DQI

omf derek cox architects

Trentham High School

Stoke-on-Trent

Pre-Design Stage Report

Prepared by: Derek Cox

24th June 2010

omf derek cox architects 4 Roscoe Street Liverpool L1 2SX T 0151 709 3800 E mail@omfderekcox.co.uk
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Executive Summary
Stage
The project is at at pre-design or briefing stage and the design brief has yet to be formulated.

Objective
The purpose of the assessment at this stage is to introduce the stakeholders to DQI and explain its aim and objectives which
can be summerised as follows :

• An aid in raising design standards and awareness

• Improving the built environment

by

• being able to measure design quality + assess success in achieving excellence

• converting subjective perceptions into measurable objectives

• enabling all stakeholders to contribute

The output from the assessment is a consensus of views from the stakeholders in the project arrived at through both general
and specific discussion and debate.

Goals
Through this exercise the stakeholders are to become aware of the issues surrounding the subject of design and design
quality and arrive at a set of requirements for the project that will inform the design brief and form the basis and means of
assessing the suitability of proposals presented to them at subsequent stages.

Format
The briefing workshop was held at Trentham High School on 27th May 2010 and due to the pressures of the programme
combined the introduction to DQI, and the completion of the existing building assessment and the briefing questionnaire as
paper exercises on the day.

The workshop was well attended with a good cross-section of stakeholders and participation was very positive.

The attendees had been asked to bring along an example of building that liked and before looking at these the facilitator led
a discussion on what might constitute good design and the reasons that may underlie likes and dislikes. The attendees were
then asked view and comment upon the range of examples that had been brought along and debate the results. Intended
as a warm up to the following exercises this session prompted a good level of engagement and exchange of views from all
quarters.

DQI - Briefing Stage 1

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In all there were 25 attendees and they were split into 6 groups each containing as broader mix as possible of roles and
interests.

Name Role Group

Anne Martin Headteacher 1

Karen Hesp-Gollins Faculty Leader - Global Dimensions 1

Mark Dooley Site Manager 1

Amy Dewar Student 1

John King Deputy Headteacher 2

Paul Rogers Faculty Leader - Creative + Performance 2

Jayne Woodroffe Chair of Governors 2

Jess Baker Student 2

Mike Phillips Business Manager 3

Keith Towey Faculty Leader - Technology + Vocational 3

Kim Sergeant Governor 3

Nathan Bennett Student 3

Jim Mitchison CDA 3

Carolyn Clark Assistant Headteacher 4

Steve Cartwright Director of Specialism - Science 4

Bradley Gurney Student 4

Richard Keighley Architect 4

Laurence Morris Assistant Headteacher 5

Mike Yorke Subject Leader for PE 5

Alisha Coates Student 5

Robert Walker Student 5

Bev Millington Assistant Headteacher 6

Megan Lovatt Office Manager 6

Sam Perry Student 6

Chris Thomas Architect 6

Throughout the day there was a good level of interest was maintained and the sub-groups worked well together.

DQI - Briefing Stage 2

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Background and Nature of the Project

The project is part of the latest BSF wave for Stoke-on-Trent.

Trentham High School is a fully comprehensive school for 11-16 year olds and has a science specialism. The design
capacity for the school is 750 (150/year).

Having been threatened with closure the school is now secure hence its inclusion in the BSF programme.

The scope of the work is largely refurbishment and re-organisation with minimal new build.

The Strategy for Change document identified the following issues which the design should address :

• access to the school is inhibited by change of levels and steps throughout the
building - disabled access and free movement of pupils is of paramount importance
to the school’s inclusion policy, but Science facilities and Learning Resource areas
are currently inaccessible to disabled staff, pupils and community.
• the security of pupils is a challenge on such an open site
narrow corridors are an ineffective use of valuable space

The design therefore needs to provide:

• a reduction in corridor areas

• improvements in disabled access
• provision of secure, covered multi- use outside areas
security to enable joint community and school use

Zoned, flexible learning areas, linked to the school’s house and vertical tutoring system,
supported by innovative and flexible new technologies, with a specialist science focus are
needed to deliver our vision.

