Home > People > Judy Sebba OBE

Judy Sebba OBE

Professor Emeritus of Education | Green Templeton College

judy.sebba@education.ox.ac.uk

About me

Judy was awarded an OBE in 2018 and received honorary doctorate from University of Sussex in 2016. She is Emeritus Professor of Education in the Rees Centre, engaging in research mainly on the education of vulnerable children including children in care.

Her research includes factors that contribute to better educational outcomes, a RCT reading intervention combining book-gifting and paired reading and a national research programme developing an evidence base on attachment and trauma training in schools.

Fellow of the Academy of Social Sciences since 2011
ESRC Peer Reviewer
Regular reviewer for six journals

Research

Books

Sebba, J. (2018). Redefining the Whole curriculum for Pupils with Learning Difficulties. Taylor & Francis.

https://doi.org/10.4324/9780429488931
Coleman, J., Vellacott, J., Solari, G., Solari, M., Luke, N., & Sebba, J. (2016). Teenagers in Foster Care. Rees Centre/University of Oxford/University of Bedfordshire/University of Gothenburg.
Caw, J., & Sebba, J. (2013). Team Parenting for Children in Foster Care A Model for Integrated Therapeutic Care. Jessica Kingsley Publishers.
Rickinson, M., Sebba, J., & Edwards, A. (2011). Improving Research through User Engagement. Taylor & Francis.

https://doi.org/10.4324/9780203831304

Book chapters

Sebba, J. (2020). Educational interventions that improve the attainment and progress of children in out-of-home car. In E. Fernandez & P. Delfabbro (Eds.), Child Protection and the Care Continuum: Theoretical, Empirical and Practice Insights. Routledge.

https://doi.org/10.4324/9781003121305 https://ora.ox.ac.uk/objects/uuid:800cb736-ebd0-410a-b3a6-5a1b928ef039
Robson, C. (2018). Staff Training and Development. In Prospects for People with Learning Difficulties (pp. 72-84). Taylor & Francis.

https://doi.org/10.4324/9780429490118-6
Sebba, J. (2012). Policy and Practice in Assessment for Learning: The Experience of Selected OECD Countries. In Assessment and Learning (pp. 157-170). SAGE Publications.

https://doi.org/10.4135/9781446250808.n10
Sebba, J. (2007). Enhancing impact on policymaking through increasing user engagement in research. In Educational Research and Policy-Making: Exploring the Border Country Between Research and Policy (pp. 127-143).

https://doi.org/10.4324/9780203939796
Sebba, J. (2004). Developing evidence-informed policy and practice in education. In G. Thomas & R. Pring (Eds.), Evidence-Based Practice In Education. McGraw-Hill Education (UK).
SEBBA, J. (2003). A Government Strategy for Research and Development in Education. In Developing Educational Leadership (pp. 11-24). SAGE Publications.

https://doi.org/10.4135/9780857024381.d7

Journal articles

Winter, K., Sebba, J., Tah, P., Connolly, P., Roberts, J., & Millen, S. (2023). Using the talking album to elicit the views of young children in foster care regarding a reading intervention. Qualitative Social Work, 22(6), 1175-1190.

https://doi.org/10.1177/14733250221122373
Connolly, P., Sebba, J., Winter, K., Roberts, J., Tah, P., & Millen, S. (2023). The effectiveness of book-gifting programmes to enhance the reading skills of children in care: A randomised controlled trial of ‘Reading Together’ in England. Children and Youth Services Review, 153, 107097.

https://doi.org/10.1016/j.childyouth.2023.107097
Sebba, J. (2022). Foreword. Implementing the Whole Curriculum for Pupils With Learning Difficulties, viii - x.
Berridge, D., Sebba, J., Cartwright, M., & Staples, E. (2021). School experiences of Children in Need: Learning and support. British Educational Research Journal, 47(6), 1700-1716.

https://doi.org/10.1002/berj.3750
Sinclair, I., Luke, N., Fletcher, J., O’Higgins, A., Strand, S., Berridge, D., Sebba, J., & Thomas, S. (2020). The education of children in care and children in need: Who falls behind and when?. Child and Family Social Work, 25(3), 536-547.

https://doi.org/10.1111/cfs.12719 https://ora.ox.ac.uk/objects/uuid:68555af1-65f0-4f67-9218-3898efa635fc
Neagu, M., & Sebba, J. (2019). Who do they think they are: making sense of self in residential care, foster care, and adoption. Children and Youth Services Review, 105.

https://doi.org/10.1016/j.childyouth.2019.104449 https://ora.ox.ac.uk/objects/uuid:687d36c5-e433-432e-9054-218efbd8fe67
Shuker, L., Sebba, J., & Höjer, I. (2019). Teenagers in foster care: Issues, themes, and debates from and for practice and policy. Child & Family Social Work, 24(3), 349-353.

