1. introductory presentation for schools

2. About this presentation this presentation brings together information about the aims of the DQI for Schools and how the toolkit works it is publicly available on the DQI for Schools website and may be used to help introduce a DQI for Schools workshop the slides are annotated in the notes section Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

3. Functionality: Access The building should provide good access for everyone… Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

4. The building should provide good access for everyone… Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Functionality: Access

5. Areas for dining and socialising should be sufficient to allow for healthy eating, relaxation and recreation … Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Functionality: Space

6. Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Functionality: Space Areas for dining and socialising should be sufficient to allow for healthy eating, relaxation and recreation …

7. The design should minimise the requirement for mechanical ventilation Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Build Quality : Engineering

8. The design should minimise the requirement for mechanical ventilation Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

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 Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

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: Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

11. Process Delivery of building and service Sustainability of Process and Product Product Design Quality Indicator Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Process and product

12. Resource envelope Design quality in context Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

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 Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Framework

14. Vitruvius & Wootton Commodity Utilitas Firmness Firmitas Delight Venustas Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

15. Commodity Utilitas Firmness Firmitas Delight Venustas FUNCTIONALITY IMPACT BUILD QUALITY Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now New terms

16. The School in its Community Within the School Form & materials Character & innovation Performance Engineering Services Construction Access Space Uses FUNCTIONALITY IMPACT BUILD QUALITY Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Subsections applicable to schools

17. Briefing Commit to Invest Design Commit to Construct ConstructionIn-Use Increasing detail Increasing legibility for users setting aspirations assessing aspirations Project stages: Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Application over the project cycle

18. Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Design solution presented L1L2L3 Review of project performance in use. Use D, E Design Development, Technical Design C Concept A Appraisal B Design Brief F, G, HJK Const to Pract Completion PreparationDesign In-use Client’s needs Mid design In-use Design solution presented Comment- ary, Analysis Action Comment- ary, Analysis Action Intro / context Present building Comment- ary, Analysis Action Comment- ary, Analysis Action Strategic briefing events Detailed briefing workshop Outline design workshop Detail design workshop * Ready for occupation workshop * In-use workshop Pre constConstruction 0 Strategic assessment 1 Business justification 2 Procurement strategy 3B Detailed design approved 3A Design brief and concept approval 3C Investment decision 4 Readiness for service 5 Benefits evaluation Briefing record Ready for Occupation

19. Who should be involved? A DQI leader will need to be nominated to champion the process, ideally they should be a member of the project team Respondents, project stakeholders who’s opinions the DQI collects, including – parents, school governors, pupils, people from the community, Local Authority clients, members of the design team, contractors and facilities managers A facilitator who will help get the most out of the process Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

20. at briefing the DQI is primarily used to create a record of the conversation The DQI briefing record should highlight Measures, Definitions, Actions & Conflicts project stakeholders work together to reach a consensus as to what the project should achieve to further help set priorities, each statement is attributed either a Required, Desired or Inspired tag Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Using DQI for Schools: Stage 1, briefing

21. Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Is not achievable Imaginative synthesis of design strategies to create a special ambience and a response of delight Integrated design solutions to practical matters Working to accepted good design and construction practice Achieved by supply side Because of the scope of the project cannot be achieved Inspiring goals and statements Reference to special buildings Setting targets for building performance beyond the minimum required Compliance with standards, regulations and quantified minimum targets Articulated by demand side Not ApplicableINSPIREDDESIREDREQUIRED Language of DQI Briefing

22. Briefing outputs Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

23. when assessing a school building the DQI for Schools collects views from stakeholders using the DQI assessment tool this highlights different views and allows comparison between groups of stakeholders, project stages and different projects compare with the briefing data to see how well the design or building is achieving aspirations Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now Assessing a building or design

24. Assessment results Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

25. DQI for Schools aims 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 Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now

26. What to do now? Thank you for viewing this presentation, you can now: read case studies about how the DQI has been applied at www.dqi.org.uk/casestudies www.dqi.org.uk/casestudies find out more about DQI leader training at www.dqi.org.uk/DQI/Common/LeadersWorkshop.htm www.dqi.org.uk/DQI/Common/LeadersWorkshop.htm find out more about DQI facilitator training at http://www.dqi.org.uk/DQI/Common/BeFacilitator.htm http://www.dqi.org.uk/DQI/Common/BeFacilitator.htm contact an accredited facilitator who can help with the application of the DQI, see www.dqi.org.uk/facilitatorwww.dqi.org.uk/facilitator dqi@cic.org.uk 020 7399 7424 CIC 26 Store Street London WC1E 7BT Introduction What is design quality Conceptual framework Using the DQI Aims of the DQI What to do now