Envisioned is a school in which young people feel valued and want to attend school. The
school design will need to promote calmness and purpose. We want the values of inclusion
to permeate the building and all children to have access to all facilities rather than being
isolated in “specialist” or “dedicated” facilities. In addition, the school will be an extended
school and serve its wider community. Access control will therefore be an important part of
creating a sense of both welcome and security.

In order to further develop CPD, school governance and parental engagement, the provision
of a training/conference facility would be beneficial and would enable the partnership links
between schools, communities and external agencies.

Form of Report
The report contains the following information under these headings :

1. Existing Building Assessment

2. DQI Questionnaire and Tagging
3. Aspirations

DQI - Briefing Stage 3

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1 Existing Building
Following the introduction session and an explanation of the main headings in the assessment tool the groups toured the
existing school buildings.

The tour of the buildings highlighted the problems of access in terms of the many changes in level, confused/convoluted
circulation pattern, narrow corridors and staircases and several ‘pinch points’. There are also perceived to be issues relating
to the size and form of some rooms and the location of the main entrance.

1.1 RESULTS FROM ASSESSMENT

The following diagrams represent the aggregate of the results from the six groups. Individual responses may be viewed
online using the key code which is obtainable from the DQI leader.

DQI - Briefing Stage 4

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DQI - Briefing Stage 5

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Not unsurprisingly the existing building did not score very high overall due to the nature of the building, the piecemeal
development of the buildings and the age of the systems and fabric.

However as the following table indicates there is a consensus around the sports facilities and the setting/grounds of the
school being very much liked and this was reinforced in the discussion of the outcomes that follow.

By far the main dislikes were the cramped corridors and linked to this the many changes in level, followed by the poor quality
of the internal environment in terms of ventilation, natural daylight and heating. Although expressed under differing headings
personal facilities, toilets, changing and lockers also figure high on the students’ agenda.

Even though it figured only once in the dislikes on the questionnaire the approach for pedestrians and cyclist was thought to
be dangerous and the main entrance/reception poorly located with regard to the other elements in the school.

1.2 Likes and Dislikes

RESPONDENT LIKES DISLIKES

GROUP 1 Sports facilities Cramped conditions-corridors

Trees, pond and grounds changing rooms

Location within community poor heating, daylight and acoustics

GROUP 2 Grounds Lack of nat. light, vent + height

Sports facilities incl. new changing Lack of personal facilities + parking

Main Hall space Lack of flexible learning spaces

GROUP 3 Sports facilities Circulation around school

Ability to display ethos of school Different levels in ceilings

Student support facilities Poor environmental conditions/decor

GROUP 4 Potential to link with community Pupils facilities eg toilets

Sports facilities Narrow corridors eg C block

Pleasant setting Not fit for its purpose

GROUP 5 Outdoor spaces/grounds Corridors

Sports facilities Climate

Quad - its potential Poor access

GROUP 6 Quad - its potential Circulation - steps/levels

Layout - groups + central hub Lack of light - natural + artificial

External environment Space - flexible/social

DQI - Briefing Stage 6

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2 DQI Questionnaire and Tagging

The review of the DQI Briefing Questionnaire was carried-out in the same groups as the assessment of the existing building
and once the concept of required, desired and inspired had been grasped some lively discussion took place. This exercise
benefitted from doing both forms on the same day, participants being better attuned to the language of the questionnaire.
Functionality 1. Trentham Pre-design, 01/06/2010
Default Notes References Value
Access
1 The building should provide good access for everyone Required Required
2 The layout of the external environment around the school Required Required
building should provide safe and convenient access for
pedestrians
3 There should be good access to public transport Required Required
4 The building should cater for cyclists Required Required
5 There should be sufficient car parking Required Required
6 There should be safe and secure access for goods and the Required Required
storage of waste awaiting collection
7 It should be easy to find your way around the school Desired Required
8 The layout should be easily understood Desired Required
9 The signage should be clear Required Required
10 The building should be accessible to pupils, staff and visitors Required Required
with SEN, and / or disabilities
11 The building should cater for the needs of people with Desired Required
impaired sight
12 The building should cater for the needs of people with Desired Required
impaired hearing
Space
13 The spaces in the building should be the right size for their Required Desired
functions
14 The circulation space should work well Required Desired
15 The ratio of teaching and learning spaces to the total should Desired Desired
be appropriate
16 Areas for teaching and learning should be adequate and Desired Desired
appropriate for the curriculum and organisation of the school

