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dqi.uk/schools

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

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dqi.uk/schools

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

  12. Resource envelope • Design quality in context

  13. colour and texture integration of fixtures and fittings views minimising mechanical ventilation 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 ambulant disabled and wheelchair users have appropriate furniture widely acclaimed pedestrian and public transport edge of the site contribute to new knowledge context safe access 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 operability size of grounds provide security school's outdoor environment net to gross way finding external materials CO2 staff / administrative areas access for all adjacencies size of building teaching spaces 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 stress reducing wear and tear 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. FUNDAMENTAL ADDED VALUE EXCELLENCE

  18. Increasing detail Increasing legibility for users 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: 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 Functionality Access 0 0 0 0 0 0 1 1 0 0 0 0 Space 0 0 1 1 1 0 Uses 0 0 1 2 0 1 1 1 1 1 Build Quality Performance 0 0 0 1 0 1 1 0 0 0 0 0 0 1 Engineering 1 0 1 1 1 2 1 1 1 1 0 0 1 1 0 Construction 0 0 0 1 2 1 2 Impact The School in its Community 1 1 1 1 1 1 2 Within the school 1 0 2 2 1 1 1 0 1 1 1 Form & Materials 1 1 0 1 1 1 Character & Innovation 1 2 1 1 2 1 2 1 2

  22. Customised FAVE Functionality Access 0 0 0 0 0 1 1 0 0 0 0 Space 0 0 1 1 1 Uses 0 0 1 2 0 1 1 1 1 1 Build Quality Performance 0 0 1 0 1 1 0 0 0 0 0 0 1 Engineering 1 0 1 1 1 2 1 1 1 1 0 1 1 0 Construction 0 0 0 1 2 1 2 Impact The School in its Community 1 1 1 1 1 1 2 Within the school 1 0 2 2 1 1 0 1 1 1 Form & Materials 1 1 0 1 1 1 Character & Innovation 1 2 1 1 2 1 2

  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

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