This article reports on the evaluation of an accredited programme to enhance the early professional development of newly qualified teachers within the Black Country region of the English West Midlands. Newly qualified teachers participating in the accredited programme, their induction tutors, newly qualified teachers not participating in the accredited programme and local education authority officers offer feedback on the successes and shortcomings of the programme. Analysis shows that the programme outcomes are of relevance to newly qualified teacher stakeholders and that the programme is meeting its planned outcomes. It is also shown that the programme is perceived as effective in fostering reflective practice amongst newly qualified teachers, and has impacted positively upon their personal and professional development. There is evidence that the programme offers clear linkage to a vision of early professional development progression beyond the induction period. Gender and sector differences in response to facets of programme choice, helpfulness and support are demonstrated. Difficulties in terms of induction tutor engagement, non-participation and programme management still remain. Potential longer-term benefits to be studied in subsequent cohorts include programme impact on developing teacher identity, professionality, job satisfaction and retention within the profession. (Contains 4 tables.)