The acoustic characteristics typical of mainstream schools in England make it challenging for deaf or hard of hearing (DHH) children to perceive speech but assistive listening technologies can enhance speech perception. In this study, we explored decision making for the purchase and allocation of assistive listening technologies by heads of sensory support services in England. We found approximately 25% of DHH children attending mainstream schools were issued radio aids, with the majority able to use their radio aids at home. Participants reported issuing a wide variety of radio aids. 64% of respondents reported that they support at least one DHH child who use classroom soundfield systems. No services supported DHH children who use induction loop systems. 93% of sensory support services reported using test boxes to perform electroacoustic checks but some queried the purpose and effectiveness of these checks. Services adopt a child-centred approach to allocating assistive listening technologies but external factors such as purchasing decisions made by the local audiology department and cost of equipment influence purchasing decisions made by sensory services. Findings suggest that services should develop their child centred approach, along with their multidisciplinary relationships with audiology, to better serve the needs of DHH children and young people.