Zac

I’ve been part of Lytham Tutors since 2020 and became Director in 2023. I oversee all areas of the business, including our alternative provision, home education programmes, and private tuition services. My role involves managing referrals, supporting staff, collaborating with local authorities and schools, and ensuring that our support remains consistent, tailored, and of high quality for every learner.

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Alongside my work with Lytham Tutors, I’m also the Director of Home Education at a leading independent school in Lancashire. In this role, I work closely with the school to support young people who are not attending regularly or who are struggling to cope in a classroom setting. This includes learners with anxiety, neurodivergence, or other barriers that make traditional education challenging. Together with the school, I help design and manage tailored education packages that prioritise each student’s wellbeing, academic progress and long-term development, whether that involves a gradual reintegration or an alternative learning pathway.

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My background is rooted in education. I previously worked as a private tutor specialising in GCSE and A-Level Maths and Science, and taught Science in an alternative provision setting. I also spent several years teaching musical theatre to children and young people with additional needs, which shaped my belief in inclusive, creative and relationship-led learning.

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Although I no longer tutor myself, I remain closely involved in every part of the business. As Deputy DSL, I support our safeguarding work alongside our Designated Safeguarding Lead, manage complex cases, attend regular review meetings, and help ensure the values of Lytham Tutors are reflected in everything we do. I’m also in my fourth year of a Bachelor of Dental Surgery degree at the University of Sheffield, which has helped me approach leadership with a calm, structured and solutions-focused mindset.

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Lytham Tutors has now been running for over 8 years. I’m proud to be leading the next phase, supporting more young people with SEMH and SEND needs through trauma-informed, flexible and high-impact provision.