Sussex (SUS 0723)

The girl, 6, is the elder sibling and a central focus of this role. She is a highly observant, inquisitive young lady who enjoys horseback riding, skiing, singing, and baking. As a child who finds joy in many things, she has a particularly strong affinity towards letter writing and memorising read-aloud books. Her independent spirit and passion for exploring nature shine through, especially around animals.

At age 4, she experienced a stroke that slightly hindered her fine and gross motor skills. While this has introduced unique challenges in certain areas, such as drawing, it has not substantially affected her day-to-day activities. For instance, she can still ski effectively while she cannot perform jumping jacks. The girl recognises her distinct learning style but is not disheartened by it. She displays a robust drive to improve her reading and writing skills and is not afraid to ask for assistance when needed.

Having flourished in her Waldorf nursery, she has found the transition to her current progressive school challenging. The sensory overload in a class of 22 has proven difficult for her. Her parents firmly believe that a more hands-on, kinaesthetic approach under the guidance of a supportive tutor will bring out the best in her.

The girl's younger brother, 4, also shares a love for nature with a keen interest in botany and a particular interest in flora – in fact, he has a surprisingly developed sense of smell. He is notably proficient in gardening, having designed a bamboo irrigation system for a garden he planted at home. Like his sister, he enjoys singing and reading, although he can be somewhat reserved when expressing his musical side. He enjoys asking questions about the illustrations in his books.

The siblings have a close bond, often participating in speech therapy sessions together. The boy demonstrates quickness with shapes and patterns, whereas the girl leads in writing skills. Both children, from a nurturing, intellectual home, enjoy outdoor play, self-expression, and spending time with their pet dog. Their discerning parents seek a bespoke educational experience that caters to each child's unique strengths and learning needs, aiming to open the pathway to university education.

The tutor should be highly cerebral, aware, and reflective of their teaching methods and rationales. Prior experience with teaching primary-aged children is important, along with fluency in French. Proficiency in Italian would be desirable. The tutor should also be musically inclined, be able to play an instrument, and weave music into the learning process. A shared passion for the natural world with the children will be advantageous.

The tutor should be able to effectively integrate subjects like music, art, drama, storytelling, and movement into the curriculum, fostering confidence and creativity in both children. The focus should be on creating a holistic learning experience, balancing traditional education with thematic, experiential learning. An emphasis on developing fine motor skills and ensuring substantial movement throughout the day will be integral to this role.

The tutor must exhibit excellent organisational and record-keeping skills due to the varying schedules and locations. The family is considering enrolling the children in a half-day Waldorf school in Sussex, primarily for the social, emotional and community aspects. Thus, the tutor's role will mainly involve after-school support, tutoring on off days, and full-time home-schooling during travel periods.

We seek a tutor who can nurture and stimulate both children academically and beyond. The tutor should be warm and patient and foster confidence in the children. Creative, memorable lessons tailored to the children's interests should be a priority. The tutor should also take advantage of the resources available, planning lessons around the family's travel locations. An evident curiosity and interest in any topic should come naturally to the tutor.

The Tutor should be tech-savvy and able to illustrate the judicious use of technology in education when the right time comes. However, the family prioritises hands-on, creative, and sensory experiences, so technology should not be the primary learning medium, especially given their concerns about the girl potentially using it as an escape mechanism. Instead, the Tutor should emphasise strategies for coping with challenges and feelings that don't involve technology, thereby equipping both the girl and boy with beneficial life skills. Time with technology should be abundant in quality, not quantity.

The tutor will work with the children for an average of 35 hours per week, excluding preparation time. The Tutor should expect a flexible schedule with six shorter days on, followed by longer periods off, to align with the after-school care model. The exact schedule of this will be worked out between Client and Tutor as the role evolves and will likely vary with location, time of year etc.

The tutor will be entitled to a minimum of 9 weeks (45 working days) of holiday per year, to be agreed upon with the family. The tutor should be adaptable to any changes in schedule related to travel or otherwise. The family aims to give at least two weeks' notice for planned alterations.

The family will provide separate accommodation near their home in Sussex or a stipend to cover rental accommodation. During travel, the family will provide the tutor with private accommodation.

A car for local use will be provided, or a public transport allowance when more suitable. The client will cover all expenses except the tutor’s phone bill and fuel.

The successful candidate will be an excellent educator and a positive role model. They should be refined, well-mannered, with strong personal values. The tutor should be fit, a non-smoker, enjoy staying active, and be enthusiastic about participating in outdoor activities and sports like skiing.

While the family recognises potential educational uses for technology, they are mindful of its impact. Thus, the tutor should promote traditional, physical learning methods over digital ones until the girl has developed robust coping mechanisms for her anxiety.

The family has a pet dog and frequently interacts with animals. As such, the tutor should be comfortable working with domestic animals.

Lastly, the family will be patient in finding the right tutor, even if the 12-month calendar shifts to continue tutoring through the summer.