17 Large spaces should be of an appropriate size and design Desired Desired

for their intended purpose
18 Areas for staff should be sufficient to allow for preparation, Desired Desired
administration and relaxation
19 Areas for dining and socialising should be sufficient to allow Desired Desired
for healthy eating, relaxation and recreation
20 Toilets and changing rooms should be of high standard and Desired Desired
appropriately located
21 There should be adequate and appropriately located storage Required Desired
space
22 The building's layout should provide the right balance and Desired Desired
distribution of space
23 Relationships between internal spaces, and the outdoor Desired Inspired
environment should work well
24 The grounds should provide for the formal and informal Desired Desired
teaching and learning, and social and recreational, needs of
the school community
25 The school grounds should have adequate space to meet all Desired Desired
school and wider community needs
26 The school grounds should provide a safe and stimulating Desired Required
environment for children and young people
Uses
27 The building should enhance the activities of teaching and Inspired Inspired
learning
28 The building should contribute to the efficiency of the school Desired Desired
29 The building should be able to accommodate users needs Required Required
including those with special educational needs and / or
disabilities
30 The building should provide good security Required Required
31 The building and grounds should be able to respond to Desired Desired
changing school needs
32 The structure should allow for changes of school use Desired Desired
33 The layout should allow for changes of school use Desired Desired
34 The lighting should allow for different use requirements Desired Desired
35 The heating, ventilation and ICT installations should allow for Desired Desired
changes of use
36 The ICT infrastructure should be fully integrated, easily Required Desired
accessible and accommodate change of uses throughout
the school
37 The furniture, both fixed and loose should respond to short Required Desired
term changing needs / uses and be appropriate for all users
DQI - Briefing Stage 7
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Build Quality 1. Trentham Pre-design, 01/06/2010

Default Notes References Value
Performance
38 The building should be easily maintained Required Required
39 The building should be easy to clean Desired Desired
40 The building should withstand wear and tear in use and Required Required
minor vandalism
41 The building should weather well Required Required
42 The building’s finishes should be durable Desired Required
43 The internal environment should meet recommended Required Required
standards
44 There should be sufficient daylight in the building Required Inspired
45 There should be sufficient artificial lighting levels in the Required Required
building
46 The thermal climate in the building should be appropriate to Required Desired
its use
47 The acoustic quality should be appropriate to its use Required Required
48 The air quality should be appropriate to its use Required Desired
49 The building should be comfortable and healthy to use Required Desired
50 The building should be safe to use Required Required
51 There should be a clear fire safety strategy Required Required
52 The building should produce few complaints / faults Desired Desired
Engineering Services
53 The building should be easy to operate Required Required
54 The engineering systems should be easy to operate Desired Desired
55 The engineering systems should work well Desired Required
56 The engineering systems should operate quietly Desired Desired
57 The components of the building should be easily and safely Required Required
replaced when necessary
58 The building should enable efficient use of energy and water Desired Desired

