Our proposed Chess Minds clubs are very different from professionally run junior chess clubs.
For young and ambitious children, a professionally run club will be a great fit. For older and perhaps quieter children, a more low-key approach will often be preferable. For other children, if their school runs a chess club this might offer the best solution.
Consider this handy table which will help you decide which model is best for your children.
| Chess Minds | Professional club | Primary School club |
| Run by volunteers | Run by professionals | Often run by professionals |
| Low cost | Costs are typical for professionally run extracurricular clubs in the area | Costs are typical for externally run after-school activities |
| Activity chosen by children: because they love playing and want to learn more: a club where children belong | Activity chosen by parents: because they think it will be good for their children: a class children attend | Activity chosen by parents: because it will provide low-level fun after school |
| Designed mainly for older children, but younger children, if they’re quiet and serious, are also welcome | Designed mainly for younger children: while older children are welcome they might not want to be in a club with a lot of younger children | Specifically for primary school children |
| Expects children to learn the basics at home (younger children through parents, older children online or through books) | Provides separate facilities for young beginners | Will often accept complete beginners, although it’s not a good place for them to learn |
| Provides informal tuition and mentoring, with private tuition on offer if required | Provides more formal group instruction | Provides basic low-level tuition |
| Provides facilities for informal social chess | Provides rated games played using timers | May run internal competitions (UK Chess Challenge) |
| Offers long-term social benefits: friendship, community, connections and a lifelong hobby | Offers short-term academic benefits through study and competition | Offers short-term benefits from playing fun games with schoolfriends |
| Prepares children for competitive chess when they are developmentally ready | Puts children into competitive chess because it will help prepare them for public examinations | May put children into external competitive chess: sometimes before they’re ready |
| Honours children’s natural cognitive and emotional development | Aims to accelerate children’s cognitive and emotional development | Provides low-level enjoyment with friends |
| Provides a sanctuary from the pressures of school and online life | Caters for parents who believe that more pressure is good for their children | Part of school life: may be seen either as playtime or learning enhancement |
| Measures success by how many new friends your children make | Measures success by how many rating points your children gain | Measures success through results against friends |
| Sees chess as part of a journey in which your children will discover their identity and make friends who share their interests | Sees chess as something which might help your children achieve academic success | Sees chess as something to do after school which might also bring cognitive benefits |
| Welcomes shy, quirky and neurodivergent children: seeing children as individuals and working closely with parents | Expects children to conform and fit in | Welcomes children who fit into mainstream school |
If the Chess Minds model sounds right for your children, we’d love to hear from you. Visit our contact page to find out the best way to get in touch with us.
CHESS MINDS 