Dr Daryl Maisey

About

I have had an avid interest in education since studying and gaining Qualified Teacher Status in 1987. An eighteen-year career in primary and early years education enabled me to experience a variety of positions from school lead for core curriculum areas, as a Senior Manager and as a designated Lead Teacher for the Local Authority. After completing my Master's Degree in 2002, I became a school mentor for Initial Teacher Training and in 2005 I joined Kingston University as a full time member of staff in order to develop a suite of courses specifically around Work-Based Learning in educational contexts.

As a member of the School's Senior Leadership Team and Associate Professor with specific research interests in early years, safeguarding and child protection and interprofessional practice, I was appointed as the Director of Learning and Teaching and achieved Senior Fellowship of the HEA in 2015. I gained my professional Doctorate in 2019 and my thesis was an opportunity to study teachers' experiences of safeguarding and child protection in the context of early years education. In 2021 I was appointed as the School's Portfolio and Innovation Development Lead. I am fortunate to be able to utilise my experience of learning and teaching in different contexts, to lead new projects in curriculum design and development.

Academic responsibilities

Associate Professor

Qualifications

  • EdD Education
  • MA Professional Studies in Education
  • BEd (Hons) Education

Teaching and learning

Throughout my career I have gained valuable experience in the design and development of courses and programmes of learning. These have ranged from redesigning existing degrees, leading the design of new and innovative undergraduate and postgraduate courses (locally, nationally and internationally), and externally commissioned programme development for other organisations. This work has foregrounded the importance of collaborative endeavours to ensure currency, sustainability and inclusivity in programmes and courses for full-time and employment-based learners.

The emphasis has always been on understanding the needs of learners in their unique contexts and to adapt pedagogical approaches to enable them to reach their potential. As an example, most recently (2023), a focus of further enhancing inclusivity for education students resulted in me leading the engagement of an external business partner to provide expertise in supporting knowledge and understanding of dyslexia and literacy difficulties.  

As an External Examiner for other Higher Education institutions since 2014, I have gained insights into different interpretations of course developments and enhancements and have been able to share my knowledge in support of furthering effective and inclusive learning.

Qualifications and expertise

  • External Examiner

Undergraduate courses taught

Postgraduate courses taught

Research

The early years sector of education is an area of particular interest of mine and has led to me undertaking research in different aspects of practice (e.g. safeguarding and child protection, interprofessional working, barriers to SCRs, technology enhanced learning). The field is vast and the complexities of theory and practice within an ever-changing social and political context ensures that early years remains a fascinating area for study within the continuum of education. I currently lead the Early Years Special Interest Group in the Department of Education.

My particular interest in safeguarding and child protection in early years was the focus of my thesis. The findings of this work led me to change the more prevailing methods of teaching this aspect of practice to education practitioners towards a more innovative and empowering pedagogical approach. Researching the thresholds of interprofessional working and learning from serious child protection reviews has led me to develop an interest in the influences that inhabit professional practice decision-making and enabling an awareness of these through in-depth critical reflection and reflexivity.

Qualifications and expertise

  • Education Doctorate
  • Faculty Ethics Committee
  • Early Years Special Interest Group

Areas of specialism

  • Early Years
  • Safeguarding and Child Protection in Education
  • Interprofessional Working

Scholarly affiliations

  • BERA
  • SEFDEY Professional Association

Case studies

Sutherland, Helen [Course Lead] and Maisey, Daryl [Contributor] (2022) Designing and developing the curriculum, assessment and programme for the Early Years Initial Teacher Training (EYITT) as the Course/Route Leader. Internal Kingston University Report, unpublished.

In September 2014, the Department for Education reformed the Early Years Professional Status pathways to EYITT with Early Years Teacher Status (EYTS). The redesigned programme needed to build upon student’s prior knowledge, be robust and rigorous, to be compliant and meet the DfE requirements of the Teachers’ Standards (Early Years), and OfSTED, the Professional Statutory and Regulatory Body (PSRB). National Priorities (NCTL, 2014) and government agendas, such as phonics, early reading, SEND, safeguarding and ‘Prevent’ were also required to be part of the teaching programme. The programme ensured that students developed their knowledge and understanding of teaching birth to five years while successfully applying and providing evidence of meeting the Teachers’ Standards (Early Years) within their teaching practice across the age ranges. An outcome of this development was a School of Education team book (2014) was published to support students now studying to become an Early Years Teacher. In 2017, the EYITT programme joined the PGCE the Primary and Secondary QTS portfolio with students undertaking 2 level 7 accredited modules alongside the EYTS to attain the PGCE Birth to Five with EYTS. The programme maintains strong retention (between 94%-100%, 2014-2021), and pass and completion (between 90% -100%, 2014-2021) rates.

