The young man is a complex and introspective teenager who has demonstrated academic prowess and a strong independent learning ethic. He has a history of thriving in structured and challenging environments, as evidenced by his time as a chorister at a specialist musical private school. However, his recent reluctance to attend school and the family’s tumultuous dynamics have impacted his educational journey. The student is articulate about his educational preferences, expressing a belief that a traditional school setting is limiting his potential. He has shown a deep interest in a broad range of subjects, suggesting a need for a diverse and stimulating curriculum.

His previous experiences in an academically rigorous environment indicate that he responds well to high expectations and knowledgeable instruction. His ideal educational setting is one where he is challenged and engaged by his teachers, who should possess a strong command of their subjects and a firm yet supportive teaching style. The Tutor must be adept at identifying and nurturing the student's strengths, while also addressing any gaps in his knowledge and skills. The Tutor should be aware of the young man's complex family situation and its potential impact on his learning and emotional well-being.

The student, 14, is a complex and deeply introspective young individual with a rich academic history and diverse interests. His time as a chorister at a specialist musical private school in England was a period of significant growth, indicating his ability to thrive in structured, rigorous academic environments. This background suggests that he has a predisposition for excelling in a disciplined and challenging educational setting, which needs to be recreated in his current homeschooling scenario. He is an accomplished musician, particularly with cello and piano. His other main interests are literature and technology, and he has expressed a desire to improve his penmanship.

It is crucial to note that he has not attended school since last October. His withdrawal from school points to a mismatch between his educational needs and the offerings of a traditional school setting. He has articulated a feeling of being held back by the conventional school system, suggesting a need for a more tailored, advanced, and flexible educational approach. This aspect of his education is essential, as it allows for a more personalized and focused learning experience, which seems to align better with his educational needs and personal outlook. His preference for a rigorous, intellectually challenging educational environment is evident. He thrives under the tutelage of educators who push him and demand his best, reflecting his inherent drive and potential.

However, the student's preference for high-pressure educational settings stands in stark contrast to the more lenient approach he experiences at home, particularly in his interactions with his father. This dichotomy in his learning preferences and home life suggests a layered personality that requires careful navigation. The Tutor must be adept at striking a balance between challenging him academically while also providing the support and structure he needs to flourish.

Furthermore, the young man's family situation appears to have had a significant impact on his emotional and social development. The complexities of his home life, including the mentioned familial complications, suggest that his educational journey is intertwined with his emotional well-being. The Tutor must be sensitive to these aspects, providing not just academic instruction but also emotional support and guidance. This requires a deep understanding of the nuances of teaching a student who may be experiencing emotional turmoil or distress.

The Tutor's role in this unique and challenging environment is to provide a comprehensive and dynamic educational experience for the student, one that extends far beyond the confines of traditional schooling. Central to this approach is the concept of “the world as the classroom,” which involves leveraging a wide range of environments and experiences as part of the young man's learning journey. This concept aligns perfectly with his need for a broad and engaging education, reflecting his past experiences, and catering to his diverse interests.

The Tutor will be responsible for preparing him for his transition to a homeschooling curriculum focused on GCSEs and A levels, with a goal of applying to an Ivy League university. The Tutor must be proficient in delivering a high-quality, varied curriculum that includes subjects such as Japanese and Latin and can adapt the teaching methodology to incorporate real-world learning experiences. This approach will not only enhance his academic understanding but also provide him with valuable life skills and global perspectives.

This position requires a tutor who has achieved a high level of musicianship in either an instrument or voice, or both. The student would like to take the GCSE in music, and possibly even an A level, though at this stage his A level choices have not really been considered.

Given the young man's background and the family dynamics, the Tutor needs to be particularly adept at providing stability and positive reinforcement. The Tutor should create an educational environment that is nurturing, encouraging, and tailored to his individual learning style and emotional needs. This involves recognizing the importance of emotional and social development alongside academic achievement.

The Tutor is expected to plan and facilitate educational travels, utilizing various locations and cultural experiences as extended classrooms. These travels should be thoughtfully designed to align with the curriculum, offering hands-on learning opportunities that complement and enrich the academic material. The Tutor should use these experiences to instill in the student a love for learning, a sense of curiosity, and an appreciation for diverse cultures and perspectives.

In addition to academic tutoring, the role requires a strong focus on personal development, including social activities and peer relationships. The Tutor should mentor the young man in developing self-confidence, resilience, and a positive mindset towards his future. This includes guiding him in navigating his complex family situation and providing support in building his self-esteem and self-belief.

Ultimately, the Tutor’s role is to empower the student to reach his full potential, preparing him for a successful transition to higher education and a fulfilling life. This requires a Tutor who is not just an educator, but a mentor, a guide, and a role model, capable of understanding and responding to the nuanced and evolving needs of a teenager in a complex and challenging environment.

The Tutor will be available for an average of up to 40 hours per week, with preparation time in addition. Flexibility is essential, as the Tutor may need to adapt to the family’s travel plans and commitments.

When the Tutor is not traveling with the student it is expected that the Tutor will make themselves available for some of the time needed with the student's sister in loco parentis. Such times are to be agreed between the Tutors.

The Tutor will be entitled to two consecutive days off per week, typically at the weekend, and a minimum of 9 weeks off per annum, to be coordinated with the family.

The family will provide separate accommodation near their home. During travel, the family will ensure the Tutor has private accommodation in the form of separate rooms but not a separate residence. A car for local use will be provided, or a public transport allowance when more suitable. The Tutor must be a good driver. Rent and utilities for accommodation will be covered by the Client except for the Tutor’s personal phone bill.

The successful candidate will be able to offer more than the minimum requirements of this position and must have been raised in a socially appropriate background. They will not only be excellent practitioners, but also good role models: educated and polished, with excellent manners and personal values.

The Tutor must be a fit, healthy and a non-smoker – active and energetic with a love for the outdoors; the kind of person who always makes the most of their environment to enhance teaching and learning opportunities.