assessment and application processes. It will be essential that the Tutor is able to adapt their teaching to help build the boy's confidence and competence in English.

The Tutor will be required to advise on the provisions for the designated classroom within the family's home and to ensure that the appropriate teaching resources are purchased. As well as working indoors, the Tutor should take the boy on relevant excursions to develop all the skills that a child in a good early years private school would get - visiting local parks, monuments, museums, etc. In terms of resourcing and designing the learning space, the Tutor will have a blank canvas to start from, so it is essential that he or she knows what equipment should be procured to be able to develop the requisite vocabulary, fine motor, attention, colour, number, and literacy skills.

With the younger boy, it is expected that he will become involved both informally out of curiosity and formally in some planned sessions, but the Tutor should be in no doubt that the motivation for finding a Tutor at this stage and moving to a formal home schooled scenario is to prepare the older boy for what lies ahead.

The Tutor is entitled to two consecutive days off per week, but should not expect these to occur at weekends or to be regular in their timing. As far as possible, the Client will try to give the Tutor at least two weeks notice of when their 'weekend' break will be, but the Tutor will need to understand this is not always possible.

The Tutor will be provided with accommodation in a nearby village, separate from the Client's accommodation. This accommodation will have Internet and be fully furnished. Save for the Tutor's personal telephone use, the Client will cover all bills on this property.

The family home is a rural location about 60km from Rome. There is a good train service from a nearby village that goes to the airport and the city centre. It is essential that the Tutor is able to drive. The Client will make a car available for the Tutor's use.

The Tutor must be fit and healthy, a non-smoker.