The teacher behind Brain Bloom.
Brain Bloom Education was founded and is led by Mr Zak. Every programme, every class, every student starts with him.
Mr Zak
English Specialist · 11+ Tutor · Founder
I started Brain Bloom because I was tired of watching tutoring done badly.
Big agencies push tutors through high turnover, large groups, and pre-packaged worksheets. Parents pay premium prices for service that isn't really tutoring. It's supervised practice. Children deserve better than that, and I knew I could build it.
My background is English. That's where I specialise, where I teach personally, and where I've spent years figuring out what actually moves children from "I can't do this" to "look what I just wrote." I bring that same approach to 11+ preparation, KS2 tuition, and the Brain Bloom Scholars Programme.
I wanted to build the tutoring company
I'd actually trust with my own child.
When I started looking at how other tutoring companies operated, the same patterns kept showing up: oversized groups, high tutor turnover, generic worksheets, and very little follow-through.
I knew I could do it differently. Smaller groups of five children, never more. A method that builds understanding, not just answers. Specialist teaching from people who actually know their subject. And measured progress you can see in writing, because if you can't stand behind the work, you shouldn't charge for it.
That's Brain Bloom. Every programme is built that way, from 11+ prep to the Scholars Programme, and I'm there for every single class.
The 3 C's: Confidence, Clarity, Consistency.
Three principles that sound simple. Done properly, they change how children learn.
Confidence
Belief precedes ability. Every session I teach opens with a win, a problem the child can solve, to ground them in capability before stretching them.
Clarity
If a child can teach a concept back in their own words, they truly own it. The Feynman Technique sits at the centre of how I explain, model and check understanding.
Consistency
Mastery comes from regular, focused practice rather than last-minute cramming. I build study habits with my students that outlast the term.
Our progress promise.
We test your child when they join and again at the end of term, and you get both results in writing. If your child has attended and done their homework but hasn't improved, their next month is on us.
I'd rather hold myself to a measurement you can read for yourself than dress it up in marketing language. Not happy in the first four weeks? We'll refund that month.
How we measure it
I assess at the start of every term using standardised diagnostics, and I assess again at the end. Both results come to you in writing, so the progress is measured objectively rather than described by me.
Four principles that don't move.
Small groups, always
Five children maximum in weekly tuition. Anything bigger and the maths of attention stops working. I won't compromise on this, even when it would be commercially easier to.
I teach personally
You're booking me, not a tutor I've assigned. I lead every class personally. No agency staff, no rotating tutors, no surprises.
Honest before nice
If a programme isn't right for your child, I'll tell you. If your child needs more time on something, I'll tell you. The "nice" thing isn't always the right thing.
Two subjects, done brilliantly
English and Maths. I don't pretend to be a Science specialist or a language tutor. Depth over breadth, every time.