Filósofo Séneca School is a estate school of Infants and Primary Education (3-11) located in the Northwest area of the city of Madrid. The students come mostly from a disadvantaged socio-cultural background. The location of the school in a marginal and degraded environment provokes rejection in many young families who prefer subsidized private schools. However, intensive work with a faculty committed to equal opportunities and educational quality, is slowly changing this perception, starting to enroll students from families with a higher socio-cultural level, with higher expectations for their children 's education. The objectives of the project, developed between July 2014 and July 2016, were: - Encourage the international dimension of the school through teacher training and cooperation with other European schools. - Provide training to teachers to deepen active methodologies in all areas of the curriculum, to encourage the development of basic skills and ensure equity and inclusion of children from diverse backgrounds, with special needs or learning difficulties. - To promote the learning of foreign languages ​​(English and French) offering equal opportunities to our students in access to these skills. - To develop our own strategy for the development of an English-Spanish bilingual studies Plan as an alternative to the Bilingual Program of the Community of Madrid should the school not be selected in the 2015 or 2016 calls. The following activities have been undertaken: - Eight mobilities to do courses to improve the teachers’ skills in English and French, in order to acquire the accreditation to be a bilingual teacher (C1 level) or to acquire the qualification to teach English or French (B2 level). This qualification will be very impportant for them to play a more active role in the development of future European projects or even to lead them. - Two mobilities to do courses on Learning Difficulties and Inclusion in Language Teaching, as well as Video and Image in CLIL. - Six mobilities to know the project of the Schools of Primary Education (6-12) No. 26 and No. 29 of Acharnes (Greece), working in a disadvantaged environment like ours, and with an important experience in cooperative methodologies, project work and use of ICT to develop basic skills of their students. - Eight mobilities to know the project of the Educational Services of Parma for their Nursery Schools (3-5) for the integration of children either from immigration environments, or with special educational needs, with the involvement of the families in the process. - Two mobilities to meet the educational project of Agrupamento of Escolas de Vila Nova da Barquinha (Portugal) (Primary Education 6-12), where they develop an excellent job in experimental teaching of Science in cooperation with Aveiro University. The results have been very relevant. The project has continued the training of teaching staff undertaken in the previous years, favouring greater team cohesion and improving their professional and personal skills to implement an inclusive methodology, by analyzing good practices to address the diversity of students in the classroom. In addition, we have designed our own program of studies taking advantage of the pedagogical autonomy of the school, which has been approved by the Education Authority of Madrid. The strategy set out in our KA1 project has been essential for this outcome, including teacher training in English and French, the accreditation of their CEFR level to get the authorization to provide curriculum áreas in English and deepening professional skills to know good practices first hand. Therefore, the KA1 project has been an excellent opportunity for our school. In the long term we believe the benefits of this project will result in a more international educational project and higher teaching quality, especially with regard to the attention to diversity, inclusion, basic skills and learning of foreign languages. All this will impact on improving motivation and academic performance of students and preventing early school leaving. As for teachers, a greater job satisfaction and a greater cohesion of the teaching staff, will encourage their stay in the school. And finally, we believe that our school Project will continue to attract new families with high expectations for their children's education.