The participating schools have recognised that the skills our learners will need as they grow and enter the world of work are as yet uncertain. It is the role of schools, as learning communities, to offer the best chances possible to our learners. Learners should leave school knowing that they have the skills and knowledge they need to achieve their goals, and these goals should be aspirational. Furthermore, in our local communities we identified a lack of skills needed to allow social mobility and self improvement. We are working to develop our schools as places of community learning, offering members of the community support to gain new skills which will promote life long learning and employability. We have learnt that this is an excellent way of encouraging our students to develop their communication and social skills during this project. Learners experienced authentic learning with a real purpose and grew in confidence whilst developing their skills. Pupils from all partner schools learnt a variety of digital competence skills with members of their family and the local community. These digital competence skills included the areas of presenting, data handling, video and audio recording and editing, coding, internet safety, data storage and many more. Staff and pupils worked together using various programmes, online resources, apps and technologies to produce presentations, teaching resources and activities. Pupils carried out research prior to the workshops to investigate what needs were present in the local community. They attended pupil exchange visits during the first year of the project to benefit from a variety of European approaches to teaching and learning and activities designed to increase their digital competencies. They developed their appreciation of other cultures and traditions across Europe. As a result of their improved skills, they were well equipped to plan and prepare community learning workshops in order to meet identified needs and will consequently provide incredibly valuable digital competence skills to many people across the various countries involved. All participants developed their digital competence skills as well as the digital competence skills of members of the community. Furthermore, they developed communication, empathy and understanding, whilst helping to increase the employability of members of the community. As a result of Covid-19, all participants actually developed their online communication and collaboration skills much further than we anticipated when planning the project. Participants are now confident to share, communicate and develop activities, skills and learning projects which were started before schools closed due to Covid-19 but have been vital throughout the last year of teaching and learning. Teachers and teaching assistants benefited as their digital competence skills improved throughout the course of the project. As well, their professional practice improved through collaboration with other practitioners. There has also been an increased focus at national and government level on schools as learning organisations and teachers carrying out regular action research. There is now an expectation for staff to participate in life long learning activities and to set an example to our pupils, sharing the benefits of continuing to learn and grow throughout our lives and as adults. This is how we are developing schools as learning organisations and this project has been an excellent base on which to work towards this goal. We will continue to organise community learning activities which we have started in this project after the completion of the project. The project partners will also continue to collaborate in order to develop best practice and share our learning and experiences. The project has had a huge impact, involving 4815 pupils, 428 members of teaching staff, members of local education authorities, school governing bodies and parent teacher associations, and hundreds of members of local communities. We planned for the oldest primary pupils to work with the youngest secondary pupils because they collaborate well and relate to each other effectively. The oldest primary pupils were also better equipped to manage being away from home during exchange visits because they are more mature than younger pupils. The high number of people involved in the project ensured that participants were committed to its success as everyone relied on each other to put in their best efforts in order to make a positive difference in communities across Europe. Long term benefits include improved skills and key competencies of all involved, better international links between project partners, increased understanding of European cultural heritage, better equipped educators, more independent learners, improved skills and employability of the local community, and an improvement in community links and collaboration.