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www.dqi.org.uk/schools
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
Functionality: Access
The building should provide good access for all…
The building should provide good access for all…
Dining and social areas should be sufficient to allow for healthy eating, relaxation and recreation…
Dining and social areas should be sufficient to allow for healthy eating, relaxation and recreation…
The design should minimise the requirement for mechanical ventilation / cooling / heating…
Build Quality: Engineering services
The design should minimise the requirement for mechanical ventilation / cooling / heating…
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
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:
ProcessDelivery of building and service
Sustainabilityof Process and Product
ProductDesignQualityIndicator
Resource envelope• Design quality in context
external materials
safe and stimulating grounds
size of grounds
enhance the neighbourhood
extendibility
hazardous materials and VOCs
minimising waste on site
balance of space
toilets and changing areas
dining and social areas
staff / administrative areas
learning resource areas
halls
have appropriate furniture
integrated ICT infrastructure
allow structural change
allow services change
allow layout change
have versatile lighting
be adaptable
provide security
inclusive to special educational needs
enhance teaching and learning
contribute to efficiency
accommodate needs
grounds which support the curriculum
storage
teaching spaces
net to gross
circulation
adjacenciessize of building
ambulant disabled and wheelchair users
people with impaired hearing
people with impaired sight
signposting
way finding
intelligible layout
access / storage for goods and waste
safe access
cyclists
access for all
car parking and bicycle storage pedestrian
and public transport
environmentally sustainable
efficient structure
climate change
integration of fixtures and fittings
integration of systems
demolition and recyclability
safe construction
considered construction
appropriate materials
adaptability
safety
health
co-ordination of systems
fire safety
control systems
minimising controls
minimising cooling
minimising mechanical ventilation
minimising heating
CO2
operating quietly
operability
engineering systemsreplacement of
components
energy and water efficiency
few complaints / faults
operability
appropriate air quality
appropriate acoustics
appropriate climate
sufficient artificial light
sufficient daylight
durable finishes
weathering
response to site microclimate
maintainable
wear and tear
cleaning
contribute to new knowledgemake you think
sense of security
character
widely acclaimed
reinforces ethos of the school
welcoming to visitors
educational vision apparent
raise aspirations
colour and texture
quality materials
detailing
orientation
composition
pleasing form
personal control
views
acoustics
air quality thermal
comfort
quality of artificial light
quality of daylight
enjoyable common areas
stress reducing
not feel cramped
pleasurable
contribute to regeneration
sense of local ownership
relationship to local facilities
school's outdoor environment
edge of the sitecontex
t
Vitruvius & Wootton
CommodityUtilitas
FirmnessFirmitas
DelightVenustas
CommodityUtilitas
FirmnessFirmitas
DelightVenustas
FUN
CTIO
NA
LITY
IMPA
CT
BUILD QUALITY
The School in its Community
Within the School
Form & materials
Character & innovation
Performance
Engineering Services
Construction
Access
Space
Uses
FUN
CTIO
NA
LITY
IMPA
CT
BUILD QUALITY
FUNDAMENTAL
ADDED VALUE
EXCELLENCE
Increasing detailIncreasing legibility for users
1.BriefingCommit to Invest
2.Mid DesignCommit to Construct
3. Ready for Occupation
4. In-Use
briefing version of the DQI used to define project values to ensure completeness of briefing information
DQI tool tailored to stage of project, stakeholders score how well a design or building is achieving project values
Project stages:
FAVE
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
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
212121121
Character & Innovation
111011
Form & Materials
11101112201
Within the school
2111111
The School in its Community
Impact
2121000
Construction
011001111211101
Engineering
10000001101000
PerformanceBuild Quality
1111102100
Uses
011100
Space
000011000000
AccessFunctionality
Fundamental
Added Value
Excellence
Default FAVE
2121121
111011
1110112201
2111111
2121000
Construction
01101111211101
Engineering
1000000110100
PerformanceBuild Quality
1111102100
Uses
11100
Space
00001100000
AccessFunctionality
Fundamental
Added Value
Excellence
Customised FAVE
Character & Innovation
Form & Materials
Within the school
The School in its Community
Impact
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
Model 2
Output and results
www.dqi.org.uk/schools
