The student is currently a pupil at a London prep school. Unfortunately he was unsuccessful at gaining a place at his preferred school with the 11+ and will therefore remain at his current school and try again for the 13+.

The student presents as a bright boy with strong mathematical instincts and good underlying reasoning ability. He demonstrated that he is perfectly capable of engaging with mathematical concepts and problem-solving tasks. However, his literacy skills are significantly weaker. His reading age appears 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 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 will form part of the placement.

This role extends far beyond traditional tutoring. The family is seeking a highly capable educator, mentor, and positive male role model who can help guide the student through a critical period of academic and personal development.

Academically, the Tutor will be responsible for supporting the student's preparation for the 13+ process and ensuring that he develops the literacy, study skills, organisational habits, and subject knowledge required to thrive in a competitive senior school environment. Particular emphasis will be placed on reading, writing, comprehension, vocabulary development, spelling, and written expression. The Tutor should be capable of identifying gaps in understanding and systematically addressing them while maintaining the student's engagement and confidence.

The Tutor will also play an important role in helping the student develop executive functioning skills, including organisation, planning, time management, self-monitoring, and independent study habits. The family is seeking someone who can help him become increasingly responsible for his own learning rather than relying on constant parental prompting or external pressure.

Pastoral and mentoring responsibilities will form a substantial part of the role. The successful candidate must be able to build a strong and trusting relationship with the student, helping him develop resilience, self-belief, emotional maturity, and a willingness to embrace challenge. The family is particularly keen to find a positive male role model who can provide stability, encouragement, and guidance during adolescence.

Experience working with boys who have experienced academic setbacks, confidence issues, or complex learning profiles would be highly advantageous. Familiarity with dyslexia, ADHD, executive functioning difficulties, and autism spectrum presentations is desirable. The family is particularly interested in candidates familiar with the Davis approach or other non-medical interventions that help students develop confidence and learning strategies without over-reliance on diagnostic labels.

The Tutor will work closely with the family and school to ensure consistency of expectations and support. They will monitor progress carefully, communicate regularly with parents, and help coordinate any additional educational support that may be required.

Alongside the work with the student, the Tutor will provide support to the older sister with GCSE Mathematics, ensuring she is appropriately prepared to secure the qualification necessary for future university applications.

The ideal candidate will combine strong academic credentials with warmth, patience, humour, emotional intelligence, and excellent interpersonal skills. Above all, they must be capable of helping a bright young man believe in himself again.

The Tutor will generally work after school from Sunday through Thursday during term time, with Friday and Saturday as days off. The exact hours will vary according to school commitments, examination schedules, and the family's requirements.

During school holidays, the Tutor should expect to work a fuller schedule. These periods will provide opportunities for more intensive academic work, revision, enrichment activities, educational outings, and the development of wider interests and life skills.

The Tutor will have a minimum of 9 weeks off per annum, to be taken at times agreed upon with the family. The Tutor should expect to be working during most of the usual school holidays and take their time 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 Tutor will be flexible with respect to any changes in schedule, be they travel-related or otherwise and will adapt accordingly. The family will strive to give up to two weeks’ notice of any planned alterations.

The role will be based primarily in London.

The family spends time in Saudi Arabia and may travel periodically during school holidays. When travelling the family will provide suitable accommodation for the Tutor. All reasonable work-related travel expenses will be covered by the family.

The family has expressed a strong preference for a male Tutor. The successful candidate should be mature, emotionally intelligent, and capable of forming a positive mentoring relationship with an adolescent boy who loves footb.

The ideal Tutor will be highly professional, discreet, and capable of operating comfortably within a prominent international family. They should be energetic, proactive, and genuinely committed to helping young people develop confidence, independence, and self-belief.

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