The child, who is just one, is in an important stage of early development. He comes from a multi-ingual family. His parents are looking to cultivate a truly bi-cultural child. Having started at age 5 with this child’s older brother, they felt that even this was too late to achieve their goal, hence their search for a tutor now. At this stage the child is too young to have developed any kind of cultural bias, which makes it the perfect time to begin exposing him to the activities and knowledge which will set him on a course to dual culturalism. Like any 1-year-old, the child enjoys sensory play, music, and activities that involve imitating speech. He is already curious about his world and experimenting with proto speech. He is a typical little boy for his age – into everything and already learning at an astonishing rate.

Between them, the family can provide all the elements which will comprise the boy’s domestic cultural education, but they are searching for a tutor to provide a comprehensive British cultural environment. Their ideal Tutor will be someone well educated, with an extensive vocabulary, and who speaks with received pronunciation. They will be Early Years trained, bright and engaging, and highly creative with the activities that they plan. This is a long-term role, continuing for several years, and the Tutor should be able to support a range of activities and learning strategies for this period of his life.

There is no expectation that the Tutor speaks any languages other than English, but an understanding of language in general and language acquisition specifically might be helpful. While a second language will be looked upon favourably, given the number of languages he is already learning it is likely that this will be enough cognitive load for the young boy. Indeed, even bilingual children often start speaking later as they have twice the amount of information to process, so having a Tutor with the ability to support multilingual learning would be hugely beneficial.

At this age, music is often a key part of a child’s education, and the Tutor must be comfortable incorporating regular musical activities that enhance the child’s growth and expose him to classical music from Western composers. The Tutor should have reasonable music theory and be able to help the boy explore music and rhythm. As they years pass, the child should understand instruments and how different sounds are made, hopefully developing an interest in learning an instrument at an early age.

In time, the family hope their son will be accepted at a topflight school such as Eton, St Paul’s, Westminster or Harrow. It is important that boy’s education, even at the Early Years stage, starts to prepare him for this kind of life. He should be exposed to a wide range of quintessentially British experiences to help hone his habits, outlooks, tastes and sporting preferences.Living in London. There is no reason why the boy can’t visit Lords, Wimbledon and Twickenham for example, and be taught age-appropriate understanding of cricket, tennis, rugby and other sports such as equestrian (including polo) and rowing. Indeed, the Thames has many rowing clubs which could be visited on a formal or informal basis, helping to build the boy’s awareness of these traditional sports and their place in society. The Tutor may also want to help the child try out some of these sports, perhaps attending pony club or junior tennis lessons when the time is right.

Museums, art galleries and theatre visits could all be incorporated into his education, making learning a by-product of a day’s rich activities. Although only 1 year old, the Tutor can use venues like these – and even simple venues such as the local park, café or library – as starting points for learning colours, numbers, letters, stories, flavours and music. The child should become very comfortable in these sorts of places, setting the foundation for more targeted learning as he grows.

The child is at a critical stage in his development, filled with curiosity and an eagerness to explore. As such, the family expects the Tutor to offer more than conventional academic support. They are looking for an adaptable, nurturing, and culturally enriching individual who can engage their son actively and provide a stimulating learning environment. The Tutor must foster a supportive atmosphere that focuses on early language learning, hand-eye coordination, development of fine motor skills and good manners, before moving on to encourage creativity, problem-solving, and cultural awareness as the boy develops.

The successful applicant for this role will be someone very special. A consummate professional with several years of elite experience, the Tutor will need to be someone qualified to support the educational and developmental needs of children from ultra-high-net-worth and royal families. He or she will likely have attended the best schools and universities in England. They must be able to combine pedagogical expertise with the discretion and cultural sensitivity required for high-profile households.

Previous positions must have included roles within private residences, embassies, or royal households, working with young children to deliver bespoke, holistic learning programmes rooted in the EYFS and enhanced with elements of Montessori, Reggio Emilia, and emotional intelligence frameworks.

With a demonstrable track record at supporting school readiness, early literacy, numeracy, and bilingual development, the Tutor must also be experienced in developing tailored curriculums, managing structured daily routines, and liaising with other household staff to ensure continuity of care and learning. In addition, he or she must have received training in paediatric first aid.

Culturally astute, well-travelled, and fluent in English, the right candidate will have a natural understanding of the importance of confidentiality, flexibility, and professional boundaries in VIP households. They will have experience with travel tutoring, are comfortable with security protocols, and are accustomed to adapting to dynamic family schedules across multiple residences.

Known for their warm yet composed presence, the Tutor must be able to foster a nurturing, engaging environment where young children thrive – academically, emotionally, and socially.

The Tutor will need to be physically fit and healthy, a non-smoker.

This role is live-out, and no car is provided. There is parking at the family home, and as the nearest tube station is a 15-minute walk away, it may be best if the Tutor brings their own car. The family will provide a car and driver for excursions.

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.

While the boy is so young, it is expected that the Tutor will work between the hours of 10-3, with preparation time in addition. As the boy grows, these hours will obviously expand so that more complicated activities and longer excursions can be undertaken. The Tutor should be mindful not to go too far too fast – the boy is very young for any formal tuition, and a more explorative Montessori style will likely be more appropriate, allowing him to develop his own interests through having been exposed to a wealth of different activities.

The Tutor will work primarily during weekdays but should be prepared to work occasional weekends as the child grows. Initially, the role is expected to remain in London, but the Tutor should be prepared for occasional travel both within the United Kingdom and abroad as the child becomes more aware of his world.

The Tutor will be entitled to two consecutive days off per week; these might not be on the usual weekend.

The Tutor will have a minimum of 4 weeks off per annum, at times agreed convenient to the Client. The Tutor will need to 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.