https://doi.org/10.1111/cfs.12650
Sebba, J., & Berridge, D. (2019). The role of the Virtual School in supporting improved educational outcomes for children in care. Oxford Review of Education, 45(4), 538-555.

https://doi.org/10.1080/03054985.2019.1600489 https://ora.ox.ac.uk/objects/uuid:d21be344-91cb-429b-a5cf-9b24828b8c71
Sebba, J., & Luke, N. (2019). The educational progress and outcomes of children in care: editorial. OXFORD REVIEW OF EDUCATION, 45(4), 435-442.

https://doi.org/10.1080/03054985.2019.1622281
O’Higgins, A., Sebba, J., & Gardner, F. (2017). What are the factors associated with educational achievement for children in kinship or foster care: A systematic review. Children and Youth Services Review, 79, 198-220.

https://doi.org/10.1016/j.childyouth.2017.06.004 https://ora.ox.ac.uk/objects/uuid:1ac5389e-d540-490a-b410-d2272ee5dd23
Sebba, J., Luke, N., & Berridge, D. (2017). The educational progress of young people in out-of-home care. Developing Practice, 47, 18-35.

https://ora.ox.ac.uk/objects/uuid:f0942916-8129-4082-9c18-f8989e26c44a
Berridge, D., Sebba, J., & Luke, N. (2015). Study reveals key to education success for looked-after children. Children and Young People Now, 2015(25), 12-13.

https://doi.org/10.12968/cypn.2015.25.12
Sebba, J. (2013). An exploratory review of the role of research mediators in social science. Evidence & Policy, 9(3), 391-408.

https://doi.org/10.1332/174426413x662743
Dunne, M., Humphreys, S., Dyson, A., Sebba, J., Gallannaugh, F., & Muijs, D. (2011). The teaching and learning of pupils in low‐attainment sets. The Curriculum Journal, 22(4), 485-513.

https://doi.org/10.1080/09585176.2011.627206
Sebba, J., Peacock, A., DiFinizio, A., & Johnson, M. (2011). Personalisation and special educational needs. Journal of Research in Special Educational Needs, 11(3), 203-224.

https://doi.org/10.1111/j.1471-3802.2010.01189.x
Robinson, C., & Sebba, J. (2010). Personalising learning through the use of technology. Computers & Education, 54(3), 767-775.

https://doi.org/10.1016/j.compedu.2009.09.021
Edwards, A., Sebba, J., & Rickinson, M. (2007). Working with users: some implications for educational research. British Educational Research Journal, 33(5), 647-661.

https://doi.org/10.1080/01411920701582199
Mittler, P., Jackson, S., & Sebba, J. (2002). Social Exclusion and Education. Journal of Integrated Care, 10(3), 5-15.

https://doi.org/10.1108/14769018200200023
Sebba, J. (2000). Viewpoints: Education: Using Research Evidence to Reshape Practice. Public Money & Management, 20(4), 8-10.

https://doi.org/10.1111/1467-9302.00227
Sebba, J., & Ainscow, M. (1996). International Developments in Inclusive Schooling: mapping the issues. Cambridge Journal of Education, 26(1), 5-18.

https://doi.org/10.1080/0305764960260101
Sebba, J., & Byers, R. (1992). The National Curriculum: control or liberation for pupils with learning difficulties?. The Curriculum Journal, 3(2), 143-160.

https://doi.org/10.1080/0958517920030204
Sebba, J., & Robson, C. (1988). Evaluating Short, School‐focused INSET Courses in Special Educational Needs. British Journal of Special Education, 15(3), 111-115.

https://doi.org/10.1111/j.1467-8578.1988.tb00732.x
Robson, C., & Sebba, J. (1988). Project Impact. International Journal of Rehabilitation Research, 11(2), 175-177.

https://doi.org/10.1097/00004356-198806000-00010
Sebba, J. (1985). Evaluating the Effectiveness of Teaching Behavioural Methods to Staff Training in Mental Handicap. Behavioural and Cognitive Psychotherapy, 13(2), 101-109.

https://doi.org/10.1017/s0141347300010053
Sebba, J. (1983). Social interactions among preschool handicapped and non-handicapped children. Journal of Mental Deficiency Research, 27 (Pt 2), 115-124.

https://doi.org/10.1111/j.1365-2788.1983.tb00284.x

Reports

Sebba, J., Brown, A., Denton-Calabrese, T., HARRISON, N., LUKE, N., NEAGU, M., & Rees, A. (2022). Phase One Evaluation of the Virtual School Head’s Extension of Duties to Children with a Social Worker and the Post-16 Pupil Premium Plus Pilot.
Sebba, J., LUKE, N., Berridge, D., Strand, S., Cartwright, M., Staples, E., McGrath-Lone, L., Ward, J., & O’Higgins, A. (2020). Children in need and children in care: Educational attainment and progress. University of Bristol; Rees Centre.

