Role of the Tutor

The tutor built a bespoke curriculum for each daughter, designed to their age, interests, gaps in knowledge, and development of technical skills and educational habits. Above all, the curricula were developed to keep them ahead of their school work while focussing on independent, critical thinking, and concentration through project-based learning. 

The eldest, a strong and pragmatic student intending to specialise in Computer Science at college, was taught in the style of university tutorials, with the explicit aim of preparing her for the demands of undergraduate study. The middle daughter, gifted in Mathematics, Literature and Music but lately losing motivation and concentration at school, was re-engaged through material that most inspired her interest.

The youngest, already well ahead of her peers across subjects, was taught through game-based and extended practical work that made room for her curiosity while reinforcing her core skills.

Tutor Profile

A teacher, previously acting as the head of Humanities at an international school was found, with a superlative academic record as well as work teaching Mathematics and the Sciences in one-to-one private tuition settings.

Beyond credentials, the family were looking for a passionate teacher: an outstanding communicator with a warm and nurturing manner, who took pleasure in imparting knowledge, and the patience to draw out three very different students, one of whom needed persuading back into her own abilities.

Outcome

The eldest daughter took the tutorial format as it was intended and gained a place at an Ivy League university, her written application strengthened considerably by a year of structured argument and independent reading. 

The most significant change came with the middle daughter. Given material that treated her as capable of challenging intellectual work, her engagement returned, and with it her school performance; she began writing essays voluntarily and drew on the philosophy work covered with the tutor in her stories.

The youngest developed a habit of asking questions well beyond her years, and moved comfortably ahead in both Maths and Literacy while never losing her appetite for the subject at hand.

The family renewed for a second and subsequently third year, noting that the programme had given all three girls something distinct from their schooling.