This list was generated on Tue Apr 16 07:13:05 2024 BST.

Publications

Number of items: 5.

Article

Hood, Rick, Price, Jayne, Sartori, Daniele, Maisey, Daryl, Johnson, Jessica and Clark, Zoe (2017) Collaborating across the threshold : the development of interprofessional expertise in child safeguarding. Journal of Interprofessional Care, 31(6), pp. 705-713. ISSN (print) 1356-1820

Book

Maisey, Daryl and Campbell-Barr, Verity, eds. (2021) Why do teachers need to know about child development? Strengthening professional identity and well-being. London, U.K. : Bloomsbury Academic. 192p. (Personal, Social and Emotional Perspectives for Educators) ISBN 9781350084933

Book Section

Maisey, Daryl (2014) Professionalism in early years. In: Johnson, Jessica, (ed.) Becoming an early years teacher. Maidenhead, U.K. : Open University Press. pp. 4-16. ISBN 9780335264445

Monograph

Rawlings, Anne, Paliokosta, Paty, Maisey, Daryl, Johnson, Jessica, Capstick, Jenny and Jones, Ray (2014) Study to investigate the barriers to learning from Serious Case Reviews (SCRs) and identify ways of overcoming these barriers. (Project Report) Manchester, U.K. : Department for Education. 112 p. ISBN 9781781053980

Thesis

Maisey, Daryl (2018) Early years safeguarding and child protection in practice : an enquiry into the experiences of newly qualified practitioners. (Ed.D thesis), Kingston University, .

This list was generated on Tue Apr 16 06:59:38 2024 BST.

Business, knowledge transfer and international

Interest in curriculum design led to commissioned work with the University of Gibraltar (2018-2019) to develop their own Postgraduate Certificate in Education. This work, carried out with a colleague, Marcus Bhargava, resulted in a new and bespoke curriculum that has been delivered successfully in Gibraltar to date. The experience revealed the importance of understanding unique contexts to enable learning. 

Personal interest in early years and course design led to collaborations with Linguaphone (2017-2018), in the development of an international kindergarten curriculum, and with HedgeFun(d) Co. Ltd. (2021-2022), advising on a new app for learning in early years for parents of children between the ages of 3 and 6 years. Both projects revealed insights into the ways in which knowledge transfer can enhance learning within the parties involved.  

My most recent collaboration is with Driver Youth Trust (2022- date), who provide expertise in support of enhancing awareness of dyslexia and literacy difficulties for staff, students and school-based mentors engaging in our initial education programmes. It is through this collaboration that we want to enable our education students to meet the needs of children and young people who present with dyslexia and literacy difficulties in schools.

Qualifications and PROFESSIONAL expertise

  • SEFDEY Professional Association Committee Member
  • School Governor for Early Years and Safeguarding

Areas of interest

  • Curriculum Design
  • Early Years
  • Safeguarding in Education

Professional practice, knowledge exchange and impact

I have avid interest in curriculum design and have been involved in developing new courses both in academia and for commercial enterprises. Working in collaboration with a colleague, 2019 saw the successful design, validation and implementation of a new PGCE course for Gibraltar. Kingston University's strong partnership with Gibraltar enabled sharing of knowledge and contextual expertise to inform the creation of an interesting, inclusive and sustainable programme that continues to provide opportunities for Gibraltar's trainee teachers to study without having to travel abroad.  

One of the first courses I was involved in developing was in 2005 as students studying their Early Years Foundation Degree were welcomed into the University to complete their studies to a full degree, known as the Early Years Top-Up programme. My interest in work-based learning degrees has continued and I am currently a committee member for the national Sector Endorsed Foundation Degree Early Years Professional Association (SEFDEY). The SEFDEY network continues to influence policy and professional practice in the field of early years. 

Professional and scholarly affiliations

  • Sector Endorsed Foundation Degree Early Years Professional Association
  • BERA