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. Functionality: Access The building should provide good access for all…

5. 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. Build Quality: Engineering services The design should minimise the requirement for mechanical ventilation / cooling / heating…

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. Process Delivery of building and service Sustainability of Process and Product Product Design Quality Indicator

12. Resource envelope Design quality in context

13. 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 adjacencies size 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 systems replacement 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 knowledge make 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 site context

14. Vitruvius & Wootton Commodity Utilitas Firmness Firmitas Delight Venustas

15. Commodity Utilitas Firmness Firmitas Delight Venustas FUNCTIONALITY IMPACT BUILD QUALITY

16. The School in its Community Within the School Form & materials Character & innovation Performance Engineering Services Construction Access Space Uses FUNCTIONALITY IMPACT BUILD QUALITY

17. F UNDAMENTAL A DDED V ALUE E XCELLENCE

18. Increasing detail Increasing legibility for users 1.Briefing Commit to Invest 2.Mid Design Commit 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

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. 212121121 Character & Innovation 111011 Form & Materials 11101112201 Within the school 2111111 The School in its Community Impact 2121000 Construction 011001111211101 Engineering 10000001101000 Performance Build Quality 1111102100 Uses 011100 Space 000011000000 Access Functionality Fundamental Added Value Excellence Default FAVE

22. 2121121 111011 1110112201 2111111 2121000 Construction 01101111211101 Engineering 1000000110100 Performance Build Quality 1111102100 Uses 11100 Space 00001100000 Access Functionality Fundamental Added Value Excellence Customised FAVE Character & Innovation Form & Materials Within the school The School in its Community Impact

23. Stages 2, 3 & 4 Assessing 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. Model 2 Output and results

25. www.dqi.org.uk/schools