Singapore (SGP 0525)

The older brother, aged 12, is currently attending an international school in Singapore, having previously been at another international school and, before that, a Chinese public school. He is a bright and engaging child with a good sense of humour and strong interpersonal skills, though he is currently somewhat flat in energy and lacking a sense of direction. His mother is concerned that he has not yet developed academic staying power or internal ambition, and that his instinct when encountering difficulty is to withdraw rather than persevere. He has shown intellectual potential, particularly in mathematics, and is capable of high-level engagement, but has not yet encountered a teacher or mentor who has truly inspired or challenged him. He needs someone who can ignite a fire of enthusiasm and support him in discovering and committing to a genuine passion, whatever form that may take. While conversations about high-level universities like Stanford or Oxbridge are present, the priority is not prestige but helping him find and pursue something he genuinely cares about with persistence and drive.

The younger brother, who turns 8 in October, is a highly intelligent, curious and endearing child with a strong natural aptitude for math and science. He is newer of the two boys to the English language but is quickly catching up and is already performing at grade level with ease. His academic progress is expected to continue rapidly. He currently attends his brother’s previous school but will be joining him at the new international school from the new school year. While capable, he often feels disconnected from his peers at school and finds it difficult to relate to classmates who don’t share his intellectual interests. His home environment is highly cerebral — his grandparents, who live with the family and provide much of the day-to-day supervision, are both retired professors, with his grandfather specialising in philosophy. He responds positively to kind, engaging teachers and does not like those who raise their voices. He is at an age where he is still discovering his interests and abilities, and the right Tutor will help him explore these with confidence.

Both boys get along well with each other and display excellent behaviour. Their home life is structured, quiet, and respectful. They are currently learning piano and have some involvement in swimming and tennis. Their mother would like to see these and other extracurricular pursuits expanded, especially physical activities, to help the boys become more confident and dynamic.

The Tutor will play a central role in the boys’ lives, offering academic support and broader mentorship, with an emphasis on sparking intellectual and personal growth. The role will involve after-school support during term time, broader engagement during weekends and school holidays, and educational continuity during travel with their mother. The Tutor should be prepared to work with both boys across a range of academic subjects, adapting to their respective levels, needs, and learning styles, and offering extension work, homework support, and general intellectual stimulation.

Beyond academics, the Tutor will be expected to introduce new interests, initiate physical activities, and encourage personal development. The goal is to help the older brother in particular develop stronger work habits, resilience, and a deeper sense of personal drive, while also supporting the younger brother in exploring his early strengths and broadening his social and intellectual world. The Tutor must be someone who brings energy and creativity to each day, encouraging the boys to step out of their quiet routines and embrace new challenges with enthusiasm.

The family would benefit from someone who is comfortable managing a wide range of scenarios: full-time homeschooling if required, in-school support, or hybrid arrangements, all of which have been discussed as future possibilities. There is a strong chance that the older brother may attend boarding school in England in the future, in which case the family would relocate to live nearby and the Tutor would then work more intensively with the younger brother, offering support to the older brother during weekends and holidays. The ideal candidate will be comfortable with this level of long-term planning and flexibility.

The role also involves supporting the family dynamic. The boys’ mother is away for work for two to three weeks out of every four, during which time the grandparents manage most day-to-day parenting. The Tutor must be tactful and confident in working within a multigenerational (and in some ways multicultural) household, particularly in establishing their own authority without conflict. The boys’ grandmother, in particular, may have strong views and the Tutor must be able to assert their educational knowledge in a respectful and tactful way.

The Tutor must be self-sufficient, calm, and reliable, capable of managing schedules and the boys’ routines when their mother is away. Some support with logistics, planning, and daily practicalities is expected, and the Tutor should be happy to provide companionship and structure in a way that blends academic mentoring with broader family assistance. The ability to ski is desirable, as the family spends time in Japan in the winter. Mandarin is not required but would be an asset.

The right teacher must be energetic and physically fit as they will spend up to 8 hours daily working and playing with the students, with flexible scheduling depending on the school calendar, travel, and parental availability. They should expect an average of 40 hours of contact time per a week, with preparation in addition. During term time, the role will focus on after-school hours, weekends, and mornings before school where necessary. During holidays and periods of travel, full-day support may be required.

The Tutor will be entitled to two consecutive days off per week as their 'weekend' but these will usually be taken midweek. It is essential that they understand the need to be flexible regarding the family’s travel plans and other commitments.

The Tutor will have a minimum of 9 weeks off per annum, to be taken at times agreed upon with the family. The Tutor will 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.

The Client prefers the Tutor to live-in. A private room and bathroom will be provided within the family home in Singapore or wherever the family is based. It is not impossible that accommodation outside the home could be available to the right candidate. If the role later moves to the UK or Switzerland, appropriate accommodation will be arranged. The Tutor will accompany the family on some domestic and international travel, including holidays where the boys may be taken out of school.

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.