After our first survey, we went back to the community with some more targeted questions on the topics people were most concerned about. Sixty families responded. Here is what we heard.
The first survey tested whether there was demand. This one tested whether our specific answers to that demand hold up. We shared a video of the academic model, the pricing structure we're considering, and asked families to react.
Of the 60 responses, 43 came from families who filled in the first survey. 17 are new to us. Most returning respondents have been in the area one to five years, the same profile as the first round.
Portuguese international schools typically start around €750/month for Early Years and reach €1,500/month by Senior. We proposed starting closer to €600/month for the youngest children and rising through the stages, reaching roughly €1,000/month by the end. We asked families directly how that lands.
55% are good with the model as shown.
85% are good with at least the earlier years. The ramp works on the way in.
Of the 38 families who engaged with our sibling pricing question, 29 (76%) suggested a percentage discount for additional children. Several said it would determine whether the school works for them at all.
38 of the 60 respondents engaged with this question; the other 22 marked it not applicable.
18 of the 29 people who suggested a percentage discount gave a specific value. Respondents who gave a range contribute a fractional vote to each discount value (e.g. someone who said 10–15% contributes 0.5 to 10% and 0.5 to 15%). The remaining 11 of 29 want a discount but gave no specific amount.
The large majority of respondents who engaged with this question proposed a percentage discount on additional children. A handful suggested different structures, each worth exploring:
After we shared a short video of another school that runs a similar AI-assisted academic session, we asked families how their view of the model shifted. The video converted some families who had been unsure. It also sharpened the concerns of others.
Three in four families viewed the model positively after seeing it.
The video moved people in a net positive direction, but a minority became less comfortable after watching, usually citing specific objections rather than a general hesitation. Those are the questions we will work on answering. That said, for families with young children, one finding was particularly reassuring:
Percentages are based on the 48 respondents who answered; 12 said the question is not applicable to them.
"Better than I imagined. I'm more interested now. How does the day for three-to-seven-year-olds look, since they don't have screens?"
"What you present is truly a breath of fresh air and absolutely worth investing in when it comes to children's education. So I'm very excited about it. I hope this school will be nice and grounded in its approach."
We asked families how they want Portuguese language and culture woven into the school. The answer was nearly unanimous: Portuguese language and culture should be present and meaningful. The nuance is to what degree.
We asked respondents to pick the two things that would most increase their confidence in a new school with no track record.
Experienced founding team with education or relevant sector background
Meet the teamRecognised curriculum accreditation (e.g. Cambridge International)
Our curriculum approachTransparent roadmap with clear milestones published
Follow our public roadmapA physical site confirmed and under development
Site securedA community of founding families already committed
Join 100s of families on the waitlistThe chance to visit a comparable school operating elsewhere
See the model in practice †The survey and video answered some questions and opened others. These are the ones respondents raised most often in the open-text fields.
The morning block runs in short focused intervals: roughly twenty minutes of work, followed by a break. Those breaks aren't passive: students discuss what they've been working on, compare problems, and often step outside. The space itself is well-lit with natural light, not a darkened screen room. When a student is stuck, teachers circulate throughout and can move them into a small-group or one-on-one session.
The rest of the day is built entirely around group work: project teams, outdoor sessions, and community activities. Students finish the day having worked alongside each other in every sense. Full answer on the FAQ →
Yes. The constant adult presence in the school will be qualified teachers, not generalist guides. This is both a values decision and a regulatory requirement: Portuguese Ministry of Education authorisation requires credentialed teaching staff.
This is one of the ways Telos differs from the model it is most often compared to. Alpha School in Texas operates with non-credentialed guides; we do not. The adaptive tools are just that - tools. Our teachers carry the responsibility for each child's learning.
The adaptive tools are designed to catch shallow learning. Skills resurface at increasing intervals after they've been taught (a technique called spaced repetition), so a concept grasped shallowly will start slipping when it reappears weeks later. Problems also arrive in mixed batches across topics, so students can't rely on context to guide them.
The rest of the day is built entirely around group work: project teams, outdoor sessions, and community activities. Students finish the day having worked alongside each other in every sense. Full answer on the FAQ →
Yes, and this came up often enough in the survey that we plan to make it more visible on the site. Visual art, music, theatre, and movement are part of the afternoon programme across all four stages. Not a single class per week, which is the norm in most schools. Instead, they will be embedded into the projects, outdoor sessions, and community work that make up the majority of the day.
Where our own staff are not the right fit, we will bring in visiting practitioners: working artists, musicians, and makers from the local community. A studio workshop space will be a core part of the physical site. See Make for the full afternoon programme.
The first round told us there was real demand. This round told us where the specific answers hold up, and where they need more work.