There are two children – a girl, aged 6, and her brother, who is nearly 4. The family is of Russian origin, but they currently live in Monaco, where the girl attends the an International School. The family have not settled particularly well in their current location, and spend a lot of time traveling between Monaco and Saint Petersburg, as well as time visiting their properties in London, the Caribbean, Piedmont, Latin America and the USA.

The girl is a charming young lady who is enjoying school life and has a good group of friends in her current class. However, with English as a second language, she has been struggling to keep up with her cohort academically, and the school recently suggested that she should re-sit this academic year. Although they subsequently capitulated, it is clear that the girl needs a lot of help and support with her English language skills. Given her reluctance to talk in English, it is difficult to gauge her levels of comprehension. However, it is clear she understands more than she is willing to let on, but her low confidence and natural shyness are potential barriers to fluency.

The girl is very comfortable communicating in Russian, but even then is displaying an academic position which is below what would be expected from a child of a similar age at a good London preparatory school. She clearly has the capacity to learn, but perhaps not in the way that groups of children are taught through formal schooling and large class sizes. It is anticipated that by working with a private Tutor, both her confidence and ability will soar.

The boy is almost the polar opposite to his quiet and calm sister. He is lively, animated, interesting and entertaining. He communicates very well in Russian and it clear that he has a lot to say. Like his sister, he does not have full command of the English language, which is only to be expected in a predominantly Russian-speaking household, and this places him at a disadvantage amongst his peers.

The boy has not had a smooth start to his school career, and has at times been very distressed when leaving for school. He has gone through a phase whereby he simply refused to go to school, stating very clearly that he did not like it. It is likely that this behaviour was not the fault of the school and that he was using it as a mechanism to get more attention from his mother – certainly, he acts in a very different way when his father takes him to school – but these things are rarely the fault of just one party and it is very possible that his school experience allied with the family’s antipathy towards Monaco did little to disavow him of his negative view of the situation and enabled him to take advantage.

In this short term role, the family are keen to improve their children’s English skills, giving them an excellent foundation from which to continue their studies when the permanent Tutor starts working (starting between September and January). Given that the family speak Russian at home, and much of the role will be in Saint Petersburg, the ideal Tutor will have some facility with spoken Russian, but the goal here is to develop the children’s English and so it is essential that applicants speak flawless English (Received Pronunciation) as their own mother tongue. They should be qualified and experienced educators who have a demonstrably successful track record of working with children of similar ages.

Although likely to be based in Monaco and Saint Petersburg, it is likely that the family will visit other locations, and the Tutor should be prepared for additional travel. The Tutor should embrace any opportunity for travel or visiting a new city, taking the children to local exhibitions and sites of interest, and using their locations as a basis for their lessons. The parents would like the Tutor to completely immerse their children in English language over the summer period, both in terms of project based learning, excursions and through games and trips to parks, museums, art galleries etc.

The family are keen to travel more, and enjoy the lifestyle benefits that come with having a private Tutor. They have no fixed preference for curriculum pathways, and no fixed plan for reintegrating their children into mainstream education at a later date. This means that the remit and responsibility for the role is particularly broad. The ideal Tutor will be skilled in curriculum design, able to select the best parts from a range of curricula in order to create a bespoke program which combines the international ethos of the IB pathway with the breadth of subjects offered in American schools, and the depth of knowledge and understanding offered by top level British private schools. The Tutor should be genuinely interested in the world around them, and their enthusiasm for any given subject should be infectious.

In addition to a good grasp of Russian language, the Tutor should have a wide range of extracurricular skills and interests that they can share with the family and children. This can include anything from playing a musical instrument to recreational fencing, expert knowledge about art history to a talent in cartoon creation. The successful candidate should be upbeat, energetic, kind and caring. They should be a natural communicator, able to explain concepts simply and clearly, and able to encourage a love of learning in both children.

This role is designed to set the groundwork for a long term position starting between September 2016 and January 2017. The Tutor should therefore be an excellent record-keeper, preparing a comprehensive handover document for their replacement (unless the same Tutor continues into the long term role). This should include any observed strengths and weaknesses in both children as well as recording of work covered, vocabulary learned and any excursions or activities undertaken. There is considerable scope for project based learning (without the presentation part) in this short term role, but it needs to be well planned and accurately recorded so as not to be duplicated by the incoming Tutor.

This role requires a resourceful, intelligent and knowledgeable educator who is relaxed and easy-going with a sunny disposition on the one hand while firm, encouraging and directed on the other. They should set a good example for the children through their behaviour and conduct as much as through their academic abilities. Although the family and working environment may be relaxed compared to formal schooling in Monaco, and even by comparison to many private service positions, it is essential that the Tutor remain professional at all times and respectful of the family’s privacy.

While by no means a nannying role -- the family has nannies -- it is normal for a tutor in such a role to take children and from activities such as swimming lesson, horse riding or art classes, and even to be responsible for some occasional food preparation (which could easily be made part of the learning process), or even at times work in loco parentis for occasional days if both parents are away.

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 agreed with the parents, but the Tutor should also allow for flexibility, especially regarding travel. The tutoring periods are not expected to be all formal study and should include lots of excursions, periods of outdoor activities and plenty of hands-on project work. Travel time does not form part of the tutoring time unless tutoring takes place while traveling.

The Tutor will normally get two consecutive days off per week, but this will not always be possible due to travel commitments. Also, the Tutor should be aware that days off may not be the same days from week to week. Flexibility in this regard is essential.

The Tutor is entitled a holiday allowance of a minimum of 9 weeks per annum, pro rata, but is expected to work on any public holidays Monday-Friday unless these are part of their holiday allowance.

While in Monaco and St Petersburg, the Client will provide private, furnished accommodation near to their family home.

The Client will pay for all bills on this accommodation, except for the Tutor’s personal phone bills. The Tutor will be provided with a car for his or her personal use in Saint Petersburg.

In any other location, accommodation may be a furnished apartment, a guest room in the family house, a cabin on a yacht or a room at a local hotel.

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

The Tutor should be a non-smoker, lead a physically active lifestyle, and be healthy and fit. He or she should be engaging, have a good sense of humour and a sunny disposition, and yet be a serious educator who understands his or her responsibility in this important role.