In our original application we highlighted the specialist nature of the college which supports 'part-time higher education and non-traditional students'; we noted that as a result of this very few of our students were in a position to take advantage of the minimum three months full -time of the Erasmus+ scheme. However, due to a change in our student cohort, which now includes more full-time students, we wanted to start exploring the possibility of facilitating engagement in Erasmus+ for those able to do so. Although we have had a measured response from our students this is understandable due to the fact that most of our students are in employment, often full-time, or have significant family or caring responsibilities. Also it is a reflection of our desire to grow our engagement in a controlled and manageable way; as we gain more experience, we are able to advertise the opportunities more widely and we are now in a position to embed it as part of our provision within a certain section of programmes (Languages). Furthermore, staff who had existing relationships or who were building connections with other institutions in Europe were able to engage in the project and formalise those partnerships through Erasmus+ to the benefit of their personal and professional development, as well as increasing the institution's connections abroad. It is noted that mobilities were solely arranged for learning and teaching activities and not training purposes during the 2014 project. This is something that we will consider in future but currently there seems to be limited demand. The report below illustrates that this project has provided the college with a new opportunity to enrich the experience and learning of our students and staff but that it has not been without its difficulties as we have had to work hard to implement the supporting structures in order to manage Erasmus+ activity in a standardised way. Through our ongoing participation in Erasmus+, we continue to learn how best to face the challenges and opportunities that the project brings and how best to harness the experience gained by participants so that they have a positive impact on the wider learning and teaching environment at Birkbeck. The numbers themselves clearly show the limited extent of our engagement in our first Erasmus+ project. We had a total of nine participants (three students and six members of staff), a limited return on our initial approved application. However, all participants have provided positive feedback on all or most of the learning outcomes, which is a testament to their engagement and the opportunities provided by our partners. Going forward, our planned participation rates will continue to be realistic. With the recent improvements to the communication of the Erasmus+ project, for example through an increased presence on the college website; changes in administration; and embedding of Erasmus+ in selected academic provision, we are confident that high quality, high impact participation will continue to grow at a steady pace.