The student is the only son of parents who have lived predominantly in Germany and Spain since their son was born. He attended a German school initially and then moved to an international British School in the middle of Y6. Initially he was troubled by the behaviour of an influential boy in his class. Although this boy left the school, it set the student on a course in which his interest in studying became secondary to his situation. Combined with some significant internal school reorganisation, lacklustre teaching, frequent change of school leadership, and repeated absences through mild illnesses, the student never found his stride, lost his confidence and has gradually slipped further and further behind.

Some help from a local tutor and the early signs from the first few weeks of home schooling indicate that under the right circumstances the student has the ability to make very rapid improvement and that the gaps in his learning to date are more easily filled than might have been apparent from this academic performance up to now.

From January 2016, the student was taken out of his school and has been home-schooled full time by an experienced and broadly capable classroom teacher. At the time of writing this Specification (January 2016) he is far from the standards needed to pass his summer GCSE exams with anything other than poor grades. At the same time, a sign of developing maturity, he has developed ambitious academic plans that he and his parents would like to give him the opportunity to try to achieve. This need for a step-change in the approach led to the decision to move to a full time home-schooling solution. Even with the directed support that comes from one on one instruction, he is under no illusions and knows that he has a monumental task ahead of him if his new-found ambitions are to stand any chance of coming to fruition.

In person, the student is a quiet, reserved, respectful and polite young man. He is socially comfortable and has some good friends locally. He used to play tennis but no longer has that interest; his current passion is martial arts, which he learns with one his family’s protection staff. He speaks, reads and understands German more or less fluently, but his Spanish is not strong, and he considers English to be his primary language. He does not play any team sports or musical instruments but has indicated an interest in learning the guitar.

The student’s favourite teachers are demanding but kind. Their displeasure at his lack of effort is sufficient motivation for him to try harder to please. His least favourite teachers are those whose poor subject knowledge and lack of preparation is evident and who do not take the time or lack the ability to explain concepts to him properly.

This is a broad role that must cover a lot of ground over the next three years or so. The student’s past academic history paints a portrait of an uninterested, idle and fainéant young man. This is not the person that he wants to be, and to change this will require a new approach and a serious amount of effort across all aspects of his life, not only in academia. With the right Tutor as teacher, mentor and academic coach, the task is eminently achievable, especially given the freedom to take an additional year over the remainder of the student’s schooling.

The whole academic pathway is still in evolution, but the general plan is to reduce the number of GCSEs to be taken this summer to the ones in which he can get a very good grade and which are not considered ‘soft’ subjects. It could be that none will be taken this summer at all rather than risk getting poor grades on exams that must then be repeated. The remaining subjects will be taken as and when he is ready for them, perhaps some in the winter IGCSE session with the remainder in the summer 2017 session. Those completed GCSE subjects that he wishes to take to A level could begin slowly as soon as the GCSE is finished. Also in flux is whether to take IGCSEs (which the student can do while in Spain) or change to the GCSE, which he would need to sit in England, but in which he is likely to get higher grades due to the reduced rigour of the GCSE compared with the IGCSE.

The student’s newfound ambition has put Sandhurst Military Academy on the list of possible plans. The vast majority of serious applicants are accepted after completing a bachelor’s degree from a good University. To get from his current position to one from which he can make a convincing competitive application to Sandhurst will necessitate a complete transformation. He will need good GCSE and A levels to secure a place at a good University as well developing the requisite personal skills and attitudes.

In an ideal world, the Tutor should also attempt to maximise the benefits of whatever strengths and skills the student possesses. For example, it is likely the American AP courses and examinations in German and Spanish will be more approachable than the A level, and enrolment in an accredited online US high school programme that allows access to a pathway from which he could co-graduate from the US schools system in conjunction with completing GCSEs and A levels would enhance his CV and make it easier to apply to one of the better US or Canadian universities further down the line if this becomes of interest.

In addition to restoring a strong academic record, it will be important for the student to show that he has the kind of personal qualities of teamwork and leadership needed. In a home-schooling context it is harder to get involved in team sports, but it is imperative that opportunities are taken to do so. This may involve, for example, joining sports clubs, setting up a Duke of Edinburgh Award (of which TI already has experience in a home education setting), joining committees, community service, fund-raising etc. He will also need to build his wider CV by completing assessed skills such as PADI, a private pilot’s license perhaps, or gaining boating qualifications for sailing or powered craft. It will be important for the Tutor to research what is available locally and wider afield and what is needed to ensure that these kinds of activities take place to a recognisably high standard in addition to the academic side of the role.

The Tutor for the immediate term role, from January to June 2016 will have laid down the groundwork for the longer term role and so the incoming Tutor will have the benefit of a handover from the initial Tutor.

It is important for the Tutor to remember that the goal is not to frighten the student into action, but rather to give him the skills and impetus for him to change himself into the person he wants to become.

The Tutor is expected to work up to an average of 40 hours per week contact time, with preparation time in addition. For the most part the hours will follow a stable timetable during the normal working week of Monday-Friday. With some travel possible and exams imminent, the Tutor should expect to be flexible in this regard if the circumstances merit additional working hours or days.

The Tutor will be entitled to a minimum of 9 weeks paid vacation per annum at times convenient to the Client.

The Client will provide a furnished apartment for the sole use of the Tutor near the family home in Mallorca. The Client will pay for all bills on this accommodation, except for the Tutor’s personal phone bills. This accommodation could be suitable for a couple with one or two small children.

The Tutor will be provided with a car for his or her personal use.

A room in the family home has been set aside as the schoolroom for the sole use of the student and his Tutor.

There will likely be some travel in this role, primarily between Germany and Spain, but possibly to other locations in Europe or further afield, and the Tutor therefore must ensure that he or she has the requisite travel and health insurance, has received the required vaccinations, and has the necessary visas.

The Client will be responsible for the Tutor’s full expenses arising from any travel required for the position throughout the contract term.

The Tutor should lead a physically active lifestyle, and be healthy and fit. He or she should be engaging, have a good sense of humour and a firm yet reassuring manner. He or she must be a serious educator who understands the responsibility this role carries.