59 The building and engineering systems should be designed to Inspired Desired

minimise CO2 emissions
60 The requirements for heating should be minimised by the Desired Desired
design of the building
61 The design should minimise the requirement for mechanical Desired Desired
ventilation
62 The design should minimise the requirement for cooling Desired Desired
63 The building controls systems should be simple to use and Required Required
work well
64 Engineering systems should be well co-ordinated Desired Desired
65 The engineering services and ICT infrastructure should be Desired Desired
adaptable
Construction
66 The methods and materials used in construction should Required Required
have been well thought through
67 The layout, structure and engineering systems should be Inspired Desired
well integrated
68 The building’s structure should be efficient Desired Desired
69 The materials should be appropriate for the building’s Required Required
purpose
70 The building should be designed so that it can be safely Required Required
constructed
71 The building’s fixtures, fittings and finishes should be well Desired Desired
integrated
72 Removal or containment of hazardous materials should be Required Required
managed safely
73 The building will adopt the principles of sustainable Required Required
environmentally conscious design
74 The building should use sustainable and renewable Desired Desired
systems, and materials which have low embodied energy
75 The building design should respond to the site microclimate Desired Desired
76 Any demolition and construction should minimise waste and Desired Desired
reuse materials on site where possible
77 The building should be designed for demolition and Desired Desired
recyclability
78 The effect of future climate change should be considered in Inspired Inspired
the design
79 The building should be able to extend if the school expands Desired Desired

DQI - Briefing Stage 8

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Impact 1. Trentham Pre-design, 01/06/2010

Default Notes References Value
The School in its Community
80 The building should enhance and uplift its neighbourhood Inspired Inspired
81 The building should be sited well in relation to its context Desired Desired
82 The area immediately outside the building should be Desired Desired
pleasant
83 The quality of the school’s outdoor environment should Desired Required
enhance the quality of the neighbourhood
84 The building should be well considered in relationship to Required Required
local facilities
85 The building should help create a sense of ownership by Desired Desired
local people
86 The building should significantly contribute to social and Inspired Desired
economic regeneration
Within the School
87 The building should be a pleasure to use Desired Desired
88 The building should contribute to a sense of security Desired Required
89 The building should not feel cramped or overcrowded Required Desired
90 The building should reduce stress for users Inspired Desired
91 The circulation spaces and common areas should be Inspired Desired
enjoyable
92 The building should have good visual connection with the Desired Desired
outside
93 The internal environment should be of high quality with an Desired Desired
appropriate level of personal control
94 The natural light in the building should be of high quality Desired Desired
95 The artificial light in the building should be of high quality Desired Desired
96 The indoor temperature in the building should be Desired Desired
comfortable in all seasons
97 The indoor air quality should be pleasant Desired Desired
98 The building should have good acoustics Desired Desired
Form and Materials
99 The building should be well composed Desired Desired
100 The shape of the building should be pleasing Desired Desired
101 The building and external spaces should be orientated to Required Required
maximise the advantages of the site
102 The form and materials should be well detailed Desired Desired
103 The materials used in the building should add to its quality Desired Desired
104 The use of colour and texture should enhance the enjoyment Desired Desired
of the building
105 The materials used in the external areas should be Desired Desired
appropriate to their use and the locality
Character and Innovation
106 The building and its grounds should lift the spirits and raise Inspired Inspired
aspirations
107 The building should reinforce the ethos of the school Desired Inspired
108 There should be a clear vision behind the building Desired Require
109 Visitors should want to come here Desired Desired
110 The building should be widely acclaimed for its quality Inspired Desired
111 The building should have character Desired Inspired
112 The building should make you think Inspired Inspired
113 The building’s design and construction should contribute to Inspired Inspired
development of new knowledge

DQI - Briefing Stage 9

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Question Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Access

Space

FUNCTIONALITY Uses

Performance

Engineering Services

BUILD QUALITY Construction

The School in its Community

Within the School

Form and Materials

IMPACT Character and Innovation

Key:
Required
Desired
Inspired
Not applicable

Order:
Trentham Pre-design
Trentham DQI questionnaire

The area where the greatest weight of desired and inspired requirements occur is Impact and here most in
Character and Innovation.

DQI - Briefing Stage 10

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3 Aspirations
Discussion after completion of the DQI Questionnaire centred around agreeing a set of aspirations for the project and the
results of this are set out below.

