The eldest brother is seven years old and the primary focus of this role. He stands at a crucial educational crossroads that will define his academic trajectory. Having attended a less academically rigorous school in South America, he faces the challenge of transitioning to the more demanding environment of a bilingual international school in Switzerland, where instruction alternates between French and English. His academic profile reveals both strengths and areas requiring intensive support: while his mathematical abilities remain solid and age-appropriate, his English language skills have fallen behind the level expected for his new school environment. This gap creates not only academic challenges but also emotional pressures that manifest in his naturally anxious temperament.

The young man's anxiety becomes particularly pronounced around academic performance and presentations, where his busy mind can quickly spiral into overwhelming worry about potential failure or embarrassment. Despite these challenges, he possesses remarkable physical abilities that serve as both an outlet for his nervous energy and a source of genuine confidence. His excellence in ski racing demonstrates his capacity for focus, determination, and achievement when engaged in activities that match his natural abilities and interests. This athletic prowess suggests that his learning will be most effective when it incorporates physical movement, competitive elements, and clear, achievable goals that build upon his existing strengths.

The middle brother is four years old and embodies the boundless energy and curiosity typical of his age while displaying the sophisticated social awareness that comes from spending considerable time in adult company. Like his older brother, he thrives on physical activity and responds exceptionally well to structured, engaging environments that keep his active mind and body productively occupied. His enrolment in the same school as his older sibling means that he too will benefit from early exposure to both English and French instruction, though at a developmentally appropriate level that emphasises play-based learning and foundational language acquisition.

The youngest brother is just two years old and currently communicates primarily in Spanish, reflecting the family's international lifestyle and multilingual household environment. While he remains too young for formal academic instruction, his inclusion in family activities and his exposure to multiple languages from infancy position him well for future educational success. His natural development will be best supported through structured play, sensory experiences, and the kind of consistent routines that help very young children feel secure while building the foundational skills necessary for future learning.

All three boys demonstrate a pronounced need for physical activity and respond remarkably well to environments that keep them actively engaged rather than sedentary. Their extensive time spent with adults has given them sophisticated communication skills and social awareness beyond their years, but it has also created a crucial need for increased interaction with peer groups. The boys thrive in structured environments but have experienced disappointment with caregivers who promised organisation and routine but failed to deliver the consistency they require for optimal development and learning.

The Tutor's primary responsibility centres on the eldest brother's academic preparation for his September transition to his bilingual school. Working closely with the school's provided syllabus for both the current and following academic years, the Tutor must design and implement an intensive learning programme that addresses the young man's specific gaps while building the confidence he needs to succeed in his new environment. This requires not only technical expertise in primary education but also a deep understanding of how to present challenging material in ways that engage rather than overwhelm an anxious young learner.

English language instruction must focus on developing his reading comprehension, written expression, and verbal confidence through activities that align with his interests and learning style. Given his mathematical strengths, the Tutor should incorporate numerical and logical elements into language learning wherever possible, using sports statistics, race results, or scientific concepts as vehicles for developing vocabulary and reading skills. French language development requires similar creativity, potentially drawing upon the student's skiing experiences in Switzerland and his upcoming school environment to create relevant, engaging contexts for language practice.

The role extends significantly beyond academic instruction to encompass the crucial task of helping all three boys develop social connections with their peers. When at the family home in New York, the Tutor must research, recommend, and facilitate the boys' participation in clubs, sports teams, and activities that will provide regular interaction with children their own age. This social development is particularly important given their extensive adult interaction and upcoming transition to a new school environment where peer relationships will be essential for both academic and emotional success.

Delivering and maintaining structured visual schedules represents another cornerstone of this role, addressing the family's repeatedly expressed need for consistent organisation and routine. The Tutor must create clear, engaging visual timetables that help all three boys understand expectations, transitions, and daily rhythms while providing the predictability that supports their optimal learning and behaviour. This structure should be sufficiently robust to withstand the inevitable disruptions of international travel and residence changes while remaining flexible enough to accommodate the family's dynamic lifestyle.

Collaboration with the family's French sports coach and manny will be essential for creating a cohesive approach to the boys' development. The Tutor must work as part of a larger team that includes Spanish-speaking nannies and other household staff, ensuring that educational objectives align with the boys' broader daily experiences and that all caregivers understand and support the structured approaches that work best for these children.

The Tutor's role encompasses significant emotional intelligence requirements, particularly in supporting the eldest brother's anxious temperament without amplifying his worries or making his natural sensitivity seem problematic. This requires someone who can remain calm and reassuring while maintaining appropriate expectations and gently pushing him beyond his comfort zone when academically necessary. The ability to recognise when anxiety is building and to redirect that energy into productive physical activity or confidence-building exercises will be crucial for the student's long-term academic and emotional success.

As the family transitions to Switzerland and the boys begin their formal schooling, the Tutor's role may evolve to provide ongoing support throughout the academic year, potentially including time at the ski academy during winter months. This long-term perspective requires someone capable of building sustained relationships with the boys while adapting their approach as the children's needs develop and change.

The Tutor will work approximately 40 hours per week based on the family's specific needs and the intensity of the eldest brother's preparation requirements. The role demands significant flexibility as the family travels through Europe and the US this summer and then navigates their residence transition to Switzerland, with working patterns adapting to support the boys' needs during this period of change and preparation.

The Tutor will be entitled to two consecutive days off per week, when possible, though the transitional nature of the role and the family's international lifestyle require understanding that these patterns may need adjustment based on travel schedules, accommodation arrangements, and the boys' educational timeline. Flexibility regarding working arrangements will be essential as the family finalises their Swiss residency and housing situations.

A minimum of six weeks holiday per annum will be provided, to be taken at times agreed upon with the family. Given the September school start deadline and the potential for ongoing support throughout the academic year, holiday scheduling will require collaborative planning to ensure it aligns with the boys' educational needs and the family's transition timeline.Private accommodation arrangements will be made for the tutor in all locations. The Tutor should be prepared for extensive travel in both Europe and the US before the September school start in Switzerland. A car will be provided for the tutor’s use where appropriate.

All work-related expenses will be covered by the family, including any travel costs and educational activities designed to support the boys' development and preparation.

The successful candidate must be a the kind of educator who combines academic expertise with natural athleticism and enthusiasm for physical activity. He or she must be fit, healthy, and a non-smoker, capable of matching the boys' high energy levels while providing the calm, structured presence they require for optimal learning and development.

Essential language requirements include fluency in both English and French, enabling effective instruction in the eldest brother's areas of greatest need while supporting the family's multilingual environment. Spanish language skills, while not essential, would be highly beneficial given the youngest brother's primary language and the presence of Spanish-speaking household staff.

The Tutor must demonstrate exceptional teamwork abilities, working harmoniously with the manny and other household staff while maintaining clear professional boundaries and educational focus. He should be naturally positive and engaging without being overly energetic or manic, possessing the emotional intelligence to remain calm and supportive even when dealing with the eldest brother's anxious moments or the inevitable challenges of managing three active young boys.