CONTEXT Brenes is a small town near Sevilla, the population is about 12,000 inhabitants. The economy is mainly based on agriculture and high rate of migrating families. It is considered a disadvantaged area for these reasons, both from an economical and sociocultural point of view. IES Jacarandá is the only post-secondary school education provider in town, so we have all the population older than 12, who attend school and receive different kind of education levels: Secondary Education, Upper Secondary Education, Vocational Training Studies (basic,medium and superior) and Adult Education. The school also provides another kind of programmes to help students with especial needs such as bilingualism, compensation, extracurricular activities, etc, so the school is open from 8 a.m. to 10 p.m. We also organise short-term activities all throughout the year like Book Fair, Advising professional week, Science Fair, Language Week, etc. All these activities try to foster and disseminate the basic elements of our curriculum: reading, the value of work, professional​ advise, scientific way of thinking, the value of languages. At the same time, they reinforce attitudes of acceptance and recognition of these values. OBJECTIVES We have been taking part in European Programmes (Comenius, Grundtvig, Leonardo) which have improved the lively atmosphere of the school at all levels: staff, parents, and students. Our present participation in this Erasmus+ calling is the result of previous enriching experiences and we expect to go on enlighting future courses. The School Development Plan, which was designed during the course 2013 2014 for a five-year period and it is being implemented during this course, explains our intentions and goals. The ultimate objective of the process is to improve student achievement levels, creating a positive environment for learning, an integrating environment among the different levels, increasing the degree to which parents are involved in their children’s learning at school and at home, instilling an international/European spirit in the whole community and improving teacher’s skills and competences in different areas to adjust their performance to new challenges and situations. In any case, the School Development Plan has been a living working document that it is being used in order to monitor the progress over time and to make revisions when necessary to ensure that the plan stays on course. PARTICIPANTS' NUMBER AND PROFILE It is both a source of challenges and enrichment the fact that IES Jacarandá provides many different educational levels:Secondary Education, Upper Secondary Education, Vocational Training (basic, medium and superior level) and Adult Education. Although the students and learners have completely different goals and aspirations, we are a community. Our institution is not either physically nor mentally divided into different plots since we all work and study together. What is more, we understand the “School Development Plan”as an integrating instrument for the different levels. We realise it is a very ambitious plan indeed, but it has been designed to be developed during a period of five years. ACTIVITIES The course 2014-15 was a time for organizing and informing the whole school community about the plan and start working in the implementation, that is why the project was called "Let's Start". The project has changed its name for this course: "Let's Carry On" Our priorities have been the improvement of needs related to: - Basic linguistic and mathematical competences for students - Improving teachers' linguistic competences as IES Jacarandá is a bilingual school. - Improving staff and educational centres management - Early school dropping throughout the learning of motivation technics. - Involvement of more members of staff in learning/ self-improvement activities or in European partnerships. RESULTS/IMPACTS/BENEFITS After this two year period, our School Development Plan has shown as an irreversible change in our way of working and in our way of understanding life-long learning. Its relation with the centre objectives and needs has provided as with a clear and distinctive target. This new dynamic has impelled us to export our experiences to other educational forums besides the dissemination in our own school. We have contributed to the realization of teacher learning activities for provincial Teacher's Centres and we have helped other centres when applying for the program. Up to now, our involvement in the program has contributed to: - the analysis of the needs - the definition of the objectives - the relevance of the dissemination and the enlargement of its area of influence - the fostering of participation - the coordination of the actions taken to meet our goals