Aspiration Comments
Wow Factor Immediate impression of identity
complete change from current poor environment
Hungry to Learn and Teach A good place to be
Efficient and pleasant
Comfortable and Safe A relaxed and secure environment
Open spacious circulation spaces
Aesthetic Dimension As important as functionality
Inspired learning spaces of different types and character reflecting use
Accessibility Full sense of the word - safe, direct external access for pedestrians and cyclists
A circulation pattern that is clear, direct and eliminates excessive changes in level
Flexibility Better range of spaces
Ability to use spaces together
Outside Spaces Establish better links between inside and outside for learning and social purposes
Build upon well liked external spaces to extend uses
Storage More efficient storage systems in learning spaces
Personal storage needs to addressed
Inspired Learning Environment This is an overarching aspiration
The big challenge is to establish a development plan that transforms the character of
the school buildings and the means of moving around the complex
The current BSF project will not be sufficient to complete this transformation and it
should be seen as a big first step

DQI - Briefing Stage 11

 Project: TRENTHAM HIGH SCHOOL (Sketch scheme)
Assessment: Trentham (existing building)
Status: Created 01 Jun 2010, Assessment open
Respondent key: 9R6BQT7W
DQI Leader: JIM MITCHISON (jmitchison@lathamarchitects.co.uk)
Current Briefing Record: Trentham DQI questionnaire: 23 Jun 2010
File generated: 23/06/2010

This spreadsheet contains the responses of the selected respondents to the above DQI assessment (the DQI dataset).

DQI
Key for answers to the DQI statements:

!!1 = response of 'Strongly Disagree'

!!2 = response of 'Disagree'
!!3 = response of 'Tend to Disagree'
DQI Briefing Stage Record Sheet
!!4 = response of 'Tend to Agree'
!!5 = response of 'Agree'

omf derek cox architects

!!6 = response of 'Strongly Agree'
!!N = response of 'Not Applicable'
!!D = response of 'Don't Know'
!!blank = unanswered

The weighting sections will be a distribution of 15 points (for the Functionality and Build Quality Sections and the Overall weightings) or 20 points (for the Impact Section weightings).

Each statement is highlighted as to whether it is considered Required (R), Desired (D), Inspired (I) or Not Applicable (NA). These values are from the current Briefing Record, indicated above.

The DQI dataset contained in this spreadsheet must be treated as confidential and may only be used by the nominated DQI Leader and DQI Facilitator for reporting in respect of the project named at the top of this spreadsheet. The Construction Industry Council strongly recommends that users of the DQI tool never publish or
release the complete dataset and should report only headline or significant facts derived from this dataset. The Construction Industry Council will not be liable for any misuse of this dataset by a user or any third party. Use of this spreadsheet is subject to the Terms and Conditions for use of the DQI website available to view at
http://www.dqi.org.uk/ .

(C) Construction Industry Council 2006.