http://www.bristol.ac.uk/media-library/sites/policybristol/briefings-and-reports-pdfs/FinalReportNuffield.pdf
Sebba, J. (2020). Young people in care must be heard: A provocation paper. British Academy.

https://medium.com/reframing-childhood-past-and-present/young-people-in-care-must-be-heard-f20c365a9afd
Luke, N., Sinclair, I., Woolgar, M., & Sebba, J. (2018). What works in preventing and treating poor mental health in looked after children?. In Rees Centre. Rees Centre.

https://ora.ox.ac.uk/objects/uuid:b0b0c2a6-8f7b-42c0-99a6-a9f0e98dfe0b
Plumridge, G., & Sebba, J. (2017). Evaluation of Birmingham City Council’s Step Down Programme: report of the preliminary findings January 2017. In Evaluation of Birmingham City Council’s Step Down Programme (pp. 1-37). Rees Centre.

https://ora.ox.ac.uk/objects/uuid:f4cfe16f-747e-434d-a6c5-f60a7ea56380
Sebba, J. (2017). Evaluation of the Siblings Together Buddy Project. In Rees Centre Publications. Oxford University Rees Centre.

https://ora.ox.ac.uk/objects/uuid:e88308d2-20cf-46b8-8c01-7d5c3867b059
Meakings, S., Sebba, J., & Luke, N. (2017). What is known about the placement and outcomes of siblings in foster care? An international literature review. In Rees Centre Publications. Rees Centre.

https://ora.ox.ac.uk/objects/uuid:47d26cc2-6714-44db-bcac-14e254c3ea13
Sebba, J., LUKE, N., McNeish, D., & Rees, A. (2017). Children’s social care innovation programme: Final evaluation report.
Sebba, J., Luke, N., Rees, A., Plumridge, G., Rodgers, L., Hafesji, K., & Rowsome-Smith, C. (2016). Evaluation of the London Fostering Achievement Programme. In Evaluation of the London Fostering Achievement Programme. Rees Centre.

https://ora.ox.ac.uk/objects/uuid:8c5b0faf-22bc-4bce-b838-3f90994d35ab
Plumridge, G., & Sebba, J. (2016). The impact of unproven allegations on foster carers. The Rees Centre University of Oxford.

http://reescentre.education.ox.ac.uk/research/impact-of-unproven-allegations-on-foster-carers/
Sebba, J., Berridge, D., Luke, N., Fletcher, J., Bell, K., Strand, S., Thomas, S., Sinclair, I., & O’Higgins, A. (2015). The educational progress of looked after children in England: linking care and educational data. In REES Centre Reports. University of Oxford Department of Education/University of Bristol.

https://ora.ox.ac.uk/objects/uuid:49b64928-4808-4898-911c-30e8981b2ffb
O’Higgins, A., Sebba, J., & Luke, N. (2015). What is the relationship of being in care on the educational outcomes of children? An international systematic review. Rees Centre.

https://ora.ox.ac.uk/objects/uuid:65cb4f5b-27af-45a2-80d7-7afb597244ab
Cosis Brown, H., Sebba, J., & Luke, N. (2015). The recruitment, assessment, support and supervision of LGBT foster carers: an international literature review. In Rees Centre. Rees Centre.

https://ora.ox.ac.uk/objects/uuid:1ee392ab-772b-4bc5-b081-8fa6b2554b44
Cosis Brown, H., Sebba, J., & Luke, N. (2014). The role of the supervising social worker in foster care. In Rees Centre. Rees Centre.

https://ora.ox.ac.uk/objects/uuid:6d1fb686-125c-4c5c-8751-959c19dcebe9
Luke, N., & Sebba, J. (2014). Effective parent-and-child fostering. An international literature review. In Rees Centre Research Reviews. Rees Centre.

https://ora.ox.ac.uk/objects/uuid:0c1dd19f-a659-462a-b03a-04dedd498081
Dyson, P., & Sebba, J. (2014). Pilot Study into the impact of allegations made against foster carers who accessed FISS or FosterTalk services. Rees Centre.
Höjer, I., Sebba, J., & Luke, N. (2013). The impact of fostering on foster carers’ children. In Rees Centre. Rees Centre.

https://ora.ox.ac.uk/objects/uuid:5c4eca59-3f43-473a-abb8-f31199b6e59a
Orr, D., Westbrook, J., Pryor, J., Durrani, N., Sebba, J., & Adu-Yeboah, C. (2013). What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? A systematic review. EPPI-Centre.

https://ora.ox.ac.uk/objects/uuid:e6191fc7-f4b1-4f6b-a021-5b9773bdf573
Sebba, J., & Luke, N. (2013). How are Foster Carers Selected? An international literature review of instruments used within foster care selection. In REES Centre report. Rees Centre.

