Quietly and patiently, they ponder their next move.

To see these boys so focused shows the power that the black and white board and its playing pieces has over them.

Entranced, they slide chess pieces along the board in silence. It isn’t the kind of atmosphere you would expect at a place for young people with “behavioural issues”.

Considered at risk of being excluded from school, the boys are at Aireview Pupil Referral Unit in Saltaire on a short-term placement, and while their behaviour may at times be challenging, a chess board has had a remarkable effect.

Assistant head Glenn Horsman heard about the benefits of chess in education through his wife, Sarah, a primary school headteacher, and decided to introduce it to Aireview PRU.

The centre provides short-term assessments for young people aged seven to 16 who have “barriers to their learning”.

Yet sit them down in front of a chess board and they pick it up straight away. They are engrossed, and their concentration levels have improved. Such is their intrigue in the game, even the table football games at the centre are losing their popularity. As well as their weekly one-hour lesson, the pupils can play chess during breaktimes if they wish. It is also offered as a reward for good behaviour.

One day, one of them could even become Bradford’s Grand Master, a title Winston Williams, a coach with national organisation Chess in Schools, is already chasing.

Winston’s current rank is Candidate Master in the World Chess Federation. Wandering around desks where games are being played between staff and pupils, he has every confidence in the benefits chess has brought to these youngsters.

“It is transformational,” he says. Referring to their behaviour, which has led to them being placed in the PRU, Winston says the three main things he has noticed is that chess positively encourages them to sit down, stay quiet and think.

“It helps them not only in their school, but in life itself as well,” says Winston.

Aireview is the first PRU Winston has worked in. He began delivering chess sessions in schools around the Bradford district last September and also works in primary schools in Leeds.

He says the benefits the game brings include learning respect for fellow players, along with other skills that can transfer into real life situations.

“You have to think ahead, so in the same way you are going to think first before you make a move on the board you are going to think first before you say something to someone or do something to someone,” says Winston. “You will ponder the possible consequences – “What if I did that?” or “What if I said that?” and you can ponder the next thing that happens. These skills are being developed.”

There were initial reservations with introducing the scheme, with some youngsters perceiving it to be “boring” before they sat down and gave it a go.

Behaviour support worker Claire Wilkinson shared that school of thought. “But it’s really addictive,” says Claire who, along with other staff, has been trained to teach chess. “Even some of the students who are streetwise and cool have taken it on board,” she adds.

Claire says she has noticed that the youngsters are more focused. “If you give them free time they soon get bored, but once they are into the game they can’t rest until it is done,” she says.

“They have all taken to it and it is quite quick to learn,” she says, adding that it also encourages the young people to think methodically. “Not only are you thinking about defending your piece – you have to think about attacking too,” she says. “You have to think two moves in front so that encourages them to think logically.”

Adam Benson, 14, from Bradford, admits he thought chess would be boring. “But as soon as you start playing you don’t get bored,” he says.

Callum Sloan, 14, from Keighley says: “It focuses your mind and it’s a quiet game.”

Adds Winston: “When they get into it they realise it’s not what they thought it was. The staff are fabulous in engaging the children.”