QUALITY DIMENSION SECTION QUESTION BRIEFING RESPONDENTS

RECORD

GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
GROUP 6
FUNCTIONALITY ACCESS The building should provide good access for everyone R 2 1 1 1 2 1
The layout of the external environment around the school building should provide safe and convenient access for pedestrians R 1 1 1 2 4 1
There should be good access to public transport R 5 1 2 4 4 5
The building should cater for cyclists R 5 4 2 4 3 4
There should be sufficient car parking R 1 1 1 1 1 1
There should be safe and secure access for goods and the storage of waste awaiting collection R 1 1 2 2 1 1
It should be easy to find your way around the school R 1 1 3 3 3 1
The layout should be easily understood R 1 1 4 2 4 1
The signage should be clear R 1 1 1 2 1 1
The building should be accessible to pupils, staff and visitors with SEN, and / or disabilities R 1 1 1 1 1 1
The building should cater for the needs of people with impaired sight R 1 1 1 1 1 1
The building should cater for the needs of people with impaired hearing R 4 1 1 2 1 3
SPACE The spaces in the building should be the right size for their functions D 1 1 3 2 1 3
The circulation space should work well D 1 1 1 1 1 1
The ratio of teaching and learning spaces to the total should be appropriate D 5 2 4 2 2 1
Areas for teaching and learning should be adequate and appropriate for the curriculum and organisation of the school D 3 2 4 1 1 2
Large spaces should be of an appropriate size and design for their intended purpose D 2 1 5 1 3 5
Areas for staff should be sufficient to allow for preparation, administration and relaxation D 2 1 4 1 1 3
Areas for dining and socialising should be sufficient to allow for healthy eating, relaxation and recreation D 1 1 2 1 1 1
Toilets and changing rooms should be of high standard and appropriately located D 1 1 2 1 2 2
There should be adequate and appropriately located storage space D 1 1 2 2 1 1
The building's layout should provide the right balance and distribution of space D 2 2 2 1 1 1
Relationships between internal spaces, and the outdoor environment should work well I 1 1 2 1 1 1
The grounds should provide for the formal and informal teaching and learning, and social and recreational, needs of the school community D 4 4 3 1 2 1
The school grounds should have adequate space to meet all school and wider community needs D 5 5 5 4 5 6
The school grounds should provide a safe and stimulating environment for children and young people R 2 3 5 4 4 4
USES The building should enhance the activities of teaching and learning I 2 1 2 1 3 2
The building should contribute to the efficiency of the school D 1 1 2 1 1 1
The building should be able to accommodate users needs including those with special educational needs and / or disabilities R 1 1 1 1 1 1
The building should provide good security R 1 1 2 1 1 1
The building and grounds should be able to respond to changing school needs D 1 1 2 1 2 1
The structure should allow for changes of school use D 1 1 1 1 2 1
The layout should allow for changes of school use D 1 1 1 1 2 1
The lighting should allow for different use requirements D 2 1 2 1 2 1
The heating, ventilation and ICT installations should allow for changes of use D 1 1 2 1 2 1
The ICT infrastructure should be fully integrated, easily accessible and accommodate change of uses throughout the school D 1 2 2 1 1 1
The furniture, both fixed and loose should respond to short term changing needs / uses and be appropriate for all users D 3 1 3 1 1 4
Access WEIGHTING 5 5 5 6 6 7
Space WEIGHTING 5 4 4 3 6 5
Uses WEIGHTING 5 6 6 6 3 3
BUILD QUALITY PERFORMANCE The building should be easily maintained R 5 1 5 2 6 2
The building should be easy to clean D 5 2 5 1 6 2
The building should withstand wear and tear in use and minor vandalism R 5 4 5 4 5 5
The building should weather well R 5 4 5 4 4 2
The building's finishes should be durable R 5 4 5 4 5 4
The internal environment should meet recommended standards R 4 2 2 1 2 1
There should be sufficient daylight in the building I 2 1 4 1 1 1
There should be sufficient artificial lighting levels in the building R 2 2 2 2 4 1
The thermal climate in the building should be appropriate to its use D 1 1 2 1 2 1
The acoustic quality should be appropriate to its use R 1 1 4 1 2 4
The air quality should be appropriate to its use D 1 1 2 1 2 2
The building should be comfortable and healthy to use D 1 1 4 2 2 2
The building should be safe to use R 2 2 3 4 2 4
There should be a clear fire safety strategy R 6 6 5 5 4 5
The building should produce few complaints / faults D 5 5 5 2 5 4
ENGINEERING SERVICES The building should be easy to operate R 5 D 2 D 4 3
The engineering systems should be easy to operate D 5 D 2 2 D 2
The engineering systems should work well R 5 2 4 3 D 2
The engineering systems should operate quietly D 5 2 5 5 4 3
The components of the building should be easily and safely replaced when necessary R 4 2 3 2 4 5
