About Us


TitareStar Royal Academy, is a co-educational day and boarding institution that covers all tiers of education namely: Base, Basic, Junior High, Senior High and University. The Post secondary education is through our affiliation with Novena University, the first private owned University in Delta State. The University has collaboration agreement un UK, America and Australia.

 We are a Christian school with God fearing, qualified, dedicated, highly motivated and committed staff in a WiFi enabled environment with e-Learning platform audio/visual aids and ultra-modern facilities.

 TITARE ACADEMYwhose genuine motive was born out of the desire to contribute to the project NIGERIA through the establishment of a high/ world class private institution to provide good and affordable qualitative education to the citizenry, with the objective to train and develop God fearing students academically, physically, spiritually and morally.


 Titare Academy runs a session of three (3) terms. A section is from September to July. The first (1st) term is September to December the second (2nd) term is January to April while the third (3rd) term is April to July. One week mid-term holidays as well as public holidays are also observed termly.


School Anthem


I deserve to be in Titare
where discipline is taught
Growing notable stars
Our focus and our goal


Future leaders
Why don’t you come with us
Let us build a better Nation
With One Student at a Time


A great Citadel of learning
The pride of our State and Nation
Titare Academy
The fountain of Knowledge

We believe that every pupil is special with distinctive abilities, effectiveness, and necessities.

To harness their potentials that can promote the acquisition of knowledge, positive character, and confidence, we provide specialized support, focused, liberal, and applicable educative experiences.

These practices are planned through various means with quality amenities, prospects from the children’s inputs, challenges, achievements, and proficiencies to determine their specific essence.

We provide the platform for family engagement, children’s feedback, and a positive learning environment that promotes friendliness among us, irrespective of our background, color, or race, to develop trust, value, and growth.

Our guiding principle is to create a curriculum that consists of building up children’s self-confidence, deliver quality in service, provide needed facilities, and satisfy parents’ aspirations through excellent academic services and motivated professionals for the child’s knowledgeable growth.

To this end, we will instill freedom of expression, anti-biased topics, shared experiences, continuous interactions, character molding opportunities, and open questioning in the curriculum.

We will create a platform for growth improvement through technology, play equipment, and discoveries.

We will accept professional, parental, and age-appropriate input to accommodate everyone’s needs with excellent services alongside national and international recommendations, highlighting best practices.

Our assessment guiding principles will evaluate children’s knowledge, understanding, learning curve, and accomplishment to determine their self-worth.

Equally, integrate flexible responsibilities that children can participate in and express different educational attainment levels concerning their learning experience.

Likewise, measure the learner’s growth through several facilities and means as moderated by diverse certified educators during the learning process.

We will set future planning opportunities through the parents’ and children’s feedback to build a higher practice that can usher in improvement in the decision-making process for the overall good of the child.

Our involvement policy sets out the blueprints for families and community participation and contributions to the school activities to enhance children’s knowledge and understanding.

The regulation is flexible, tackles local requirements, builds parents’ competence to support the child’s learning needs, and accomplishes academic growth.

Our inclusion policy ensures high quality, inclusive procedures to answer specific capabilities and necessities of each child. Hence, observing regulations obligation founded on their particular program principles with a daily practice that assists children in requiring extra care to improve beneficially.

Therefore, our inclusive policy will inspire quality education, grow self-confident youngsters, and healthy adolescents, support institutional goals, decision-making processes, and a positive environment.

Still, we will allow the participation of families and experts to contribute to the advancement of the child’s knowledge, talent, and the ability to have an efficient, inclusive approach to learning.

Equally, our children will have their individualized program plan (IPP) to help craft an inclusive policy with a yearly revision goal.

Our acceptable policy review came into effect on January 2nd, 2020.

Its policy statement is to guard the institution’s training and knowledge acquiring community in using its technology devices and internet connectivity acceptably.

The policy sets out the rules, concerns, obligations, and approaches to protect all users, especially the center’s young children and adolescents.

A periodic review is in place for the policy because of constant changes in the sector in line with global realities. The policy addresses the appropriate use of computer and computer-related devices for children learning and school management.

Plus, the center’s regulatory use of emails, social media, and wi-fi. Then, the internet control by board members, administrators, headteacher, other staff, family, and community within and outside the school environment.

Next, the acceptable attitude of users why in use under the relevant laws guiding the educational sector.

The board members, administrator, headteacher, and other staff must protect the children from harm and ensure e-safety why using the computer or the internet. An adult must always attend to the child during use either in school or at home.

These persons must supervise the adherence to this policy and other guidelines of the institution. Hence, they should use their understanding appropriately for the children’s growth, efficient use of technology to serve only the purpose of creativity, learning, improvement, and safeguarding the child from harmful internet sites and abuses. The educator must use the technological devices to enhance pupils’ knowledge, support interaction, and communal spirit among the families and the community dwellers. Misuse of the provisions set out in this policy will amount to two warnings only and subsequent dismissal of erring individuals.