https://ora.ox.ac.uk/objects/uuid:1134afb8-3c31-4647-927e-7df4b19011a5
Sebba, J., & Luke, N. (2013). Supporting each other: an international literature review on peer contact between foster carers. In Rees Centre. Rees Centre.

https://ora.ox.ac.uk/objects/uuid:ecc8d230-2b21-4110-95b1-0474d7d38b12
Sebba, J. (2012). Why do people become foster carers? An International Literature Review on the Motivation to Foster . Rees Centre.

https://ora.ox.ac.uk/objects/uuid:200c813e-3025-46b6-8ba7-60e52553fe42
Aynsley, S., Brown, C., & Sebba, J. (2012). RSA Opening Minds: an evaluative literature review. RSA.

https://ora.ox.ac.uk/objects/uuid:15d70ddb-d221-4b2a-aea0-3882ea9b45b9
Sebba, J., Gazeley, L., Aynsley, S., & Jacklin, A. (2012). Evaluation of the Villiers Park Scholars Programme. Villiers Park Educational Trust.

http://sro.sussex.ac.uk/id/eprint/21458/1/FINAL_EVALUATION_REPORT_-_Executive_Summary.pdf
Sebba, J., Kent, P., Altendorff, L., Kent, G., & Boaler, J. (2011). Raising Expectations and Achievement Levels for all Mathematics Students (REALMS): final report to the Esmée Fairbairn Foundation. Esmée Fairbairn.
Sebba, J., & Robinson, C. (2010). Evaluation of UNICEF UK’s Rights Respecting Schools Award. UNICEF UK.

https://ora.ox.ac.uk/objects/uuid:c4d7e49d-71b5-4116-bed9-d971cfe00a64
Sebba, J., Hunt, F., Farlie, J., Flowers, S., Mulmi, R., & Drew, N. (2009). Youth-led innovation: enhancing the skills and capacity of the next generation of innovators. In NESTA. NESTA.

https://ora.ox.ac.uk/objects/uuid:11e2f892-c56a-4cc1-8b71-67d7f0640d73
Robinson, C., Sebba, J., Mackrill, D., & Higgins, S. (2008). Personalising learning: the learner perspective and their influence on demand. Becta.

https://ora.ox.ac.uk/objects/uuid:b534dd67-b57d-43fc-a4cf-a3fe4b7d1bdc
Sebba, J., Crick, R., Yu, G., Lawson, H., Harlen, W., & Durant, K. (2008). Systematic review of research evidence of the impact on students in secondary schools of self and peer assessment. EPPI.

https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Self%20Assessment%20Summary.pdf?ver=2008-10-30-115426-117
Sebba, J., Fielding, M., & Carnie, F. (2008). Portsmouth Learning Community: final report on the partnership between Portsmouth Local Authority and University of Sussex.
Edwards, A., Sebba, J., & Rickinson, M. (2007). Making a difference: collaborating with users to develop educational research. Final Report to ESRC.
Sebba, J., Brown, N., Steward, S., Galton, M., & James, M. (2007). An investigation of personalised learning approaches used by schools. DfES Publications.
Sebba, J., Dunne, M., Humphreys, M., Dyson, A., Gallannaugh, F., & Muijs, D. (2007). Effective teaching and learning for pupils in low attaining groups. DfES Publications.
Kutnick, P., Hodgkinson, S., Sebba, J., Humphreys, S., Galton, M., Steward, S., Blatchford, P., & Baines, E. (2006). Pupil grouping strategies and practices at Key Stage 2 and 3: Case studies of 24 schools in England. DfES.
Crossoard, B., & Sebba, J. (2006). An evaluation of Assessment for Learning initiatives in Jersey: final report. University of Sussex.
Taylor, I., Sharland, E., Sebba, J., & Le Riche, P. (2006). The learning, teaching and assessment of partnership in social work education. Knowledge Review for the Social Care Institute for Excellence. SCIE.
Kutnick, P., Sebba, J., Blatchford, P., & Galton, M. (2005). The effects of pupil grouping: literature review. In DfES Research Report 688. DfES.
DINGWALL, N., & SEBBA, J. (n.d.). Bath and North East Somerset Attachment Aware Schools Evaluation Report.
DINGWALL, N., & SEBBA, J. (n.d.). Stoke On Trent Attachment Aware Schools Programme Evaluation Report.

Funded Research Projects

Attachment Awareness in Schools Programme (PI)

Timpson Foundation, £750,000

2017-2022

RCT on book-gifting and Paired Reading in England and NI (CI. With Queens.)

ESRC, £749,000

2017-2020

The Educational Attainment and Progress of Children in Need and Children in Care (University of Bristol leading)

The Nuffield Foundation, £314,000

2017-2020