The principal student, a young lady, has just completed Year 10 at a private school and will be entering Year 11 in September 2025. She is a bright, charming, and intellectually capable young woman with dyslexia and ADHD. These learning differences have not been sufficiently supported in her current school environment, and she has suffered from disrupted attendance (approximately 83%) due to illness and some personal reasons. The resulting gaps in her learning, combined with nonconstructive feedback from the school, have affected her academic self-confidence.

Despite these challenges, she has shown real promise when given the right support. Recent tutoring in mathematics has raised her projected GCSE grade from a 2 to a 4/5 after just six weeks, and both her current tutor and a recent academic assessment suggest she is capable of achieving a top grade. The young lady's academic profile suggests untapped potential across a range of subjects, including sciences, languages, and the humanities. There are indications that she may be stronger in linguistic subjects than her current grades reflect, and she enjoys learning when it's delivered in an engaging and supportive manner. She responds especially well to discovery-led, hands-on, or conceptually rich teaching approaches.

The student is studying the following GCSE subjects: maths, double award science, English literature, English language, religious studies, geography, French, and art. She will benefit from a tutor who can build on her strengths and address gaps without overwhelming her, helping her to develop independent learning skills and confidence in her abilities. The school has indicated that she may not be offered a place in the sixth form, making it all the more important that she receives strong academic guidance and mentoring this year.

The Tutor will be responsible for delivering comprehensive academic support to the student in preparation for her GCSEs in 2026. The role begins with traveling with the family to France and possibly Italy, during which the Tutor will continue delivering lessons and supporting her in maintaining momentum and developing study habits by an average of 2 to 3 hours of academic contact per day. From September, the Tutor will transition into an after-school role and provide targeted support in all GCSE subjects. As the academic year progresses, hours will increase as needed to ensure effective exam preparation and subject mastery.

In addition to tutoring, the role includes mentoring and confidence-building. The student has suffered from underestimation in her academic journey and needs a Tutor who sees her capability, encourages intellectual curiosity, and fosters a belief in her own potential. The successful candidate will be someone who can genuinely connect with her, offer praise where due, and help her feel intellectually validated. She responds positively to calm, supportive teaching, and the Tutor should be mindful of the social and emotional aspects of her learning.

Discussions are ongoing with the school regarding the possibility of the Tutor being allowed to support the student within the school day—either through acting as a 1:1 learning support teacher, withdrawing her from selected classes for focused tuition, or a hybrid arrangement. While this is not yet confirmed, the Tutor should be open to collaboration with the school and to operating flexibly and sensitively within those constraints if required.

The ideal candidate will be an experienced educator with a background in working with students with dyslexia, ADHD, or similar learning profiles. She or he must be calm, patient, and emotionally attuned to the needs of a teenager who has been underserved by her current academic environment. They should be passionate about unlocking student potential, deeply knowledgeable across the GCSE curriculum, and capable of building lasting trust.

It would be highly beneficial if the Tutor has a strong command of French and can support the student’s GCSE French, as well as informally help her father improve his own conversational skills. While this is not a primary requirement, it would add value to the household and be appreciated by the family.

During the summer, the Tutor will work approximately 2–3 hours of formal tutoring per day, with additional informal and project-based learning where appropriate. During the school year, a standard after-school schedule of Sunday to Thursday is proposed, with increased contact hours in the months leading up to GCSEs. The Tutor should expect an average of up to 40 hours of contact time per a week, with preparation in addition.

The Tutor will be entitled to two consecutive days off per week, not necessarily at the weekend, and it is essential that they understand the need to be flexible regarding the family’s travel plans and other commitments.

The Tutor will have a minimum of 9 weeks off per annum, to be taken at times agreed upon with the family. The Tutor will be flexible with respect to any changes in schedule, be they travel-related or otherwise and will adapt accordingly. The Client will strive to give up to two weeks’ notice of any planned alterations.