The student is currently a pupil at London prep school and has recently completed the 11+ admissions process for a senior school. This was unsuccessful and he will be staying on at the prep school and preparing thoroughly for the 13+ instead.

One-on-one, the student presents as a bright boy with strong mathematical instincts and good underlying reasoning ability. However, his literacy skills are significantly weaker. His reading age is substantially below where it should be for a boy of his age, and he currently reads very little independently. While he has recently discovered a football-related book series that has sparked some interest, his reading habits remain limited and his exposure to non-fiction is almost non-existent. These weaknesses in literacy are likely impacting performance across the wider curriculum, including written work in subjects such as history, geography, and science.

The family has received various reports suggesting mild dyslexia, ADHD, and other learning differences. However, there remains considerable uncertainty regarding the accuracy and significance of these diagnoses. The student reportedly functions very differently in one-to-one environments than in classroom settings, and his mother remains cautious about labels and medication. A significant part of this placement will therefore involve understanding how the student learns best and determining which difficulties are genuinely academic and which may be linked to confidence, motivation, emotional factors, or educational history.

Emotionally, the student appears somewhat disengaged and lacking in confidence. The family reports that he has become less interested in activities that previously brought him enjoyment and is often reluctant to challenge himself academically. There are likely several contributing factors, including recent disappointments regarding school admissions, the loss of a beloved nanny who played a major role in his upbringing, and the absence of a consistent male role model. The successful Tutor will therefore need to be capable not only of addressing academic weaknesses but also of helping restore confidence, resilience, and self-belief.

The student’s older sister is currently studying A Levels and requires support with GCSE Mathematics, which she has not yet passed. She is bright, articulate, engaging, and highly personable. While she is not the primary focus of the role, assistance with Mathematics GCSE revision will form part of the placement.

The purpose of this role is to provide an intensive academic intervention for the student from August through December 2026. The Tutor will be expected to assess his current attainment accurately, identify significant gaps in knowledge and skills, and address those weaknesses through a structured and highly personalised programme of study. While the initial month in Jeddah will focus on intensive assessment, literacy development, and academic consolidation, the subsequent months will continue this work in London, providing consistency, structure, and momentum as decisions are made regarding his longer-term educational pathway.

Particular emphasis should be placed on literacy development. The successful candidate must be capable of improving reading fluency, comprehension, vocabulary, spelling, written expression, and overall confidence with language. Experience preparing children for competitive British school entrance examinations would be highly advantageous, as there remains a possibility that the student may be offered a further opportunity to sit entrance assessments at the end of the summer.

The role extends beyond pure academics. The family is seeking a positive role model who can reconnect the student with learning, encourage greater confidence and independence, and help him develop a more positive attitude towards challenge and effort. The ideal Tutor will have substantial experience working with boys of this age and will be able to build rapport quickly while maintaining clear expectations and boundaries.

The Tutor should be confident working with students who have been identified as having mild learning differences and should be capable of distinguishing between genuine learning difficulties and issues arising from confidence, motivation, or educational environment. Familiarity with the Davis approach or similar non-medical interventions for dyslexia and attention difficulties would be highly advantageous. If not already trained, the Tutor should be open to incorporating Davis-informed strategies where appropriate including becoming Davis trained if requested..

Alongside the work with the student, the Tutor will provide support to his older sister with GCSE Mathematics, ensuring she is working effectively towards achieving the qualification required for future university applications.

The family is looking for someone who combines strong academic credentials with warmth, humour, patience, and excellent interpersonal skills. Above all, they need somebody capable of helping a bright but discouraged boy rediscover confidence in himself and his abilities.

This is a full-time position running from August until the end of December 2026. During term time, the Tutor will generally work after school from Sunday to Thursday, with Friday and Saturday as days off. During school holidays, the Tutor should expect to work a fuller schedule, using the additional time to deliver more intensive academic support and enrichment activities. Flexibility will be required throughout the engagement to accommodate the family's schedule and any changes to school arrangements.

For the first month, while in Jeddah, the Tutor should expect to work 6 days a week. After that, when they return to London, the normal 5-day week as described above will be the norm.

This 5-month contract accrues 19 days paid holiday. These 19 days should be taken at times that suit the Client. The Tutor should expect to be working during most of the usual school holidays and take their days off during the quieter in-term days. Having said that, the Tutor will not be expected to work through Christmas or New Year or other such major holidays.

The engagement will begin with a month in Jeddah, Saudi Arabia, during which accommodation will be provided either in the family’s guest accommodation or in a suitable nearby hotel. From September onwards, the role will be based primarily in London. All reasonable work-related travel expenses will be covered by the family.

The family has expressed a strong preference for a male Tutor. The ideal candidate will be energetic, emotionally intelligent, and capable of building strong relationships with adolescent boys.

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