www.dqi.org.uk/schools

1
www.dqi.org.uk/schools
2
The DQI aims to

• focus on comparison to help communication and
  encourage involvement using established customer
  sampling methodologies
• form a consensus view amongst stakeholders
• improve briefing
• monitor and review design aspirations throughout
  the process
• raise and manage expectations
• and in the longer term
• benchmarking
• feedback

3
The building should provide good access for all
Functionality Access
4
The building should provide good access for all
5
Dining and social areas should be sufficient to
allow for healthy eating, relaxation and
recreation
6
Dining and social areas should be sufficient to
allow for healthy eating, relaxation and
recreation
7
The design should minimise the requirement for
mechanical ventilation / cooling / heating
8
The design should minimise the requirement for
mechanical ventilation / cooling / heating
Build Quality Engineering services
9
The need for a DQI for schools

• Specific nature of school buildings
• Type and organisation of accommodation
• Age range of occupants
• Use of school grounds
• Access and inclusion
• Specialist status
• Educational vision
• School ethos
• Community use

10
Development

• Aim to stay close to generic DQI and share in its
  development
• Change questionnaire to address
• Language for
• pupils
• teachers
• building professionals
• everyone else
• Attributes unique to schools

11
(No Transcript)
12
Resource envelope

• Design quality in context

13
integration of fixtures and fittings
minimising mechanical ventilation
colour and texture
views
composition
halls
integrated ICT infrastructure
control systems
fire safety
enhance the neighbourhood
appropriate materials
not feel cramped
operating quietly
allow structural change
enjoyable common areas
minimising heating
sense of security
sense of local ownership
integration of systems
minimising waste on site
car parking and bicycle storage
have appropriate furniture
ambulant disabled and wheelchair users
widely acclaimed
pedestrian and public transport
edge of the site
contribute to new knowledge
safe access
context
energy and water efficiency
acoustics
quality materials
sufficient artificial light
minimising cooling
circulation
signposting
make you think
inclusive to special educational needs
people with impaired hearing
cyclists
educational vision apparent
pleasurable
orientation
quality of daylight
safety
size of grounds
provide security
operability
school's outdoor environment
net to gross
way finding
external materials
staff / administrative areas
access for all
CO2
adjacencies
teaching spaces
size of building
toilets and changing areas
safe construction
weathering
health
operability
cleaning
pleasing form
relationship to local facilities
extendibility
welcoming to visitors
appropriate climate
contribute to efficiency
enhance teaching and learning
engineering systems
response to site microclimate
replacement of components
contribute to regeneration
co-ordination of systems
be adaptable
maintainable
people with impaired sight
learning resource areas
safe and stimulating grounds
detailing
quality of artificial light
durable finishes
allow services change
balance of space
sufficient daylight
reinforces ethos of the school
appropriate air quality
intelligible layout
hazardous materials and VOCs
air quality
thermal comfort
efficient structure
have versatile lighting
raise aspirations
environmentally sustainable
dining and social areas
minimising controls
few complaints / faults
wear and tear
stress reducing
storage
appropriate acoustics
grounds which support the curriculum
accommodate needs
demolition and recyclability
access / storage for goods and waste
climate change
allow layout change
considered construction
character
personal control
adaptability
14
Vitruvius Wootton
Commodity Utilitas
Delight Venustas
Firmness Firmitas
15
Commodity Utilitas
Delight Venustas
IMPACT
FUNCTIONALITY
Firmness Firmitas
BUILD QUALITY
16
The School in its Community Within the
School Form materials Character innovation
IMPACT

• Access
• Space
• Uses

FUNCTIONALITY
Performance Engineering Services Construction
BUILD QUALITY
17
(No Transcript)
18
Project stages
1.Briefing Commit to Invest
2.Mid Design Commit to Construct
3. Ready for Occupation
4. In-Use
FAVE
19
Running a DQI assessment

• Preparation
• Facilitator appointed
• Visit site
• Stakeholders committed
• Context recorded
• Rules of engagement
• Venue
• Time
• Atmosphere
• Key players
• Project leader
• Facilitator
• Stakeholders
• Supply side
• Demand side
• Afterwards
• Feedback
• Actions implemented

20
Stage 1, briefing

• Define aspirations by setting FAVE weightings
• Fundamental,
• basic
• essential
• Added value
• desirable
• beneficial
• Excellence
• exceptional
• Stakeholders work together to reach a consensus
  as to what the project should achieve

21
Default FAVE
Fundamental
Added Value
Excellence
 
 
 
0
0
0
0
1
1
0
0
0
0
0
0
Access
Functionality
0
1
1
1
0
0
Space
 
 
 
 
 
1
1
1
1
1
0
2
1
0
0
Uses
1
0
0
0
0
0
0
1
1
0
1
0
0
0
Performance
Build Quality
0
1
1
0
0
1
1
1
1
2
1
1
1
0
1
Engineering
 
 
 
 
 
 
 
 
2
1
2
1
0
0
0
Construction
2
1
1
1
1
1
1
The School in its Community
Impact
1
1
1
0
1
1
1
2
2
0
1
Within the school
1
1
1
0
1
1
Form Materials
 
 
 
 
 
 
2
1
2
1
2
1
1
2
1
Character Innovation
22
Customised FAVE
Fundamental
Added Value
Excellence
 
 
 
0
0
0
0
1
1
0
0
0
0
0
Access
Functionality
1
1
1
0
0
Space
 
 
 
 
 
1
1
1
1
1
0
2
1
0
0
Uses
1
0
0
0
0
0
0
1
1
0
1
0
0
Performance
Build Quality
0
1
1
0
1
1
1
1
2
1
1
1
0
1
Engineering
 
 
 
 
 
 
 
 
2
1
2
1
0
0
0
Construction
The School in its Community
Impact
2
1
1
1
1
1
1
Within the school
1
1
1
0
1
1
2
2
0
1
Form Materials
1
1
1
0
1
1
Character Innovation
 
 
 
 
 
 
2
1
2
1
1
2
1
23
Stages 2, 3 4Assessing a building or design

• collects opinions from all stakeholders
• highlights different views to allow comparison
  between
• stakeholders
• project stages
• different projects
• compare assessment with briefing aspirations
• arrive at consensus

24
Output and results
Model 2
25
www.dqi.org.uk/schools