From September 2016, the children will be in the equivalent of year 4, year 6, year 11 and year 13. It should be noted though that, because of the bespoke education that they have received so far, they are generally ahead of the levels that would normally be expected for these school years.

The oldest boy will be in his final year of home schooling, before hopefully going to University in the UK. Over the last 3 years he has taken 11 IGCSE and O levels, passing 9 of them at A-A* and 2 at B. This year he studied 5 subjects at AS level, with the intention of dropping down to 4 at A2 next year. It is likely that he will continue with French to A2 as he has a natural aptitude (illustrated by his A* at IGCSE) and recognises that it is a valuable subject to have when applying for University.

The older girl will be entering year 11 next year. She has taken 7 IGCSEs already (including Latin, in which she gained an A* last year – a notable achievement for a year 9 student). She is planning to take another 5 IGCSEs next year as well as AS Latin. Although she has taken her IGCSE French this time her intention is currently that she will study it to A level so would like to keep going with it next year, perhaps starting on the AS syllabus.

The younger girl will be in her final year of primary education, Year 6, next year. She has been studying a broad primary curriculum, based around individual numeracy and literacy lessons and differentiated joint topics work with her younger brother. Additionally, both of the younger children have been having ‘Little Latin’ and ‘Little Science’ lessons for the last year. She will soon be starting the transition process to a middle school curriculum, so will benefit from be taught more frequently in separate subjects.

The youngest boy will be entering year 4 next year. He routinely works at a much higher level than his age suggests, particularly in mathematics. He has had the same structure to his school time as his older sister.

All of the children have full extra-curricular schedules, including dancing, drama, tennis, skiing and many other activities. They are all well mannered, pleasant, and interesting, with a good work ethic and an appetite for learning.

In addition to teaching French, the Tutor will be responsible for teaching some other aspects of the curriculum. The exact breakdown of the Tutors’ timetables will depend upon the experience, capability, and flexibility of the appointed candidate. Ideally, the Tutor would be able to teach another language and music, but there is some flexibility in their exact subjects. It should be noted that a candidate that can teach French, but nothing else, will not be considered.

In order to allow the timetable flexibility that enables the younger children to continue to benefit from their 1:1 English and maths, the Tutor will be responsible for planning and teaching at least one other subject in addition to French at primary/middle school level.

The specific subject(s) will depend on capabilities and timetabling.

The appointed candidate will be highly educated, intelligent, well travelled, responsible, practical, and down-to- earth with a sense of fun and a wide range of personal interests they can bring to the role. The ideal Tutor will be physically fit and active. The children will respond best to a young, positive, friendly and enthusiastic person who can fit in with the existing tutors to provide a broad range education.

The intention is that the children will be home-schooled until age 16 at least. The Tutor will need to design and deliver courses that solidify their schooling to date and progresses them at least as quickly as the best schools, but without being pressuring or overbearing.

It will be essential for the Tutor to maintain meticulous, up-to-date records of achievement for all the children and across all their subjects.

There is a well equipped, and dedicated schoolroom in all locations; the Tutors will be responsible for ensuring that it remains organised and properly stocked. The Tutors will also need to be responsible for packing and moving any teaching materials they wish to take between the locations or use during periods of travel.

This position should not be viewed as a ‘9 to 5’ job as all of the tutors live in shared accommodation and there is by necessity a certain amount of co-operation and teamwork needed outside the school day as well as during. A willingness to help out with transporting children to after school events from time to time is expected.

The Tutor will be entitled to a minimum of 9 weeks (45 days) holiday per year. This will be taken at times agreed with the Client. It will usually be broadly in line with ‘standard’ school holiday periods.

The family have homes in three European locations, and travel frequently between them. In addition, because the children are being educated in this way, the family have freedom to travel unfettered by the need to attend a specific school, and the Tutors should expect trips further afield.

The ideal applicant will be a qualified teacher, with plenty of experience, enthusiasm and energy. He or she will need a track record of preparing students for excellence and must be capable of adapting their working style to fit the variable circumstances of working with four children at home or while travelling. It should be noted that travel plans are subject to change at fairly short notice, so it is essential that the Tutor is flexible and able to cope with changing arrangements.

Because of the travel and accommodation requirements this role is not suitable for applicants with an accompanying partner.

The Tutor should be a non-smoker, physically fit, imaginative and inventive. They must be a confident driver.

The family are very close and are very keen for a friendly and fun learning environment to built for their children. The Tutor’s attitudes to such things as invitations to join in after school activities, meals etc. are very important. A willingness to participate and be a pleasant companion for the whole family outside the classroom is required.