The main thrust of the Erasmus+ Staff Mobility Program was to underpin the professional development of the Lauder Javne School by liaison with educational institutions offering similar programmes and by adopting their best practices. We applied for EU support for two mobility projects, to support the changes in our school management and to develop our popular bilingual English Plus programme. During the summer of 2013 we renewed our school?s entire management structure and in terms of the resulting re-thinking of job descriptions, content and general school order we thought it important that all our leaders have opportunities to acquaint themselves with new practices by studying other schools' management structure and educational programmes. Our principal, the foreign relations manager and three section managers, the Head of the Elementary, Middle and Secondary School, spent a week in London visiting the Jews' Free School and the Jewish Community Secondary School. They studied the schools' general structure, education programmes and the day-to-day work of equivalent leaders. They gained new ideas for best restructuring to fit in with our revamped strategic aims; they learnt new management practices that are adaptable to our organisation and were reassured in maintaining existing good practices. The international contacts and information exchange facilitated by the Erasmus+ Mobility grant were extremely helpful for refreshing our bilingual English Plus programme by allowing us to integrate best practices. The Head of the program, two English teachers and the Lauder School?s student counsellor visited two well-functioning and successful schools in Berlin: the John F Kennedy School and Heinz-Galinsky Schule. For a week they participated in the lessons, studied the structure of lessons and the methods applied. They saw day-to-day life there, got to know the workshops and specialised study groups. The project's aims were achieved, our teachers? professional development took a leap forward and they went on to successfully use and integrate new teaching methods. In summary, both professional trips were inspiring. The participants returned with much new experience and adapted many new methods. Job shadowing improved both the team work of participants and their individual competences. Following these visits they easily, almost automatically integrated into their work all new knowledge and competence gained in the course of these mobility projects. The managers who went to London are the defining leaders of the school who are in daily contact with students, teachers and parents and thus their development affects the whole life of the school. On their return from Berlin our English teachers immediately adopted new methods in all lessons held in English. The Lauder School?s other language teachers and colleagues then had the chance to participate in workshops held by the participants to learn about new ideas and how to put them into local practice. This extended the renewal of our bilingual programme to other areas that also benefited from new methods and opportunities. Lauder Javne School is committed to continually developing the quality of education. To this end one important tool is the study international good practices and leading educational programs. Our teaching program is knowledge based and concentrates on skill-development using holistic approaches. It offers ample opportunities for our pupils to be active participants in the learning process, thus eventually it is the students who are the real beneficiaries of the Learning Mobility Program.