The building should enable efficient use of energy and water D 5 1 3 1 1 1
The building and engineering systems should be designed to minimise CO2 emissions D 2 1 2 1 D 1
The requirements for heating should be minimised by the design of the building D 1 1 1 1 1
The design should minimise the requirement for mechanical ventilation D 1 1 2 1 D 1
The design should minimise the requirement for cooling D 1 1 2 1 1 1
The building controls systems should be simple to use and work well R 1 1 4 1 D 1
Engineering systems should be well co-ordinated D 4 1 2 D D 1
The engineering services and ICT infrastructure should be adaptable D 1 1 2 1 1 1
CONSTRUCTION The methods and materials used in construction should have been well thought through R 1 2 5 1 1 2
The layout, structure and engineering systems should be well integrated D 2 1 2 1 1 1
The building's structure should be efficient D 1 2 2 1 1 1
The materials should be appropriate for the building's purpose R 1 2 3 1 4 4
The building should be designed so that it can be safely constructed R 1 2 D 1 D 1
The building's fixtures, fittings and finishes should be well integrated D 1 1 4 1 1 1
Removal or containment of hazardous materials should be managed safely R 6 1 4 4 D 1
The building will adopt the principles of sustainable environmentally conscious design R 1 1 2 1 1 1
The building should use sustainable and renewable systems, and materials which have low embodied energy D 1 1 2 1 1 1
The building design should respond to the site microclimate D 1 1 2 1 1 1
Any demolition and construction should minimise waste and reuse materials on site where possible D 6 1 D D D N
The building should be designed for demolition and recyclability D 1 D 5 1 1
The effect of future climate change should be considered in the design I 4 1 2 1 1 1
The building should be able to extend if the school expands D 5 2 5 1 5 3
Performance WEIGHTING 5 5 5 7 5 7
Engineering Services WEIGHTING 6 5 6 5 5 4
Construction WEIGHTING 4 5 4 3 5 4
IMPACT THE SCHOOL IN ITS COMMUNITY The building should enhance and uplift its neighbourhood I 1 2 2 2 6
The building should be sited well in relation to its context D 5 4 4 6 6
The area immediately outside the building should be pleasant D 5 4 5 6 5
The quality of the school's outdoor environment should enhance the quality of the neighbourhood R 4 4 4 6 4
The building should be well considered in relationship to local facilities R 5 4 5 6 5
The building should help create a sense of ownership by local people D 6 D 6 3 6
The building should significantly contribute to social and economic regeneration D 6 1 4 1 6
WITHIN THE SCHOOL The building should be a pleasure to use D 2 1 4 1 2
The building should contribute to a sense of security R 1 2 5 1 4
The building should not feel cramped or overcrowded D 1 1 1 1 1
The building should reduce stress for users D 2 1 2 1 1
The circulation spaces and common areas should be enjoyable D 1 2 1 1 1
The building should have good visual connection with the outside D 1 1 4 2 1
The internal environment should be of high quality with an appropriate level of personal control D 1 1 3 1 1
The natural light in the building should be of high quality D 1 1 4 1 1
The artificial light in the building should be of high quality D 1 1 2 1 1
The indoor temperature in the building should be comfortable in all seasons R 1 1 2 1 1
The indoor air quality should be pleasant D 1 1 2 1 1
The building should have good acoustics D 1 1 2 1 4
FORM AND MATERIALS The building should be well composed D 2 1 2 1 1 1
The shape of the building should be pleasing D 1 1 2 1 1 5
The building and external spaces should be orientated to maximise the advantages of the site R 1 3 2 2 1 5
The form and materials should be well detailed D 1 1 3 2 1 1
The materials used in the building should add to its quality D 1 1 3 1 1 1
The use of colour and texture should enhance the enjoyment of the building D 1 1 2 3 1 1
The materials used in the external areas should be appropriate to their use and the locality D 1 2 5 3 3 4
CHARACTER AND INNOVATION The building and its grounds should lift the spirits and raise aspirations I 3 3 2 1 3 1
The building should reinforce the ethos of the school I 1 1 2 1 1 1
There should be a clear vision behind the building R 1 1 1 1 1 1
Visitors should want to come here D 4 1 5 5 2 3
The building should be widely acclaimed for its quality D 1 1 2 1 1 1
The building should have character I 1 4 3 4 2 4
The building should make you think I 1 4 2 2 1 5
The building's design and construction should contribute to development of new knowledge I 1 1 3 1 1 4
The School in its Community WEIGHTING 5 4 4 6 6 9
Within the School WEIGHTING 6 6 7 6 6 1
Form and Materials WEIGHTING 4 4 4 4 4 5
Character and Innovation WEIGHTING 5 6 5 4 4 5
FUNCTIONALITY WEIGHTING 7 6 7 6 7 6
BUILD QUALITY WEIGHTING 5 4 4 6 5 6
IMPACT WEIGHTING 3 5 4 3 3 3

DQI - Briefing Stage 12