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Tanya V

#84525 - Au Pair in Southern Suburbs - 32(f)

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Au pair: 84525

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Basic details
84525
Tanya V
11 Nov 2025
Contact details
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Available
Available
Matching details
Female
32 years old
Afrikaans, English
Newlands , Southern Suburbs , Cape Town , Western Cape
Observatory

immediately
for 12 months or longer

Live-Out

11:00-20:00+
11:00-20:00+
11:00-20:00+
11:00-20:00+
11:00-20:00+

4 years old
18 years old

Has the following
Yes
Yes
Yes
Yes
Yes

No

Yes
No
Additional information
South Africa
South Africa

Unmarried
Christian
R120 / hour
R5.00 / kilometre

Yes

15 hrs / week
35 hrs / week

Amarok Vw Diesel
More than 5 years
Teaching experience
Yes
Yes
I have over six years of experience teaching Year 3 (Grade 2 equivalent) at Hout Bay International and Cape Town International School, focusing on early childhood development using international best practices. My approach blends structure with creativity, supporting holistic growth. From 2008–2011, I worked with young children through the Adopt-a-Child NGO in KZN, deepening my ability to adapt to diverse learning needs. In 2024, I founded Present_Space, an online platform offering personalised tutoring and mindfulness-based learning for children aged 7–12. With a background in education, community work, and emotional development, I provide warm, flexible support for homeschooling families.
Educational background

High school

High school Matric - Crawford Northcoast (2011)
Subjects Mathematics
English
Biology
History
Business Science
Afrikaans

Degress and other courses

Degree/course BA (Psych) and English Half Major - USB (2015)
Degree/course PGCE (Education) - UCT (2016)
Degree/course Post Grad Mindfulness - USB (2023)
Introduction to families
Dear Family I bring over six years of dedicated experience in early childhood education, having taught as a Year 3 (Grade 2 equivalent) teacher at both Hout Bay International School and Cape Town International School. These roles grounded me in international best practices while allowing me to support young learners during a critical stage of their emotional, social, and academic development. My approach combines structured learning with creative, student-centered engagement—ensuring that children thrive not just academically, but holistically. In addition to my classroom experience, I was actively involved in community upliftment through the Adopt-a-Child NGO in KwaZulu-Natal (2008–2011), which focused on supporting young children in underserved communities with education and essential care. This work deepened my understanding of the diverse needs of early learners and strengthened my ability to adapt to various learning environments and cultural contexts. Most recently, I launched Present_Space, an online holistic education platform that has been operating successfully for over a year. Through Present_Space, I offer personalised tutoring and socio-emotional development support for children aged 7–12. The platform integrates mindfulness, creative expression, and foundational academics, helping learners stay grounded and engaged in their education—especially those learning from home. My combined experience in international schooling, NGO work, and private tutoring positions me well to support homeschooling families seeking a well-rounded, compassionate, and professional educator for their children’s early learning journey.
The perfect au pair is more than a caretaker—they are a grounded, compassionate presence who nurtures children’s growth with consistency, emotional intelligence, and genuine connection. With my background in Community Psychology, I understand the importance of environment, family dynamics, and cultural sensitivity in shaping a child’s development. This helps me approach caregiving not just from a practical standpoint, but from a deeply relational and holistic one. My training and practice in Mindfulness equips me to stay present, patient, and emotionally attuned to each child’s unique needs. I incorporate calm routines, active listening, and mindful activities into daily interactions, helping children develop emotional regulation and self-awareness from a young age. In addition, my 6+ years of teaching in international schools (Hout Bay International and Cape Town International) and experience running a holistic education business (Present_Space) have given me strong skills in structured learning, creative play, and positive discipline. I am confident supporting children with academics, routines, and their personal growth, all within a nurturing, safe environment. A perfect au pair creates a bridge between education and emotional well-being. With my background, I offer exactly that—a stable, inspiring, and warm presence for children and peace of mind for parents.
I value quality time with family and continue to prioritize well-being in both my personal and professional life. With a background as a former professional rhythmic gymnast and ballerina, I bring a strong sense of discipline, body awareness, and grace to everything I do. As a strong advocate for clean and conscious living, I aim to model and encourage healthy habits in children—instilling positive behaviours around posture, nutrition, and daily routines through example and gentle guidance.
Childcare references

Reference 1

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24 Jan 2017
14 Apr 2017
9-11, Both Male & Female
Homeroom Teacher, Year 3, Cambridge Curriculum

Reference 2

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1 Aug 2022
1 Aug 2024
11-12 and 7-9.
A PYP Year 3 Teacher (typically teaching students aged 7–8) plays a key role in nurturing inquiry-based learning within the International Baccalaureate Primary Years Programme. They guide students through transdisciplinary units of inquiry that integrate subjects such as language, mathematics, science, and social studies, while also fostering personal and social development. The teacher creates a learning environment that encourages curiosity, critical thinking, and international-mindedness. Emphasis is placed on developing the IB Learner Profile attributes—such as being caring, principled, open-minded, and reflective—through both academic and socio-emotional learning. In Year 3, foundational skills are deepened through hands-on activities, collaborative projects, and formative assessment. The teacher differentiates instruction to meet diverse learning needs, supports students in making real-world connections, and encourages agency by allowing learners to take ownership of their lear

Reference 3

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15 Jan 2017
1 Sep 2019
7-9 and 10-11.
A Year 3 Key Stage 2 Teacher supports children aged 7–8 as they transition from Key Stage 1 into the more structured learning environment of Key Stage 2. This role focuses on building strong foundations in core subjects such as English, Mathematics, and Science, while also delivering a broad and balanced curriculum that includes History, Geography, Art, PE, and PSHE. The teacher plays a vital role in developing students’ independence, critical thinking, and personal responsibility. Through engaging, differentiated lessons and formative assessment, they meet the varied academic and emotional needs of learners, helping each child reach their full potential. Year 3 teachers create a positive, inclusive classroom environment that promotes curiosity, respect, and resilience. They are responsible for tracking progress, liaising with parents and support staff, and ensuring students are well-prepared for continued success throughout Key Stage 2. A Year 3 Key Stage 2 Teacher combines structu

Reference 4

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1 Feb 2013
30 Jun 2013
6 and 9
General lifting to and from school. Extra murals lifting and tutoring after while waiting for parents to arrive back from work.