This method of teaching phonics evolved in response to a need to raise reading and spelling ages in the school where I was teaching.  Although SATs results were generally good, analysis of test results from YR to Y4 showed that spelling and reading ages of the majority of children were below chronological age.  In the early years, decoding was the greatest problem - in the absence of pictorial or contextual cues, pupils were at a loss when confronted with a word that was not in their sight vocabulary.  They had not mastered the sounds of English. Most had caught up in their reading by Y5, but many continued to have spelling difficulties because they had not mastered the rules.  

Young children in the school were responding very well to learning modern foreign languages, which were being taught very successfully using chanting, rhythm, song and action games.

Phrantic Phonics harnesses these methods to teach English: using pace, rhythm, and repetition to attune children's ears to the constituent sounds (or phonemes) in their language, and to prioritise the oral over the written. It was developed before the Rose report on children’s reading, but it is essentially synthetic phonics.  Letter sounds are taught very quickly, and children learn from the outset to blend and segment words.  It is unnecessary to teach consonant blends as a separate entity. Only the principal vowel and consonant digraphs need to be taught.

Reading, handwriting and writing  are linked to the oral work and are taught in every phonics session.